Titlebook: English Language Education for Graduate Employability in Vietnam; Tran Le Huu Nghia,Ly Thi Tran,Mai Tuyet Ngo Book‘‘‘‘‘‘‘‘ 2024 The Editor

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Book‘‘‘‘‘‘‘‘ 2024e country to better examine the research issues within the influence of contextual factors. This book investigates how English can contribute to the development of students‘ employability capitals, particularly in the aspects of human capital, social capital, cultural capital, identity capital, and

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2731-7552 ributes to the development of students’ graduate employabili.This open access book examines the teaching and learning of English for employability in Vietnamese higher education. Its content is framed within one country to better examine the research issues within the influence of contextual factors

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The Emergence of English Language Education in Non-english Speaking Asian Countriesion that the twenty-first century is the Asian century with the rise of many big economies across this content: China, India, Japan, the four Asian tigers (South Korea, Taiwan, Hong Kong, and Singapore), and recent Asian tiger cubs (Indonesia, Malaysia, Vietnam, Thailand, and the Philippines). The a

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Current English Education in Vietnam: Policy, Practices, and Challenges in 1986, marking Vietnam’s readiness to embrace national economic development, internationalization, and globalization. It reviews Vietnam’s national foreign language policy and current practices of English education alongside the employability agenda in Vietnamese higher education. It also highlig

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English Language Skills and Employability: A Theoretical Framework skills need in different labour markets. It points out that English skills are in high demands and raises the concern about how we can better approach English language teaching/learning so that graduates can become more competitive when entering the labour market. Following that, it reviews differe

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English Language Education and Students’ Development of Social CapitalHowever, the connection between students’ employment prospects and social capital is still vague in English language education. Thus, this chapter reports a mixed-method case study to fill the missing literature on how different forms of English language education can contribute to fostering the dev

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