2019/09/19 by Trang Thi Thuy Nguyen · 1 citation
Arts and Humanities · Social Sciences · #EFL/ESL Teaching and Learning #Multilingual Education and Policy #Second Language Learning and Teaching
paper · doi:10.1017/s0047404519000678
openalex publication_date 2019/09/19 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
Abstract This article examines Vietnamese ethnic minority students’ language practices under the influence of external interventions from a language management perspective. It focuses on the ways the students engage with various levels of interventions in their language practices. The study mainly draws on a group of college-age minority students’ experiences and perspectives collected through semistructured interviews. Findings suggest that the students, in making decisions to use their ethnic language and Vietnamese, the mainstream language, responded to interventions by the school and the ethnic community by adapting to the latter's language policy, while reinterpreting to conform to/deviate from interventions by other individuals such as their parents, their teachers, or their peers. In that process of managing their language practices, they reframed their identity in which both maintenance and transformation orientations were active. Implications related to minority language policy and language maintenance are then suggested. (Language management, individual language management, language practices, language choice, language policy, language maintenance, ethnic minority)*