Studies on Vietnamese Language and Literature PDF Download

Author: Nguyen Dinh Tham
Publisher: Cornell University Press
ISBN: 1501718827
Category : Foreign Language Study
Languages : en
Pages : 228

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Book Description
This work contains over 2,500 entries to guide students and scholars interested in the languages and literature of Vietnam. The books, monographs, and journal articles considered are those written in the Western languages (especially French and English). Meticulously researched and indexed, this bibliography is both the first of its kind and an invaluable reference tool.

Author: Xuan Thu Nguyen
Publisher:
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 280

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Book Description

Author:
Publisher: Springer Nature
ISBN: 9819990939
Category : Vietnamese language
Languages : en
Pages : 302

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Book Description
This open access edited book attempts to break new ground in investigating multiple facets of Vietnamese language, education and change in global contexts, engaging with global Vietnam through complex lenses of language and education. Issues of language, globalization, and global identities have often been framed through the lens of hierarchical/binary power relations, and/or through a dichotomy between hyper-central languages, such as English, and revisualized or marginalized local language and cultures. In this book, this dichotomy is turned on its head by considering how Vietnam and Vietnamese are constructed in and outside Vietnam and enacted in global spaces of classrooms, textbooks, student mobility, community engagement, curriculum, and intercultural contacts. Vietnamese is among the worlds most spoken languages and is ranked in the top 20th in terms the number of speakers. Yet, at the same time, as a peripheral or southern global language as often seen in the Global North-Global South spectrum, the dynamics of multilingual and multicultural encounters involving Vietnamese generate distinctive dilemmas and tensions, as well as pointing to alternative ways of thinking about global phenomena from a fresh angle. Rather than being outside of the global, Vietnamese - like many other non-central global languages - is present in diasporas, commercial, and transnational structures of higher education, schooling, and in the more conventional settings of primary and secondary school, in which visions of culture and language also evoke notions of heritage and tradition as well as bring to the fore deep seated ideological conflicts across time, space, communities, and generations. Relevant to students and scholars researching language, education, identity, multiculturalism, and their intersections, particularly related to Vietnam, but also in Southeast Asia and beyond, this volume is a pioneering investigation into overlooked contexts and languages from a global, southern-oriented perspective.

Author: Phuoc Thi Minh Tran
Publisher: Tuttle Publishing
ISBN: 1462919464
Category : Juvenile Nonfiction
Languages : en
Pages : 32

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Book Description
**Winner Creative Child Magazine 2018 Book of the Year Award** **2017 Freeman Book Award Honorable Mention for Children's Literature** My First Book of Vietnamese Words is a beautifully illustrated book that introduces Vietnamese language and culture to young children through everyday words. This Vietnamese children's book teaches in a playful way—combining the familiar ABC rhyming structure with vivid illustrations to encourage young children's natural language learning abilities. Words kids use every day in English are joined by words unique to Vietnamese culture to give kids a glimpse of Vietnamese life and to show how, despite cultural differences, children all over the world have a lot in common. Linguistic and cultural notes are added to enhance the kids' adventure in a land that's modern yet filled with beautiful traditions.

Author: Leslie Barnes
Publisher: U of Nebraska Press
ISBN: 0803266774
Category : Literary Criticism
Languages : en
Pages : 313

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Book Description
Vietnam and the Colonial Condition of French Literature explores an aspect of modern French literature that has been consistently overlooked in literary histories: the relationship between the colonies—their cultures, languages, and people—and formal shifts in French literary production. Starting from the premise that neither cultural identity nor cultural production can be pure or homogenous, Leslie Barnes initiates a new discourse on the French literary canon by examining the work of three iconic French writers with personal connections to Vietnam: André Malraux, Marguerite Duras, and Linda Lê. In a thorough investigation of the authors’ linguistic, metaphysical, and textual experiences of colonialism, Barnes articulates a new way of reading French literature: not as an inward-looking, homogenous, monolingual tradition, but rather as a tradition of intersecting and interdependent peoples, cultures, and experiences. One of the few books to focus on Vietnam’s position within francophone literary scholarship, Barnes challenges traditional concepts of French cultural identity and offers a new perspective on canonicity and the division between “French” and “francophone” literature.

Author:
Publisher:
ISBN:
Category : Vietnam
Languages : en
Pages : 416

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Author: Chi P. Pham
Publisher: Routledge
ISBN: 0429582129
Category : Literary Criticism
Languages : en
Pages : 157

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Book Description
This book analyzes why Indians have been made invisible in Vietnamese society and historiography. It argues that their invisibilization originates in the formulaic metaphor Vietnamese nation-makers have used to portray Indians in their quest for national sovereignty and socialism. The book presents a complex view on colonial legacies in Vietnam which suggests that Vietnamese nation-makers associate Indians with colonialism and capitalism, ultimately viewed as "non-socialist" and "non-hegemonic" state structures. Furthermore, the book demonstrates how Vietnamese nation-makers achieve the overriding socialist and independent goal of historically differing Indians from Vietnamese nationalisms whilst simultaneously making them invisible. In addition to primary Vietnamese texts which demonstrate the performativity of language and the Vietnamese traditional belief in writing as a sharp weapon for national and class struggles, the author utilizes interviews with Indians and Vietnamese authorities in charge of managing the Indian population. Bringing to the surface the ways through which Vietnamese intellectuals have invisibilized the Indians for the sake of the visibility of national hegemony and prosperity, this book will be of interest to scholars of Southeast Asian Studies and South Asian Studies, Vietnam Studies, including nation-building, literature, and language.

Author: Van Canh Le
Publisher: Routledge
ISBN: 0429854536
Category : Education
Languages : en
Pages : 235

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Book Description
This timely volume opens a window on issues related to English language education in Vietnam. The authors consider that teacher quality is the key factor to be considered if the national English language curriculum outcomes are to be achievable. Aiming to shed light on key issues recently observed in the Vietnamese landscape of English language education, it examines the complexity of the institutionalization of the standardized English proficiency policy, which has been in force since 2008. That policy uses the Common European Framework of References for Languages (CEFR) as the model to set the standards and levels of proficiency for teachers, learners and state employees. The book presents both the theoretical and practical aspects of the standardization movement in English language education. The contents comprise a series of extended research-based chapters written by experts of language-in-education policy and planning in and about Vietnam from a range of perspectives including teachers, English language curriculum developers, teacher educators and researchers. The rich coverage of the book includes current discussion on English language education in Vietnam ranging from policy to practice, making it highly relevant to English teachers, teacher educators, and scholars, in Vietnam and worldwide, who aspire to broaden their horizons and professionalism.

Author: Cao Kim Lan
Publisher: Taylor & Francis
ISBN: 1040124208
Category : Literary Criticism
Languages : en
Pages : 174

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Book Description
Bao Ninh's Contribution to Vietnamese and World Literature analyzes and presents the works of Bao Ninh, the most well-known writer in modern Vietnamese literature. His works are renowned both in Vietnam and worldwide and his novel The Sorrow of War, which has been translated into more than 15 languages, is considered to be one of the classic works of war literature. This book by two award-winning scholars, one in war literature and the other in war history, presents for the first time an overall assessment of Bao Ninh’s works, notably of his celebrated novel and his short stories. It outlines his life, setting it in the context of war-torn Vietnam whence he was a teenage soldier at the age of 17 in the North Vietnamese People's Army (NVPA); highlights the main themes of the corpus of his writings, inter alia of suffering and trauma of war impacts of post-traumatic stress disorder (PTSD) of veterans, of the futility of war; discusses his approach to writing; compares his writings with others in war literature; and examines and assesses his especial place in world literature. This pioneering monograph of the scholarly evaluation of Bao Ninh himself and his works further engages in the discourse of his contribution to modern Vietnamese literature and world literature. Encouraging a better understanding of wars and conflicts, the book will be of interest to researchers and students in the fields of modern Asian history, in particular the Vietnam War, Southeast Asian Studies, and Vietnamese and World literature.

Author: Thi My Van Truong
Publisher:
ISBN:
Category :
Languages : en
Pages : 560

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Book Description
English is now a dominant foreign language in Vietnam and exerts a powerful influence on various aspects of Vietnamese society. With the power and influence of English, Vietnamese learners have changing perceptions about the purposes of language learning. In tertiary English-major programs, the status of literature has been contested and challenged and priority has been given to subjects that directly facilitate learners' careers such as Business English courses. In this context, the teaching and learning of literature are both at risk and controversial.This study is set in the Vietnamese English as a second language (EFL) context. By investigating teacher and student perspectives on teaching and learning literature in the tertiary English-major program, this study examines the role that literature plays in tertiary ELT in Vietnam. The study analyses the pedagogy used and student responses to this, then looks at the implications for pedagogy and the status of literature in a global economy where English is primarily the language of business. The study follows a qualitative research tradition and consists of a case study of four Vietnamese teachers and 12 students of English in one Vietnamese EFL tertiary program. Data generation included pre-course and post-course in-depth interviews of teachers and students, class observations, the collection of student writing during the courses, textbooks and syllabi of the courses, and the curriculum of the program. Discourse analysis and text analysis were used to interpret the data based on the issues raised in the research questions. The findings of the study show that, despite a recognition of the value of literature by both teachers and language learners, the status of literature in the program was at risk due to institutional constraints and learners' practical focus on careers using English. The study reveals that the literature class provided many opportunities for communicative language teaching (CLT) and learning, especially via the use of Reader Theatre. However, in terms of critical thinking and deeper text analysis, the use of CLT in the classes in the study was hindered by a number of contextual factors, in particular class size, time limits, inflexible class seating, and teachers' limited expertise in generating interaction among students. The literature pedagogy fostered in most students an awareness of the value of literature to personal development and a knowledge of culture and language, yet the pedagogy could be improved to be more engaging to learners, to enable them to develop communicative competence, literary competence, critical thinking skills and to broaden perspectives on themselves, the world and the status of English as a global language.