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Thinking globally or “glocally”? Bilingual identity of Vietnamese international school students
ARTICLE

, , School of Education, Australia

International Journal of Educational Research Volume 85, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

This article examines bilingual identity of Vietnamese international school students as reflected in their language practices and language beliefs (Spolsky, 2004). It seeks to identify the factors related to sociocultural connection, interaction and investment (Fielding, 2015) that influence their bilingual identity. Interviews with three students were the main source of the data. Findings reveal that a number of factors had an impact on the students’ ways of practising Vietnamese and English and shaping their beliefs of the languages. As the students attached their imagined future identity to English and global mobility more than to Vietnamese and local experience, schools should play a significant role in encouraging students to think more “glocally” and positively contribute to their local communities.

Citation

Nguyen, T.T.T. & Nguyen, H.T.M. (2017). Thinking globally or “glocally”? Bilingual identity of Vietnamese international school students. International Journal of Educational Research, 85(1), 24-32. Elsevier Ltd. Retrieved April 21, 2021 from .

This record was imported from International Journal of Educational Research on January 31, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2017.06.001

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