Download Luận văn Foreign languages in the labor market of vietnam demands, supplies and recommendation
Although this project causes much controversy, it receives supports from top leaders of Vietnam. On morning 5th, March 2008, speaking at the Vietnam-United Kingdom Forum of Enterprises, Prime Minister Nguyen Tan Dung reconfirmed the idea of the Vietnamese leadership, saying that the Vietnamese government will do its best to make English a strength of Vietnam by 2020 (mofa.gov.vn). Most recently, in October 2008, the Prime Minister has approved the project and urged relevant bodies to intensively carry it out as soon as possible. The good news is that as an amendment to the initial proposal, children now will be allowed to choose to learn another foreign language (second foreign language) at their own will, beside English as the compulsory foreign language (first foreign language), from grade six (www.nhandan.com).
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Another example of the importance of foreign languages can be seen in the United States, the hot pot of different languages and cultures. The US State Department in particular has a large demand for foreign language ability. Annually, it provides more than 450 courses, including instruction in 70 languages, to more than 50,000 employees from the Department, over 40 other government agencies, and the U.S. military (State.gov).
Given the importance of foreign language in the labor market, Recommendation of the European Parliament on key competences for lifelong learning has identified communication in foreign languages as one of the eight key competences and suggest that learning curricula should “include the study of at least one foreign language of international use…to prepare for international employment and multicultural working environments” (EC, 2009).
Concerning education policy in terms of foreign languages, our discussion also reveals what the 2004 APEC report calls the emerging regional “consensus that professional development of FL [foreign language] teachers is one of the most important and challenging issues that all economies face” (APEC, 2004).
In this context, we can not overlook the very local impact of language policies on “access to economic resources, to policy-making institutions, and to political power” that Tollefson (1991, p.142) has described. In transforming language use and language education into commodities for a global marketplace, we have to take a particular stance with regard to what Pennycook (1994) calls “the cultural, political, social and economic implications of language programs.”
Demands for foreign languages in the Vietnamese labor market
As we know, in 1986, Vietnam started its doi moi policy to integrate into the world community. As the country developed, the situation started changing and foreign languages began to be more necessary. The situation in Vietnam is more or less similar to those in many countries, especially in the Asia Pacific region. A 2002 UNESCO report on curriculum changes in the Asia Pacific region notes that: “Facing the challenges of globalization trends, curriculum of countries in the region have paid special attention to foreign languages, first and foremost it is English.” (portal.unesco.org)
As English has become the most common medium for communication in a global world, it is the language that provides job opportunities, access to higher education and a broader flow of information, as well as facilitates diplomatic discussions and business negotiations. Just the same, a focus on the teaching of English language appears to have become institutionalized in curriculum thinking throughout the Asia Pacific region, as, in most language policy statements, the ability to speak English has been linked to knowledge and skills necessary for economic competition, rendering it “as a type of human capital.” (PIFS, 2004). English will become more important as a means of “internal cohesiveness and unity and external participation in the modern global community.” (PIFS, 2004).
Currently in Vietnam, up to 97.5% of students chose to learn English, the total of students who choose to learn the other three languages accounts for only less than 3% (moet.gov.vn). This situation in Vietnam is in many ways similar to that in many parts of the world, including EU, where 90% of all pupils in secondary education choose to learn English (CEC, 2007).
One explanation for the fact is that English competency is a prime qualification for those who wish to have better chances to study. A large number of Vietnamese students have chosen to go to English-speaking countries for their further studies. According to a report by the Institute of International Education (iie.org), by the end of 2008, there were around 10,000 Vietnamese students in Australia, 8,000 in Britain, 6000 in America. The numbers are increasing rapidly; for example, the number of Vietnamese undergraduates and graduates who are pursuing their studies in Australia has increased to 10,000 (vietnamnet.vn). Most of the countries which receive Vietnamese students require these students have an IELTS or a TOEFL score of a desirable level. In fact, according to statistics of the IELTS agency, in 2007, Vietnam was among the 20 countries and territories with the biggest number of students who sat at IELTS tests.
Another reason is economic development. Take tourism as an example: the number of foreign visitors to Vietnam has been increasing rapidly, and the international language for communication is naturally English. This leads to the fact the Tourism Bureau of Vietnam has revealed: at present, 32% of the labor force in the tourism industry can speak English while only 3.2% speak some French and 3.6% speak some Chinese (vietnamtourism.gov.vn).
However, other reasons and facts have recently made some other languages more important than before. The learning of other languages is no doubt of direct relevance to economic growth, competitiveness, employability, external relations and foreign affairs; education and training; higher education, science and research; culture; social rights; regional and local development; tourism; among other things.
As we can see, on the one hand, English learning and teaching has helped Vietnam in the new era of integration. On the other hand, the learning and teaching of English at the expense of other languages is posing serious issues.
We should first look at diplomatic relations. At the present time, Vietnam has established diplomatic relations with almost all countries and territories. To strengthen relationships, promote trade and cultural exchanges, among other affairs, with countries other than English-speaking countries, learning their languages is obviously necessary.
Tourism poses another set of problems. Vietnam is now becoming known as one of the safest and most attractive for international tourists, many do not come from English-speaking countries. It is of course advisable for the Vietnamese government to improve the language picture in tourism. Visitors to Vietnam are mainly from China, Taiwan, Korea, Japan, France, Cambodia, Thailand, Malaysia (more than 100,000 visitors each), Germany, Russia (around 50,000 visitors each). The number of visitors, especially from traditional markets of Vietnam, where English is not an official language, has been increasing year on year. In 2007, the number of tourists from France increased by 42% (with 183,000 turns of people), from Germany by 32%, from Sweden 60%, Finland 46%. The market of North-Eastern Asia, which includes China, Japan, Korea and Taiwan, is still the most important, with the visitors to Vietnam from these countries in 2007 totalling 1,200,000, accounting for 30% of the total number for the year ((vietnamtourism.gov.vn). To ensure a continuous and sustainable development of tourism, one of the most urgent need for Vietnam is to improve language abilities of tourism staff.
Another important aspect that should also be taken into consideration is the rapid increase in the labor export. Since 2000, Vietnam has sent 70,000 workers abroad yearly. Most of them are working in countries where English is not the mother tongue of the citizens or not an official language of the state. At the present time, there are more than 400,000 Vietnamese workers in 40 countries and territories. Malaysia, Taiwan, Korea and Japan are among the biggest markets for the Vietnamese workers with the total of Vietnamese currently working in these countries are 100,000, 90,000, 46,000 and 19,000 respectively. Another market of great potential for the Vietnamese workers is the Middle-East. At present, the number of Vietnamese workers in Qatar is 7000 and in UAE 3000. These numbers will increase drastically along with the efforts of the Ministry of Labor, the Injured and Social Affairs (Molisa) of Vietnam to expand these markets. Molisa has signed an agreement with Qatar to send 100,000 Vietnamese workers to this country in the period 2008-2010. Molisa is also negotiating with other countries in the region such as Oman, Bahrain, and Libya. In the world market, exporting labor is a type of exporting service with a special kind of commodity, that is labor. The price for this commodity depends on many factors, among them is the ability to communicate with the host people. As a matter of fact, countries who accept Vietnamese laborers are now starting to demand that the ‘guest workers’ know their languages. In August 2005, the Korean Ministry of Labor officially demanded that any Vietnamese citizen who wishes to go to South Korea for working has to pass an exam to identify their Korean language competence (molisa.gov.vn). Teaching Korean to the 10,000 people who have registered to go to South Ko...
Download miễn phí Luận văn Foreign languages in the labor market of vietnam demands, supplies and recommendation
Although this project causes much controversy, it receives supports from top leaders of Vietnam. On morning 5th, March 2008, speaking at the Vietnam-United Kingdom Forum of Enterprises, Prime Minister Nguyen Tan Dung reconfirmed the idea of the Vietnamese leadership, saying that the Vietnamese government will do its best to make English a strength of Vietnam by 2020 (mofa.gov.vn). Most recently, in October 2008, the Prime Minister has approved the project and urged relevant bodies to intensively carry it out as soon as possible. The good news is that as an amendment to the initial proposal, children now will be allowed to choose to learn another foreign language (second foreign language) at their own will, beside English as the compulsory foreign language (first foreign language), from grade six (www.nhandan.com).
Để tải bản DOC Đầy Đủ xin Trả lời bài viết này, Mods sẽ gửi Link download cho bạn sớm nhất qua hòm tin nhắn.
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to the language barrier.Another example of the importance of foreign languages can be seen in the United States, the hot pot of different languages and cultures. The US State Department in particular has a large demand for foreign language ability. Annually, it provides more than 450 courses, including instruction in 70 languages, to more than 50,000 employees from the Department, over 40 other government agencies, and the U.S. military (State.gov).
Given the importance of foreign language in the labor market, Recommendation of the European Parliament on key competences for lifelong learning has identified communication in foreign languages as one of the eight key competences and suggest that learning curricula should “include the study of at least one foreign language of international use…to prepare for international employment and multicultural working environments” (EC, 2009).
Concerning education policy in terms of foreign languages, our discussion also reveals what the 2004 APEC report calls the emerging regional “consensus that professional development of FL [foreign language] teachers is one of the most important and challenging issues that all economies face” (APEC, 2004).
In this context, we can not overlook the very local impact of language policies on “access to economic resources, to policy-making institutions, and to political power” that Tollefson (1991, p.142) has described. In transforming language use and language education into commodities for a global marketplace, we have to take a particular stance with regard to what Pennycook (1994) calls “the cultural, political, social and economic implications of language programs.”
Demands for foreign languages in the Vietnamese labor market
As we know, in 1986, Vietnam started its doi moi policy to integrate into the world community. As the country developed, the situation started changing and foreign languages began to be more necessary. The situation in Vietnam is more or less similar to those in many countries, especially in the Asia Pacific region. A 2002 UNESCO report on curriculum changes in the Asia Pacific region notes that: “Facing the challenges of globalization trends, curriculum of countries in the region have paid special attention to foreign languages, first and foremost it is English.” (portal.unesco.org)
As English has become the most common medium for communication in a global world, it is the language that provides job opportunities, access to higher education and a broader flow of information, as well as facilitates diplomatic discussions and business negotiations. Just the same, a focus on the teaching of English language appears to have become institutionalized in curriculum thinking throughout the Asia Pacific region, as, in most language policy statements, the ability to speak English has been linked to knowledge and skills necessary for economic competition, rendering it “as a type of human capital.” (PIFS, 2004). English will become more important as a means of “internal cohesiveness and unity and external participation in the modern global community.” (PIFS, 2004).
Currently in Vietnam, up to 97.5% of students chose to learn English, the total of students who choose to learn the other three languages accounts for only less than 3% (moet.gov.vn). This situation in Vietnam is in many ways similar to that in many parts of the world, including EU, where 90% of all pupils in secondary education choose to learn English (CEC, 2007).
One explanation for the fact is that English competency is a prime qualification for those who wish to have better chances to study. A large number of Vietnamese students have chosen to go to English-speaking countries for their further studies. According to a report by the Institute of International Education (iie.org), by the end of 2008, there were around 10,000 Vietnamese students in Australia, 8,000 in Britain, 6000 in America. The numbers are increasing rapidly; for example, the number of Vietnamese undergraduates and graduates who are pursuing their studies in Australia has increased to 10,000 (vietnamnet.vn). Most of the countries which receive Vietnamese students require these students have an IELTS or a TOEFL score of a desirable level. In fact, according to statistics of the IELTS agency, in 2007, Vietnam was among the 20 countries and territories with the biggest number of students who sat at IELTS tests.
Another reason is economic development. Take tourism as an example: the number of foreign visitors to Vietnam has been increasing rapidly, and the international language for communication is naturally English. This leads to the fact the Tourism Bureau of Vietnam has revealed: at present, 32% of the labor force in the tourism industry can speak English while only 3.2% speak some French and 3.6% speak some Chinese (vietnamtourism.gov.vn).
However, other reasons and facts have recently made some other languages more important than before. The learning of other languages is no doubt of direct relevance to economic growth, competitiveness, employability, external relations and foreign affairs; education and training; higher education, science and research; culture; social rights; regional and local development; tourism; among other things.
As we can see, on the one hand, English learning and teaching has helped Vietnam in the new era of integration. On the other hand, the learning and teaching of English at the expense of other languages is posing serious issues.
We should first look at diplomatic relations. At the present time, Vietnam has established diplomatic relations with almost all countries and territories. To strengthen relationships, promote trade and cultural exchanges, among other affairs, with countries other than English-speaking countries, learning their languages is obviously necessary.
Tourism poses another set of problems. Vietnam is now becoming known as one of the safest and most attractive for international tourists, many do not come from English-speaking countries. It is of course advisable for the Vietnamese government to improve the language picture in tourism. Visitors to Vietnam are mainly from China, Taiwan, Korea, Japan, France, Cambodia, Thailand, Malaysia (more than 100,000 visitors each), Germany, Russia (around 50,000 visitors each). The number of visitors, especially from traditional markets of Vietnam, where English is not an official language, has been increasing year on year. In 2007, the number of tourists from France increased by 42% (with 183,000 turns of people), from Germany by 32%, from Sweden 60%, Finland 46%. The market of North-Eastern Asia, which includes China, Japan, Korea and Taiwan, is still the most important, with the visitors to Vietnam from these countries in 2007 totalling 1,200,000, accounting for 30% of the total number for the year ((vietnamtourism.gov.vn). To ensure a continuous and sustainable development of tourism, one of the most urgent need for Vietnam is to improve language abilities of tourism staff.
Another important aspect that should also be taken into consideration is the rapid increase in the labor export. Since 2000, Vietnam has sent 70,000 workers abroad yearly. Most of them are working in countries where English is not the mother tongue of the citizens or not an official language of the state. At the present time, there are more than 400,000 Vietnamese workers in 40 countries and territories. Malaysia, Taiwan, Korea and Japan are among the biggest markets for the Vietnamese workers with the total of Vietnamese currently working in these countries are 100,000, 90,000, 46,000 and 19,000 respectively. Another market of great potential for the Vietnamese workers is the Middle-East. At present, the number of Vietnamese workers in Qatar is 7000 and in UAE 3000. These numbers will increase drastically along with the efforts of the Ministry of Labor, the Injured and Social Affairs (Molisa) of Vietnam to expand these markets. Molisa has signed an agreement with Qatar to send 100,000 Vietnamese workers to this country in the period 2008-2010. Molisa is also negotiating with other countries in the region such as Oman, Bahrain, and Libya. In the world market, exporting labor is a type of exporting service with a special kind of commodity, that is labor. The price for this commodity depends on many factors, among them is the ability to communicate with the host people. As a matter of fact, countries who accept Vietnamese laborers are now starting to demand that the ‘guest workers’ know their languages. In August 2005, the Korean Ministry of Labor officially demanded that any Vietnamese citizen who wishes to go to South Korea for working has to pass an exam to identify their Korean language competence (molisa.gov.vn). Teaching Korean to the 10,000 people who have registered to go to South Ko...