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Content and Language integrated learning (CLIL) revolves around the dual goal of language acquisition and content knowledge; therefore, the cross-curricular collaboration between language and content teachers is one of the key factors for the success of CLIL education. This study investigates multiple aspects of cross-curricular collaboration in a Vietnamese CLIL program, including teachers' beliefs about pedagogic roles, professional support provided, and actual cross-curricular collaboration implemented. Data collected from eight teachers through semi-structured interviews were coded for emerging themes using thematic analysis, and relevant documents were analysed as complementary data. The findings indicate that the teachers viewed their pedagogical responsibilities and foci rigidly within their discipline, rather than as a dual-focused role of both language and content teaching. Additionally, a mismatch between professional support provided by the school and by the program designers was identified, indicating insufficient training and supervision in the implementation of the program. Although there was evidence of teacher collaboration, the practice still lacked consistency and systematicity due to issues such as workload, schedule and motivation. The findings from this study have important implications for professional development and curriculum design in CLIL bilingual programs to facilitate successful cross-curricular collaboration.

This cross-sectional study investigated first (L1) and second (L2) language receptive and expressive vocabulary in a sample of 542 typically developing bilingual children of immigrants (age range 6-13), coming from six different L1 backgrounds in Norway. Results demonstrated that children's L1 and L2 vocabulary skills increased with age. From a deficit perspective, the study confirms that in each age group, there is a vocabulary gap between the ranges of Norwegian vocabulary known by Norwegian monolinguals and by Norwegian L2 children. At the same time, when an additive, conceptual scoring approach (taking into account bilingual children's known L1 and/or L2 vocabulary) was used, the persistent gap in vocabulary knowledge diminished or disappeared altogether. This finding is most evident in older age groups. Conceptual scoring provides a more sensitive and positive picture of bilingual children's overall range of vocabulary. The findings demonstrate a need for more nuanced assessment procedures of semantic knowledge across children's' L1 and L2.

This study examined Americans' attitudes toward standard American English (SAE) and nine, non-Anglo foreign accents: Arabic, Farsi, French, German, Hindi, Hispanic, Mandarin, Russian, and Vietnamese. Compared to SAE speakers, all foreign-accented speakers were rated as harder to understand, more likely to be categorised as foreign (rather than American), and attributed less status and solidarity. However, not all foreign accents were equally denigrated on status and solidarity traits. Instead, an evaluative hierarchy emerged, with speakers of some varieties (e.g. French, German) consistently rated more favourably than speakers of others (e.g. Arabic, Farsi, Vietnamese). This variation in language attitudes was associated with variation in social categorisation -- i.e. the higher the percentage of nonstigmatized foreign categorizations (i.e. Anglosphere, Western Europe) for a given foreign variety, the more favourably speakers of that variety were rated -- and listeners' processing fluency -- i.e. the easier speakers of a given foreign variety were to understand, the more favourably they were rated.

Teachers are the primary deliverers of Social-Emotional Learning (SEL) program, and therefore their beliefs, attitudes, and support towards SEL influence the adoption, sustainability, and impacts of this program. The aim of the present research is to measure the perception of social emotional learning education among Vietnamese primary school teachers. A group of 250 Vietnamese primary school teachers (142 males and 108 females) participated in the survey. They completed the Teachers' Perceptions of Social Emotional Learning scale (TPSEL). The scale included four subscales which are the Teachers' perceived level of the necessity of SEL education in primary schools (TPN), the Teachers' perceived level of the importance of SEL education in primary schools (TPI), the Teachers' perceived level of concern about SEL education in primary schools (TPC), and the Barriers to the Implementation of SEL Programs (BISEL). Results showed significant differences in BISEL among the teachers with different years of teaching experience. Moreover, various educational backgrounds affected TPN and BISEL considerably. The interaction effect on TPN and BISEL was found. The results suggested that regardless of the differences in educational backgrounds and years of experience, the teachers were all aware of the necessity as well as the challenges when implementing SEL in classrooms in primary schools.

To date, a growing number of studies have shown that domain-general auditory processing, which prior work has linked to L1 acquisition, could explain various dimensions of naturalistic L2 speech proficiency. The current study examined the generalizability of this topic to L2 speech learning in classroom settings. The spontaneous speech samples of 39 Vietnamese English-as-a-foreign-language learners were analyzed for fluent and accurate use of pronunciation and lexicogrammar and linked to a range of variables in their auditory processing profiles. The results identified moderate-to-strong correlations between the participants' accurate use of lexicogrammar and audio-motor sequence integration scores (i.e., the ability to reproduce melodic/rhythmic information). However, the relationship between phonological proficiency and auditory acuity (i.e., the ability to encode acoustic details of sounds) was nonsignificant. Although the findings support the audition-acquisition link to classroom L2 speech learning to some degree, they only suggest that this link is robust for the acquisition of lexicogrammar information.

Purpose: The purpose of the current study was to examine normative nasalance values in Vietnamese adult speakers with Southern dialect and to investigate the effects of vowels and tones on . Previous studies examining nasalance have been mainly conducted with Indo-European languages. Limited information on nasalance is available in tone languages other than Chinese. Furthermore, tone and vowel effects on nasalance scores in tone languages have not been fully examined. Method: Nasalance scores of various speech stimuli including passages, syllables, and prolonged vowels were obtained from Vietnamese-speaking adults with Southern dialect (M[subscript age] = 23 years) using a nasometer (KayPENTAX 6450). Results: The average nasalance scores of Southern Vietnamese adult speakers were 24.16%, 38.17%, and 70.03% for the oral, oral-nasal, and nasal passages, respectively. Southern Vietnamese speakers produced the highest nasalance scores on the vowel /a/, followed by /i/ and /u/. Nasalance scores of stimuli produced with the falling and restricted tone were significantly lower than those produced with the other tones. Conclusions: The normative nasalance values of the current study will contribute as a reference index for the Vietnamese language. The effects of vowels and tones can also provide insight into the development of nasalance testing stimuli and for characterizing nasalance values across languages.

Background: Recent research suggests that diverse types of copying, including pure copying, copying fluency and delayed copying, contributed to children's spelling of Chinese characters and English words but not to word recognition. This study examined the relations of pure copying, copying fluency and delayed copying to beginning word reading and spelling in Korean Hangul. Methods: One hundred and five Korean kindergarten children aged 5 and 6 years were tested on pure copying of unfamiliar print of Vietnamese, copying fluency and delayed copying of Korean Gulja (written syllable) and cognitive skills including nonverbal reasoning, syllable and phoneme awareness and orthographic awareness. Results: Hierarchical regression analyses showed that copying fluency and delayed copying of Korean Gulja uniquely explained Korean word reading and spelling after controlling for age, cognitive skills and Vietnamese copying. In addition, squared semi-partial correlations revealed that orthographic and phonological awareness significantly and uniquely contributed to Korean word reading and spelling. Conclusion: The findings highlight that copying fluency and delayed copying of Hangul Gulja are the most important factors in early Korean word recognition and spelling. Similar cognitive correlates such as syllable and orthographic awareness and orthographic working memory contributed to the initial reading and spelling of Korean words.

This paper investigates the potential of conceptual divergences within and between languages for providing intellectual resources for theorizing. Specifically, it explores the role of multilingual researchers in using the possibilities of the plurality of intellectual cultures and languages they have access to for theorizing International Service Learning (ISL). In doing so, this investigation of conceptual divergence within/between languages shows how it is possible for multilingual researchers to extend their capabilities for theorizing; to bring forward possibilities for theorizing ISL in languages other than English; and to potentially bring new perspectives to a field of enquiry which lays claim to being "international". The process of developing the capability for theorizing begins by exploring the divergence in languages of key concepts. In this instance, the analysis focuses on the English concept of "service learning" which is rendered in "Ti?ng Vi?t" (i.e., Vietnamese language) as "h?c t?p ph?c v? c?ng d?ng". The analysis of the conceptual divergence represented by these "Ti?ng Vi?t" concepts opens up insights into ways of developing the capabilities that multilingual researchers have for theorizing. In effect, this paper contributes to the knowledge about the options multilingual researchers have for using their full linguistic repertoire for the purpose of theorizing. The study has significant implications for multilingual education, multilingual research and theorizing ISL in universities which privilege English-only monolingualism.

How multilinguals reflect on and interpret their experiences abroad as they acquire an additional language has been undertheorized in study abroad research. Multilinguals navigate multiple identities, cross linguistic and social boundaries, and employ an array of resources to make meaning--that is, they engage in translingual practice. This article presents the case of Terry--a Vietnamese-American learner of Spanish--during a 13-week stay in Guatemala as she navigates and reflects on her sense of self. Employing translingual practice and symbolic competence as theoretical frameworks, this study examines how Terry drew on her cultural and linguistic background to understand her experiences abroad and in turn, how an abroad experience encouraged critical self-reflection. Through a thematic analysis of interviews, course assignments, and audio-recorded classroom observations, the findings illustrate how an abroad curriculum that emphasized structured critical reflection and local engagement encouraged Terry's development of critical translingual competence; an awareness of the symbolic significance of meaning-making resources across contexts; and the inextricable connections among identity, language, and culture.

This paper investigates the experiences of two international students with different linguistic backgrounds in a university in Hong Kong, with particular attention to the role of language in their identity negotiation during their transnational studies. Based on their contrasting narratives, the study revealed that the two students' identity negotiation experiences appeared to be shaped by their different language competences, which were valued differently in the academic and social contexts within the university. It was found that the degree of (in)compatibility between their language competences and the norms and expectations associated with the academic and social contexts within the university context impacted on their negotiation of fuller forms of participation and their construction of desirable identities. Furthermore, the two students' different language ideologies and their different abilities to exercise agency in mobilising their linguistic capital in exchange for other forms of capital were found to mediate their identity negotiation and transformation.

The Listening Vocabulary Levels Test (LVLT) created by McLean et al. Language Teaching Research 19:741-760, 2015 filled an important gap in the field of second language assessment by introducing an instrument for the measurement of phonological vocabulary knowledge. However, few attempts have been made to provide further validity evidence for the LVLT and no Vietnamese version of the test has been created to date. The present study describes the development and validation of the Vietnamese version of the LVLT. Data was collected from 311 Vietnamese university students and then analyzed based on the Rasch model using several aspects of Messick's, Educational Measurement, 1989; American Psychologist 50:741-749, 1995 validation framework. Supportive evidence for the test's validity was provided. First, the test items showed very good fit to the Rasch model and presented a sufficient spread of difficulty. Second, the items displayed sound unidimensionality and were locally independent. Finally, the Vietnamese version of the LVLT showed a high degree of generalizability and was found to positively correlate with the IELTS listening test at 0.65.

The article presents an empirical study that investigates the single- and cross-modality relationships between different dimensions of receptive vocabulary knowledge and language skills, as well as the importance of academic vocabulary knowledge in academic listening and reading comprehension. An Updated Vocabulary Levels Test (UVLT), a Vietnamese version of the Listening Vocabulary Levels Test (LVLT), an International English Language Testing System (IELTS) listening test and an academic IELTS reading test were administered to 234 tertiary level Vietnamese learners of English as a foreign language (EFL). Research findings showed that (1) orthographic and aural vocabulary knowledge were strongly correlated (r = 0.88) and of equal significance to L2 listening and reading comprehension, (2) receptive vocabulary knowledge was a very powerful and reliable predictor of learners' receptive language proficiency, (3) knowledge of academic vocabulary strongly correlated with academic listening (r = 0.65) and reading (r = 0.60) comprehension and the mastery of the Academic Word List (AWL) could suggest a band score 6.0 in both the IELTS listening and academic reading tests.

This article examines the relationship between Pho, a type of Vietnamese soup, and Vietnamese national identity in the linguistic landscape of Edmonton, Alberta (Canada). The study suggests that Pho has not only been used by Vietnamese restaurants in Edmonton for indexical function but also for symbolic evocation associating with Vietnamese cuisine and national identity. The data comes from three Vietnamese restaurants in Edmonton. A multimodal analysis of shop signs, window signs and notices, menus, websites, and other relevant semiotic resources is carried out using geosemiotics, a multidisciplinary framework that analyses the meaning of the material placement of signs and human actions in the material world. The results indicate that Pho has a dominant visibility in the linguistic landscape of three restaurants. Furthermore, the symbolic relationship between Pho and Vietnamese identity is evident in the way it is used to address the feelings of nostalgia among migrant patrons.

Teaching English as a Foreign Language (EFL) to young learners has been implemented at primary school level in many non-English speaking countries. One factor that determines the success or failure of primary EFL programmes is pedagogical practices. Recognising this importance, this study explores age-appropriate creativity for the practice of teaching English to young learners in Vietnamese primary schools. The participants are six EFL teachers in six different primary schools in Vietnam and the data are collected from interviews and classroom observations. From the perspective of the participating teachers, there are four components constituting their age-appropriate creativity. These are English language use, artistic components, meaningful contexts and real-life practice created in the classroom. The age-appropriate pedagogies constructed by the participants, as discussed in this study, offer a source of reference for teachers of English to young learners, within and beyond Vietnam.

Under the theoretical underpinnings of language socialization and continua of biliteracy, this ethnographic case study documents how cultural performing arts, as part of extracurricular activities, promote bicultural identity and biliteracy development among Vietnamese American children. The study was set in two transnational contexts: a community-based Vietnamese heritage language school and a Vietnamese dual-language two-way immersion program, both located in a southwestern U.S. city. Data was drawn from observation field notes, interviews, teachers' testimony, and visual records. Findings show cultural events created by and for Vietnamese Americans create affordances for dialogic teaching on culture, language play, and cultural identity formation through collaborative efforts between home, school, and community. This paper implies a need for (1) purposeful integration of cultural events held by transnational communities into school curricula and (2) an in-depth focus on the sociocultural aspects of language programs, especially among the less-commonly-taught-language groups.

In the context of English as a global language in which the interaction is not only between native speakers and ESL speakers but also among non-native speakers themselves, there is a need to investigate how well L2 listeners can judge and successfully comprehend accented English produced by other L2 speakers; particularly, how the specific linguistic background of an L2 listener bears on their ability to understand and evaluate accented English from a speaker whose L1 is related -- or not -- to their own language. A corpus of Vietnamese accented English speech designed to elicit a careful but unguarded style of speaking was collected from 16 Vietnamese overseas students studying at an Australian University. Listeners of various L1 language backgrounds (Australian English [n= 125], Vietnamese [n=10], Chinese [n=10], Arabic [n=8], Japanese [n= 10], other=7), of varying exposure and fluency in English judged the intelligibility, the strength of foreign accent, and attempted to transcribe the test utterances in a self-paced speech recognition task. From this database it was possible to estimate (for the first time) realistic intelligibility estimates of Vietnamese accented English under conditions that approximate normal connected speech, and also to estimate the effects of the listener's language background in interaction with their comprehension proficiency in the target language (Australian English). Implications for English language teaching, particularly pronunciation pedagogy in TESOL teacher training programs are discussed.

The present study investigated the use of vocabulary learning strategies (VLSs) by undergraduate Thai EFL students studying Vietnamese as their third language (L3) and examined if there is any relationship between the learners' strategy use and their success. A five-point Likert-scale questionnaire containing 39 items adapted from Schmitt's (1997) taxonomy of VLSs that are classified into five main categories (determination, social, memory, cognitive and metacognitive strategies) was administered to a group of 55 Thai undergraduate students who were taking a basic Vietnamese course for 45 hours. A vocabulary test was also used as another research instrument in order to reveal any correlation between strategy use and vocabulary test results. The descriptive statistics like mean and standard deviation and correlation were used in the study. It was found that Thai EFL learners were moderate strategy users when learning Vietnamese as their L3. Cognitive strategies emerged as the most frequently used ones, and metacognitive strategies were the least frequently used ones. Participants also used different sub-strategies with different levels of frequency. Moreover, there was no significant relationship between the use of strategies and the participants' success.

This paper considers when and for what purposes Peer Assisted Study Session (PASS) Leaders at an English medium university use their first language (when that language is not the dominant language of instruction) to facilitate PASS sessions in an English speaking university. This small qualitative exploratory study examines the experiences of eight PASS Leaders who speak a language other than English. The paper explores how and for what purposes the PASS Leaders utilised their first language (referred to as L1) of Chinese or Vietnamese and their second language of English (referred to as L2). The research participants revealed complex and well-considered decision-making processes regarding the language(s) they used in their sessions as PASS Leaders. Broadly, the language they used depended on the linguistic backgrounds and preferences of the session attendees, the concepts covered in the sessions, and the importance PASS Leaders ascribed to learning English over learning the subject's content. We suggest that there may be room for languages other than English as a "medium of instruction" in PASS sessions. Our initial investigations warrant broader discussion and further research within the PASS/SI community about the role L1s can play in enhancing the student learning experience in PASS sessions, for both PASS Leaders and PASS attendees.

Extensive linguistic research and theorising relating to maintaining the family heritage, as bilingual or multilingual family in differing language contexts, is currently available. Substantial research beneficially explores approaches to multilingual parenting, outcomes for individuals through parent and child perspectives, among linguistic and social realms of being multilingual in differing contexts. Personal experiences as emotive ways of reasoning, actions, and motive for sustaining one's heritage in a differing context are partially considered, but the cognitive-affective dimension could be more comprehensively explored. This paper conveys research methodology of parents' subjective sense for sustaining their heritage, as situated and unique for individuals through cultural-historical psychology elements. A cultural-historical framework provides a dynamic and multi-faceted scope of parent's subjective sense of self, for reasoning and approaches to sustaining their heritage with family. Construction of subjective perspectives involves the temporal motion of past to present, to enlighten motive and ideals for the present and future. Narrative analysis methodologies evidencing "perezhivanie" represent individuals' subjective configurations with individuals' contemporary and transpiring development of the subjective sense of self. This study associates Vygotsky's original "perezhivanie" conceptualisation and contemporary advances of subjectivity to cognise the intellectual-affective affiliation for motive substantiated through narrative analysis to show human subjective sense in motion.

In recent years, the discipline of Asian Studies has struggled to adapt to a changing world and has seen a decline in student interest. A discourse about this issue has emerged that attributes this "crisis" in Asian Studies to various supposed faults in its forms of knowledge production, and that looks with hope to Asia for new forms of knowledge about the region. This paper takes issue with this discourse by employing an autoethnographic narrative to examine the ways in which mobility has affected the discipline of Asian Studies. It traces a path, followed by this author and many others, from an affective fascination with a foreign society to the professional production of knowledge. It then examines how this professional knowledge production has transformed under the influence of different forms of mobility (state-sponsored, private, and global digital), transformations that have led to the current "crisis" in Asian Studies.

Purpose: Sentence repetition and nonword repetition assess different aspects of the linguistic system, but both have been proposed as potential tools to identify children with developmental language disorder (DLD). Cross-linguistic investigation of diagnostic tools for DLD contributes to an understanding of the core features of the disorder. This study evaluated the effectiveness of these tools for the Vietnamese language. Method: A total of 104 kindergartners (aged 5;2-6;2 [years;months]) living in Vietnam participated, of which 94 were classified as typically developing and 10 with DLD. Vietnamese sentence repetition and nonword repetition tasks were administered and scored using multiple scoring systems. Sensitivity, specificity, and likelihood ratios were calculated to assess the ability of these tasks to identify DLD. Results: All scoring systems on both tasks achieved adequate to excellent sensitivity or specificity, but not both. Binary scoring of sentence repetition achieved a perfect negative likelihood ratio, and binary scoring of nonword repetition approached a highly informative positive likelihood ratio. More detailed scoring systems for both tasks achieved moderately informative values for both negative and positive likelihood ratios. Conclusions: Both sentence repetition and nonword repetition are valuable tools for identifying DLD in monolingual speakers of Vietnamese. Scoring systems that consider number of errors and are relatively simple (i.e., error scoring of sentence repetition and syllables scoring of nonword repetition) may be the most efficient and effective for identifying DLD. Further work to develop and refine these tasks can contribute to cross-linguistic knowledge of DLD as well as to clinical practice.

This paper explores the interaction between linguistic landscapes and language policies of the Old Quarter in Hanoi, Vietnam to investigate how legislated and de facto language policies come together to create lived monolingualism, multilingualism and hybridity in language displays in public spaces. Our research focuses on language policies as both text and practice and shows how practices in the linguistic landscape manoeuvre and bend around multiple, overlapping and conflicting legislated policies to embrace broader discourses. We conclude that dynamic understandings of multiple language policies at work in the linguistic landscape provide a crucial lens for understanding the roles of national languages, foreign languages and language invisibility.

In 2016, California voters overturned a 1998 law that curtailed bilingual instruction throughout the state. After nearly 20 years of "English only" programs, what will it take to restore the schools' capacity to provide a broader range of services to English Learners, including dual language immersion and other forms of bilingual instruction?

This article reports a study that aimed to find out whether F0 patterns of L2 English produced by Vietnamese speakers are different to those of native English speakers, whether the non-native F0 patterns are transferred from Vietnamese, and to what extent English and Vietnamese F0 profiles differ. Ten native/L1 Australian English speakers, 20 Vietnamese speakers of English (10 beginners and 10 advanced speakers) and a control group of four native/L1 Vietnamese speakers were included. The F0 profiles (F0 maximum, F0 minimum, F0 range, F0 mean and F0 standard deviation at three levels: utterance, syllable and phoneme) were obtained from a set of 10 English sentences and 20 Vietnamese utterances. The results showed that F0 patterns of beginning-level L2 English are systematically different from those of native English speakers, which can be transferred from their native tone language. Nevertheless, the advanced speakers' ability to produce native-like F0 patterns indicates the effect of language learning experience on prosodic acquisition. The data and results of this study contribute to the understanding of the process and nature of second language acquisition.

This article examines Vietnamese bilingual schools' statements of educational outcomes on their websites. Data were gathered from websites of seven schools that were publicly accessible on the Internet. The analysis suggests that the schools purported to provide students with different explicit and implicit outcomes related to language, accreditation, extracurricular experience, qualification and virtue, whereby portraying themselves as providers of linguistic, cultural, social and economic capital that was important for the students' upward mobility. The schools, in responding to the social demands, claimed to include not only the issues of global significance, but also the global -- local balance in their education, and purported to provide students with a kind of 'glocal' capital through their bilingual education. The schools' discourse of glocal capital -- through which they portrayed their 'ideal self' -- however may be merely a business tactic to attract potential clients. Further research hence may focus on parents' and students' voices about schools' educational outcomes to draw a more comprehensive picture of the education market.

In today's globalised world, options have increased for how people write. Individuals who write in an additional language draw on their varied language learning experiences, their study and travel abroad, as well as their interactions with colleagues and friends in the institutions in which they work. While some features of texts produced in English as a Foreign Language (EFL) contexts may initially appear to be simple appropriations of English as a Native Language (ENL) features, deeper investigations into how writers report on their writing practices reveal richer and more complex perceptions of the writer's self. In this article, we explore how Vietnamese English language educators report on their own writing and how they teach others to write in order to show the complex and diverse ways in which these Vietnamese educators view their English and Vietnamese academic writing practices and enact their writer identities.

This article reports on an exploratory study about maintaining and supporting the cultural identity of children from culturally and linguistically diverse family backgrounds in foster care placements. In this study, we spoke with foster carers and caseworkers who respectively live and work with children from culturally and linguistically diverse backgrounds in the state of New South Wales. Foster care is one of the most common placement types in out-of-home care where a child or young person is placed with an alternative caregiver on a temporary or long-term basis, usually due to neglect or abuse. The importance of nurturing a sense of belonging through cultural, linguistic and religious affiliations is recognised in Australian curriculum policies that guide teachers in early childhood and school settings. Teachers, however, may not be fully aware of their potential contribution in supporting these children to maintain their connections with their cultural heritage. Our findings provide evidence for extending the public discourse on cultural responsiveness and supporting cultural maintenance in foster care placements. We consider implications for foster care practice and future research involving key stakeholders such as children and young people in care, as well as teachers in early childhood and school settings.

Writing for publication in English-medium refereed academic journals can be a challenging task for doctoral students who use English as an Additional Language (EAL). Limited research, however, has been conducted in the Australian context to explore this practice among EAL doctoral students. Adopting a qualitative research approach with semi-structured interviews for data collection, this study aims to investigate the experiences of seven Vietnamese international students studying doctoral programs in Australian universities when writing for publication in English. Particularly, it seeks to find out what challenges this group of students encountered and the strategies they employed for scholarly publishing. The results show that these Vietnamese students faced similar linguistic and rhetorical challenges in scholarly writing with other groups of EAL doctoral students. Yet, some of their difficulties (for example, linguistic bias in journal gatekeeping, power inequality between co-authors) as well as some of their adopted strategies, are quite different from those of students in non-Anglophone contexts. It is possible that the close connection to the English-based academic discourse community gives Vietnamese students more confidence than those in non-Anglophone contexts. This study provides practical recommendations for writing support programs for this cohort of doctoral students in Australian universities.

This article focuses on the application of the philosophical principles of John Dewey and Culturally Responsive Education in the creation of lesson plans for Vietnamese students in the American Diaspora. Through a Fulbright-Hayes Program a group of teachers from the New York City Public School System and Long Island spent six weeks in Vietnam studying the language and culture in order to develop lesson plans that would address the needs of Vietnamese students in their classrooms. This study demonstrates the importance of teachers connecting with their students through the incorporation of sociocultural elements that translate to a culturally responsive curriculum, not just for students in the Vietnamese Diaspora but for all students.

Numerous qualitative studies, mostly with English speaking Westerners, have shown the important role of storytelling and values in promoting resilience. However, this quantitative study helps fill the gaps in the research, by investigating the mediator effects of storytelling on values and resilience of American, German, Chinese, and Vietnamese prospective teachers. The study, using path analysis, investigated how cultural differences influenced perceptions about storytelling, resilience and values. Open to change values of stimulation, self-direction, hedonism and universalism had the largest associations in the Final Model. The results of the multiple group analyses showed that the Final Model path estimates were invariant across cultural groups, but the error variances of the mean values were not invariant. Individual differences accounted for the variance more than cultural differences. The implications for educators, desiring to leverage literacy instruction with storytelling, are discussed.

The fundamental point of this paper is to describe and evaluate some differences between spoken and written grammar in English, and compare some of the points with Vietnamese. This paper illustrates that spoken grammar is less rigid than written grammar. Moreover, it highlights the distinction between speaking and writing in terms of subordination and coordination. Further, the different frequency of adverbials and adjectivals between spoken and written language is also compared and analyzed.

The amount of second language (L2) use has significant influence on native speakers' comprehension of L2 learners' speech. Nonetheless, few empirical studies examine how differences in the amount of language use affect the intelligibility and comprehensibility of nonnative speakers' reading and spontaneous speech. This study aims to contribute to this gap. Participants included 100 adult Vietnamese native speakers, who were asked to read five sentences and a 100-word passage and provide a one-minute oral description of their daily activities. Then, 20 American students in a graduate TESL program at Northern Arizona University, U.S.A., rated the speech samples for intelligibility and comprehensibility. Results show that the degree of L2 use contributed to considerable variance in predicting performance ratings of only L2 spontaneous speech. This study provides evidence that variation in the amount of L2 use affects L2 intelligibility. This study also challenges the well-established view that English language use best predicts the degree of L2 perceived comprehensibility, regardless of nonnative reading ability or spontaneous speech.

This paper aims to identify how Taiwanese and Mandarin (the two dominant languages in Taiwan) are used as interactional resources by Vietnamese female spouses in bilingual Taiwanese families. Three Vietnamese-Taiwanese transnational families (a total of seventeen people) participated in the research, and mealtime talks among the Vietnamese wives and their Taiwanese family members were audio-/video-recorded. Conversation analysis (CA) was adopted to analyse the seven hours of data collected. It was found that the Vietnamese participants orient to Taiwanese and Mandarin as salient resources in admonishment sequences. Specifically, it was identified that the two languages serve as contextualisation cues and framing devices in the Vietnamese participants' self-initiated admonishment sequences.

Purpose: The aim of this study was to investigate children's acquisition of Vietnamese speech sounds. Method: Participants were 195 children aged 2;2-5;11 (years;months) living in Northern Viet Nam who spoke Vietnamese as their 1st language. Single-word samples were collected using the Vietnamese Speech Assessment (Ph?m, Le, & McLeod, 2016) to measure accuracy of consonants, semivowels, vowels, and tones. Results: Percentage of consonants correct for children aged 2;0-2;5 was 46.39 (SD = 7.95) and increased to 93.13 (SD = 6.13) for children aged 5;6-5;11. The most difficult consonants were /palatal nasal, s, z, x/. Percentage of semivowels correct for children aged 2;0-2;5 was 70.74 (SD = 14.38) and increased to 99.60 (SD = 1.55) for children aged 5;6-5;11. Percentage of vowels correct for children aged 2;0-2;5 was 91.93 (SD = 3.13) and increased to 98.11 (SD = 2.79) for children aged 5;6-5;11. Percentage of tones correct for children aged 2;0-2;5 was 91.05 (SD = 1.42) and increased to 96.65 (SD = 3.42) for children aged 5;6-5;11. Tones 1, 2, 5, and 6 were acquired by the youngest age group, whereas Tone 3 (creaky "thanh ngã") and Tone 4 (dipping-rising "thanh h?i") did not achieve 90% accuracy by the oldest age group. Common phonological patterns (> 10%) were fronting, stopping, deaspiration, aspiration, and semivowel deletion for children aged 2;0-3;11 and were fronting and deaspiration for children aged 4;0-5;11. Conclusion: This is the 1st comprehensive study of typically developing Northern Vietnamese children's speech acquisition and provides preliminary data to support the emerging speech-language pathology profession in Viet Nam.

We proposed speech-enabled language translation (SELT) technology that consists of speech-to-text recognition (STR) and computer-aided-translation (CAT) systems to support intercultural communication. When the participants spoke in their native languages, the STR system generated texts from their voice input, and the CAT system translated the STR-generated texts in foreign languages into English. We aimed to investigate whether our approach would be useful to facilitate cross-cultural understanding and the intercultural sensitivity of the participants. Our results demonstrated that cross-cultural learning literally took place during the learning activity and that the intercultural sensitivity of the participants improved. Furthermore, low intelligibility and accuracy rates were obtained for Mongolian, Filipino, Hindi, Mandarin, and Vietnamese, while high intelligibility and accuracy rates were obtained for Spanish, Russian and French during the SELT process. Finally, our results showed that the students highly valued the application of SELT as support for the cross-cultural learning activity due to its ease of use, its ability to enable access to authentic content, and the collaboration that occurred among the participants. Based on our results, we provide some implications and useful suggestions to educators and researchers.

Purpose: Developmental language disorder (DLD), defined by low language performance despite otherwise normal development, can negatively impact children's social and academic outcomes. This study is the 1st to examine DLD in Vietnamese. To lay the foundation, we identified cases of DLD in Vietnam and explored language-specific characteristics of the disorder. Method: Teacher ratings of 1,250 kindergarteners living in Hanoi, Vietnam, were used to recruit children with and without risk for DLD. One hundred four children completed direct measures of vocabulary and language sampling, and their parents completed in-depth surveys. We examined convergence and divergence across tasks to identify measures that could serve as reliable indicators of risk. Then, we compared performance on direct language measures across ability levels. Results: There were positive associations between teacher and parent report and between report and direct language measures. Three groups were identified based on convergence across measures: DLD, some risk for DLD, and no risk. The DLD group performed lowest on measures of receptive and expressive vocabulary, mean length of utterance, and grammaticality. Although children with DLD exhibited a greater number of errors, the types of errors found were similar across DLD and No Risk groups. Conclusions: Similar to rates found globally, 7% of the kindergarten population in Vietnam exhibited risk for DLD. Results highlight the importance of parent and teacher report and the value of multiple measures to identify DLD. We discuss potential clinical markers for DLD in the Vietnamese language and outline future directions.

Prior research suggesting that longer bilingual experience benefits inhibitory control and monitoring has been criticized for a lack of control over confounding variables. We addressed this issue by using a propensity-score matching procedure that enabled us to match early and late bilinguals on 18 confounding variables--for example, demographic characteristics, immigration status, fitness, extracurricular training, motivation, and emotionality--that have been shown to influence cognitive control. Before early and late bilinguals were matched (N = 196), we found early active bilingual advantages in flanker effects (in accuracy), global accuracy, and sensitivity (d') on the Attention Network Test for Interaction and Vigilance and global accuracy on the saccade task. After matching (n = 113), many of the early active bilingual advantages that had been identified before matching were either attenuated or disappeared. However, we observed that early active bilingual advantages in flanker effects (in response time) were strengthened after matching. These results stress robust early active bilingual advantages in inhibitory control and highlight the importance of matching language groups on nonlinguistic covariates.

This article adopts the methods of conversation analysis to track the details of three English as a foreign language novice teachers' language alternation practices in a Vietnamese tertiary context. The analyses focused on teacher instruction-giving in the pre-entry and main instructional phases of lessons. Findings show that language alternation was an important tool in the organisation of the teachers' instructional talk to pursue student response and establish understanding. A key and recurring finding is that teachers started their instructions or pre-instructions in English but quickly switched to Vietnamese, often without providing any wait time for students to respond. The study also provides empirical evidence for students' reticence but suggests that this may well be the result of teachers' own instructional practices.