Thinking globally or “glocally”? Bilingual identity of Vietnamese international school students
Trang Thi Thuy Nguyen, Hoa Thi Mai Nguyen, School of Education, Australia
International Journal of Educational Research Volume 85, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd
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.
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.