Navigating Between Languages: Student Experiences With Translanguaging in Vietnamese EMI Business Programs
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This qualitative case study investigated translanguaging practices among Vietnamese business students in English-Medium Instruction (EMI) programs. Through classroom observations, reflective diaries, and semi-structured interviews with 30 undergraduate business students from three universities, the study explored how students navigate between languages, comprehend business concepts, and develop professional identities. Findings revealed that students employ sophisticated translanguaging strategies, combining spontaneous practices with planned approaches and digital tools. The study demonstrates that translanguaging serves as both a cognitive tool for understanding complex business concepts and a means of developing professional competence. This research contributes to translanguaging theory by highlighting its role in discipline-specific learning and professional identity formation in EMI contexts. The findings have implications for EMI program design and delivery in Vietnamese higher education, suggesting the need for policies that recognize and support strategic translanguaging practices while maintaining academic standards.
Abstract
This qualitative case study investigated translanguaging practices among Vietnamese business students in English-Medium Instruction (EMI) programs. Through classroom observations, reflective diaries, and semi-structured interviews with 30 undergraduate business students from three universities, the study explored how students navigate between languages, comprehend business concepts, and develop professional identities. Findings revealed that students employ sophisticated translanguaging strategies, combining spontaneous practices with planned approaches and digital tools. The study demonstrates that translanguaging serves as both a cognitive tool for understanding complex business concepts and a means of developing professional competence. This research contributes to translanguaging theory by highlighting its role in discipline-specific learning and professional identity formation in EMI contexts. The findings have implications for EMI program design and delivery in Vietnamese higher education, suggesting the need for policies that recognize and support strategic translanguaging practices while maintaining academic standards.