Challenges of the introduction of the Common European Framework of Reference for Languages at foreign-language universities in Vietnam

Abstract

In today’s globalized world, it seems necessary, or even indispensable for the teaching/learning of foreign languages to be based on international standards proposed by the Common European Framework of Reference for Languages (CEFRL). The present article deals with issues of integration of the CEFRL in the Vietnamese context by analyzing the results of a study of training programs at six universities specializing in foreign languages, which are based in three regions of the country (Northern, Central and Southern Vietnam).

Despite some positive changes and the dynamism characteristic of the approach, a mechanical and rigid introduction of CEFRL in foreign-language universities in Vietnam has actually caused several problems. These include (1) the inconsistency between the levels established by the CEFRL and the organization of teaching/learning; (2) the risk of teaching/learning becoming too “utilitarian” and too function-oriented and (3) excessive attention given to the evaluation and assessment of linguistic knowledge and of performance level  rather than on the ability to use various resources as well as to long-term process of competence development.

The study results show some possible ways for the development of a referential frame for learning/teaching French in Vietnam.