INTRODUCTION
This study explores English majored students' understanding of VH&C in English, the challenges they face, and effective solutions to enhance their learning The introduction covers the background of the research, clearly states the purpose and research questions, highlights the significance of the study, and outlines its assumptions, limitations, and delimitations Additionally, the chapter provides an overview of the study’s organization, setting the framework for further investigation.
Globalization has become the most significant concept of our decade, serving as a key metaphor to describe the profound changes in modern societies As Zawawi Ibrahim states, globalization both homogenizes cultures and societies while simultaneously creating fragmentation, highlighting its complex dual impact on the global landscape.
Globalization facilitates the rapid sharing of common events, values, and knowledge among nations and citizens worldwide through advanced telecommunications and information technology Ideally, it creates an interconnected arena for diverse flows and exchanges where the local and global mutually influence and enhance each other (Hannerz, 1996) According to Ernest Gellner, for a society to sustain itself, its members must share a common culture through language, values, and practices However, Zawawi highlights that in reality, globalization has also led to fragmentation of identities and the resurgence of ethnic divisions that were once subdued under nation-states.
Globalization, often viewed as the extreme face of capitalism, erodes local values and traditions, posing a threat to traditional societies and cultural distinctions While it promotes international exchanges and influences areas such as economy, education, and science, the process also leads to the dissolution of cultural differences, paving the way for a more unified global culture Scientists observe increasing adaptation of lifestyles, consumption patterns, work conditions, and value orientations, highlighting the permeability of political and cultural borders for capital, products, and ideas Ultimately, globalization's impact suggests a gradual convergence of cultures worldwide, reducing unique cultural identities in favor of a shared global identity (Klaus Heinemann).
To answer the question if there is any difference in the role of culture of our age compared with that of the previous ones, Prof Vu Khieu stated:
President Ho Chi Minh elevated the importance of culture, positioning it alongside economic, political, and social issues to emphasize its fundamental role in national development He believed that culture is essential for economic growth and political stability, asserting that without a strong cultural foundation, economic progress cannot be sustained, and a political system cannot remain stable Ho Chi Minh urged us to recognize that culture influences all aspects of society and underpins the advancement of a nation.
In the face of globalization's profound impact on society and national identity, preserving national culture and history from disappearing becomes essential Culture plays a crucial role in maintaining a sense of identity and continuity amid rapid global changes As Thien Ngo et al (2006) highlight, “In the 21st century, the world is shrinking – mobile phones and the Internet can take us around the world in a nanosecond,” making cross-cultural understanding more important than ever The ease of connection with other nations underscores the need to safeguard and appreciate local heritage to foster mutual respect and cultural diversity.
According to Klaus Heinemann, we aspire to build a fair and responsible form of globalization in the 21st century, emphasizing the importance of establishing limits to prevent opportunistic greed We envision a world that balances unity and diversity, preserving the unique identities and cultures of its inhabitants while promoting global interconnectedness This vision aims for a harmonious global society that fosters respect for local traditions within a cohesive and inclusive global framework.
Between 1988 and 1997, the UN and UNESCO designated a "Culture Decade" with four main objectives: acknowledging the role of culture in development, enriching cultural identities, increasing participation in cultural life, and promoting international cultural cooperation During this period, international donor agencies started integrating culture into their development projects, reflecting a growing global recognition of its importance In 1995, the World Commission for Culture released its influential report, "Our Cultural Diversity," emphasizing the need to preserve and promote cultural variety worldwide.
“The power of culture” was held in Stockholm, and this was followed in Florence by Culture Counts in 1999 (Kipuri, 2002)
The Gilder Lehrman Institute of American History and Preserve America share a mission to promote U.S history and culture They annually honor outstanding American history teachers through the Preserve America History Teacher of the Year Award, celebrating exceptional educators nationwide Founded in 1994, the Gilder Lehrman Institute fosters the study and appreciation of American history, while Preserve America, a White House initiative, encourages community efforts to preserve the nation’s historic, cultural, and natural heritage.
China is currently navigating the challenge of balancing an official narrative of its ‘national culture’ with the influences of globalization and diverse cultural identities As Wu Mei and Guo Zhenzhi (2006) highlight, “Never before has China been so committed to globalization and the world system of capitalism,” leading to rapid societal transformation into an industrialized, market-oriented nation that feels increasingly disconnected from its millennia-old cultural traditions Virtually every element of Chinese culture—its language, political system, modes of production, law, military, education, architecture, customs, values, family structure, entertainment, costume, and cuisine—has experienced significant change In the pursuit of economic growth and modernization, many Chinese people have shunned traditional practices, resulting in a cultural and identity crisis Efforts to safeguard Chinese culture take two primary forms: one is a state-driven strategy that aims to promote and reinforce an official ‘national Chinese culture,’ while the other involves grassroots communities and individuals who actively work to preserve traditional customs, local cultures, and cultural diversity.
Since 1986, following the end of the embargo, Vietnam has significantly improved its international relations through the implementation of the Doi Moi policy, attracting numerous foreign organizations, companies, and individuals to invest across various sectors such as economy, education, science, and technology, thereby contributing substantially to the country's development Today, Vietnam balances preserving its national identity with opening its doors to global friendship, fostering educational and cultural exchanges that enhance language learning and mutual understanding, which are vital for its socio-economic growth This era presents both opportunities and challenges for Vietnam to pursue "Integration without dissolution," prompting reflection on how to study global cultural essence and promote deeper understanding of Vietnamese history and culture among foreigners.
According to VietNam Net Bridge (2007), a talk hosted by the Institute for Culture Studies and the Asia Research Institute highlighted how globalization affects Asian countries' cultures and lifestyles, emphasizing the importance of integrating external influences while preserving national identity In Vietnam, especially Hanoi with its thousand-year cultural heritage, economic development has posed challenges to cultural preservation, exemplified by the expansion of roads that threaten valuable relics While archaeologists seek to protect these cultural treasures, economists prioritize infrastructure growth, leading to tensions between preserving national identity and promoting development Experts call for collaborative efforts and dialogue among government agencies, scientists, and cultural activists to balance modernization with the safeguarding of Vietnam’s cultural heritage amid globalization.
A sustainable, long-term solution for preserving culture and history is to incorporate our cultural values into everyday life—through our ways of living, thinking, and working—and to share Vietnamese history and culture in daily conversations with foreigners As Dr Kipuri (2002) stated, "To grasp others' pride in their history and culture, we must know and be proud of our own," emphasizing that understanding our national history fosters cultural identity Without sufficient knowledge of our own heritage, we lack the capacity to connect with others; self-esteem and dignity are essential for a culture of tolerance and mutual understanding Educating ourselves and others about our cultural roots is vital, though Daniel Pekarsky, PhD (1998), pointed out that traditional schools, as institutions of direct instruction, are not fully effective in this mission.
This article highlights the inadequate emphasis on culture in Vietnamese education, particularly in teaching history, which has resulted in limited contributions to preserving history and culture The focus is on improving English-major students’ knowledge of Vietnam’s history and culture in English, enabling them to effectively introduce Vietnam to the world Despite improvements in Vietnamese students’ foreign language proficiency, many lack confidence and face difficulties when presenting Vietnamese history and culture in English, as exemplified by students at Dalat University and Yersin University of Dalat This situation raises questions about its causes and potential solutions, with the goal of enhancing educational practices in Dalat and beyond, to allow other universities and educational centers facing similar challenges to benefit from these insights.
The objectives of this study are to investigate:
(1) How English majored Students of Dalat University (DU) and Yersin University of Dalat (YU) know about Vietnam History and Culture (from now on, it is called VH&C) in English;
(2) if the course of British Studies (BS) they studied can help to improve their VH&C knowledge in English;
(3) the difficulties DU and YU students of English encounter when expressing VH&CI in English;
(4) if a course of VH&C in English can help to improve the current situation The investigation of these issues was based on
A comprehensive assessment was conducted using a two-part test, focusing on British history and culture (BH&C) and virtual history and culture (VH&C), to evaluate the English language proficiency related to VH&C among DU and YU English major students The study aimed to determine the effectiveness of the BS course in enhancing students’ knowledge and understanding of VH&C, providing valuable insights into the course’s impact on their academic development.
LITERATURE REVIEW
HISTORY KNOWLEDGE
People live in the present and plan for the future, yet understanding history—the study of the past—is essential for a well-rounded education While many students believe learning history is unnecessary amid a focus on new technologies and entrepreneurship, it remains vital for developing critical thinking and contextual awareness According to Peter N Stearns (1998), every academic subject must be justified by explaining its importance, emphasizing that studying history helps us understand the causes of current events and learn from past mistakes Despite modern priorities, incorporating history into education is crucial for fostering informed citizens and a deeper understanding of human progress.
History remains a vital part of modern education because it helps us understand the past's influence on the present, fostering critical thinking and cultural awareness Unlike outdated practices that used history merely to differentiate the educated from the uneducated or promote rote memorization, contemporary education emphasizes history's role in shaping informed citizens Key functions of history include developing analytical skills, understanding societal changes, and providing context for current events These roles ensure that history continues to enrich educational curricula, making it relevant and meaningful for students today.
2.1.1.1 The role of history in developing national identities
National history has long played a prominent role in the forging of national identities
In “History and national identity: some Finnish examples”, Anthony F Upton
A nation's existence is fundamentally tied to its national history, as it defines the country's origins, development, and place in the world, providing legitimacy and identity History reveals a nation's friends and enemies, highlights the values that drive success, and warns of pitfalls that threaten its prosperity It teaches citizens about their collective identity, guiding policies necessary for survival and prosperity, while serving as a cautionary tale for those who ignore historical lessons and lose sight of their national destiny Understanding history is crucial for a nation's enduring existence and progress.
In 1995, Dr Nick Tate, CEO of the School Curriculum and Assessment Authority (SCAA), emphasized the importance of history education in shaping national identity During a keynote speech in York, he stated that "national identities depend on stories" and highlighted the need for teachers to help students develop "a sense of belonging to a community" that connects the past and future This approach aims to provide children with "a sense of meaning in a world in constant social, economic, and technological change," underscoring the role of history in fostering national pride and cohesion.
Stefan Berger (2007) stated that the real task facing politicians and historians today is to build alternative participatory solidarities to those of national identities and national histories
Goalen (1997) highlighted the limited evidence supporting the idea that the history curriculum can transform children into 'better' citizens, with much of the belief resting on political assertions rather than research Earlier researchers like E.L Horowitz and J Piaget, active in the mid-20th century, did not emphasize the role of history education in shaping personal or national identities Conversely, recent studies suggest that history learning in classrooms, combined with media exposure, can effectively foster students' national identity and their understanding of a country's global position In his research involving 24 students assessing their knowledge of English history, he concluded that history education plays a significant role in developing students' national consciousness and identity.
This pilot study suggests that the centrally imposed history curriculum in England is not leading to the development of a narrowly nationalistic generation Many students are able to achieve a balanced understanding of their country's contributions to the modern world, taking pride in Britain's achievements while also recognizing that the national past includes complex histories beyond just heroes and victories.
History provides identity, and this is unquestionably one of the reasons all modern nations encourage its teaching in some form
Historical data provide crucial evidence of how families, groups, institutions, and nations are formed and evolve while maintaining cohesion Studying history helps establish and reinforce family and national identities, which are also utilized by institutions, businesses, and communities for similar purposes Nations often use historical narratives to emphasize their unique experiences, fostering a sense of national pride, shared values, and loyalty—though sometimes these histories can be manipulated or misused to serve specific agendas (Stearns, 1998).
According to Anthony (1999), persuading a population to recognize its unique identity and national character is essential for fostering a strong sense of community History plays a vital role in this process, serving as one of the most important and indispensable cultural devices used to shape and promote a nation's image These strategies collectively work to distinguish one human group from others, strengthening national pride and cultural cohesion.
2.1.1.2 The role of history in human development
History is essential to individuals and society, offering both knowledge and aesthetic beauty, as emphasized by Peter N Stearns (1998) in “Why Study History?” Recognizing the importance of engaging with history, Mrs Push quoted historian David McCullough at the 2005 Preserve America History Teacher of the Year Award Ceremony, highlighting that “the work of history—writing and teaching—calls for both mind and heart.” To truly understand people from the past, we must connect with them on a personal level, because “if you don't know where you've come from, then you don't know where you're going,” capturing the diverse nature of history that encompasses culture, military, economics, social sciences, sports, and politics.
Studying history enhances moral understanding by allowing students to test and refine their moral sense through real-life examples from the past According to Stearns, "history teaching by example" involves learning from both iconic heroes who faced moral dilemmas and ordinary people who exemplify courage, diligence, and constructive protest This approach helps students navigate complex ethical situations by providing valuable lessons from diverse historical narratives.
Studying history fosters vital habits of mind essential for responsible public behavior, whether serving as a leader, informed voter, petitioner, or observer It is crucial for developing good citizenship and understanding civic responsibilities As a foundational subject in school curricula, history educates students on their role in society and the importance of informed participation in democratic processes.
2.1.1.3 The role of history as a reliable source of information
History serves as a valuable repository of insights into human behavior and societal dynamics By studying historical events and patterns, we can better understand how people and societies operate, despite the inherent complexities involved As Stearns notes, exploring history helps us comprehend the intricacies of human actions and societal structures.
Evaluating war and understanding human behavior require the use of historical materials to gain meaningful insights Historical knowledge is essential for analyzing concepts such as national peace, genius, technological innovation, and the influence of beliefs on family life Social scientists depend on historical data to formulate theories about human behavior, especially since most societal phenomena—like elections, missionary activities, or military alliances—cannot be recreated as controlled experiments Consequently, history functions as our crucial laboratory, providing vital evidence to decipher why our complex species behaves as it does within societal contexts.
History is essential because it provides the most comprehensive evidence for understanding how societies function, helping individuals navigate their own lives It offers critical insights into the human condition and emphasizes the complex processes of social change influencing our world today Studying history enables us to analyze the factors driving societal transformations and offers valuable perspectives on the dynamics shaping contemporary life.
Effective history education balances teaching essential facts with cultivating students' critical thinking and historical habits of mind Understanding history offers vital context for current events, making it important to explore the development of national institutions and ongoing global forces By focusing on key historical trends and their impact on the modern world, learners gain a deeper comprehension of how past forces continue to influence today's society (Peter N Stearns, 1998).
2.1.1.4 The role of history in developing our society at the present and in the future
CULTURE KNOWLEDGE
The term "culture" is one of the most frequently used words in both everyday life and academic contexts, yet it remains one of the most challenging concepts to define, as highlighted by Thien Ngo et al in their 2006 "British Studies" textbook.
Culture is a complex concept that influences every aspect of our lives, including how we think, speak, behave, and live Despite its significance, defining culture precisely remains challenging because it encompasses a wide range of influences from before birth to the end of life Different people often have varying interpretations of what culture means, making it a fascinating subject to explore Ultimately, culture is the sum of all the influences shaping us throughout our lives, reflecting the diversity of human experiences around the world.
Herein this part is a summary of various culture definitions from different authors who are interested in this matter
Thien Ngo et al.'s textbook explores various scholarly definitions of culture, highlighting diverse perspectives For example, Matthew Arnold’s 1869 work "Culture and Anarchy" describes culture as "High Culture," associating it with beauty, intelligence, and perfection, and emphasizing the belief that sharing these ideals can improve the world Additionally, John Bodley and Clifford Geertz, in their 1973 work "The Interpretation of Cultures," provide a more descriptive understanding of culture, drawing on Clyde Kluckhohn’s influential anthropological work "Mirror for Man."
1 “the total way of life of a people”
2 “the social legacy the individual acquires from his group”
3 “a way of thinking, feeling, and believing”
5 a theory on the part of the anthropologist about the way in which a group of people in fact behave
7 “a set of standardized orientations to recurrent problems”
9 a mechanism for the normative regulation of behaviour
10 “a set of techniques for adjusting both to the external environment and to other men”
12 a behavioural map, sieve, or matrix (p.17)
Table 2 1: The interpretations of culture
These authors have referred to us a brief table of Diverse Definitions of Culture, extracted from a list of 160 different definitions of culture by Alfred Kroeber and Clybe Kluckhohn (1952)
Topical: Culture consists of everything on a list of topics, or categories, such as social organization, religion, or economy
Historical: Culture is social heritage, or tradition, that is passed on to future generations
Behavioral: Culture is shared, learned human behavior, a way of life
Normative: Culture is ideals, values, or rules for living
Functional: Culture is the way humans solve problems of adapting to the environment or living together
Mental: Culture is a complex of ideas, or learned habits, that inhibit impulses and distinguish people from animals
Structural: Culture consists of patterned and interrelated ideas, symbols, or behaviors
Symbolic: Culture is based on arbitrarily assigned meaning that are shared by a society
Table 2 2: Diverse definitions of culture
Culture, rooted in the Latin word "colo" meaning "to cultivate," broadly encompasses patterns of human activity and the symbolic systems that give these activities meaning (Clepper, 2006) It is often described as "the way of life for an entire society" (Sheids, 1999:105), highlighting its role in shaping communal identities Anthropologists primarily define culture as the universal human ability to classify, communicate, and symbolize experiences (Haviland, 2005; Miler, 2007) Edward Tylor's influential 19th-century definition characterizes culture as "that complex whole which includes knowledge, belief, art, morals, law, customs, and other capabilities and habits acquired by man as a member of society" (Tylor, 1924 [1871], p.1) Since Tylor's time, this comprehensive list has expanded to incorporate more aspects of human social life.
Culture is central to shaping our identity and influences every aspect of our lives, including our thoughts, actions, and perceptions According to Denise Avard and Eef Harmsen in "Culture is Life," culture is a shared set of values, attitudes, and language that unites communities It is vividly expressed through art, music, cuisine, fashion, and communication styles, reflecting the diversity and richness of human societies worldwide.
“Culture is life It is a living, breathing, multifaceted entity in constant evolution,” says Montreal author Neil Bissoondath It is the “silent language” of our being
"Culture is the framework that guides and bounds life practices"
Culture is defined as "the integrated pattern of human knowledge, belief, and behavior, including language, ideas, customs, taboos, codes, institutions, tools, techniques, works of art, rituals, and ceremonies" (Encyclopedia Britannica, 1989) In anthropological terms, it encompasses a broad range of material objects, behavior patterns, and thoughts Culture also includes social norms and models for behavior that determine what is considered proper, moral, or even sane (Naomi Kipuri) Understanding culture is essential for appreciating the diversity and complexity of human societies worldwide.
Culture, as defined by Daniel Pekarsky, PhD (1998), encompasses the total social environment into which a person is born and lives, including community institutions, art, knowledge, values, and systems of ideas He emphasizes that culture is always context-specific, tied to a particular society's practices, organization, heroism, and recreational activities, making it inseparable from the social environment it exists within.
In the study of international relations, it is essential to define culture within the context of a specific human society, as culture is fundamentally rooted in the society's basic functional system Human reality is inherently socio-cultural and possesses a systemic nature, highlighting the importance of understanding cultural dynamics when analyzing interactions between social systems on the global stage.
The principle of unity of socio-cultural reality emphasizes that culture is inherently tied to a specific community, existing as an inseparable part of its identity Culture must be understood as a functional system unique to each human community, whether it be based on race, nation, social group, or supranational entity Every community develops a distinct set of cultural creations essential for its survival, functioning, and growth A community's culture forms a socio-cultural system when it is internally integrated and demonstrates balanced development across its various cultural fields.
Culture encompasses learned beliefs, traditions, language, values, customs, rituals, communication styles, behavioral expectations, roles, and relationships shared among group members, often passed down through generations It influences all aspects of life, from parenting practices and family structures to gender roles, health beliefs, body language, and communication patterns These cultural norms shape what is considered appropriate and natural within a community, often becoming unconscious and invisible to members because they feel so ingrained and automatic Understanding this comprehensive view of culture underscores its importance in fostering cultural competency and effective intercultural communication.
Understanding culture is essential, as everyone possesses a unique cultural identity that influences their beliefs, behaviors, and perspectives Cultures encompass multiple spheres such as ethnicity, religion, class, gender, race, and language, and can be acquired or changed through life experiences like migration or social shifts There is significant diversity within cultures; for example, two individuals of the same ethnic background may have vastly different cultural norms based on their upbringing and social environment Recognizing these aspects highlights the complexity and richness of cultural identities worldwide.
Cultures are dynamic and continuously evolve in response to new circumstances, challenges, and opportunities Importantly, culture is not deterministic; individuals respond to the same cultural expectations in diverse ways, meaning we cannot make assumptions about people based solely on their cultural background Additionally, cultural differences are often intensified by disparities in power and status, where dominant cultures influence societal institutions as the "right" way, while less powerful cultures are marginalized as "other," deviant, or deficient.
In “Culture Learning in Language Education,” Michael Paige and colleagues describe culture as a shared set of attributes that shape how a group organizes its social life, environment, and problem-solving methods They emphasize that individuals live within complex relationships influenced by their surrounding culture, which impacts their perceptions and behaviors The authors identify ten key features that differentiate cultures, including national character, perception, concepts of time and space, thinking styles, language, non-verbal communication, values, behaviors, and social relationships These features are interconnected, with changes in one potentially triggering shifts in others, highlighting the intricate nature of cultural dynamics.
2.2.2 The roles of culture in language learning
The topic of teaching and learning culture is a significant focus for language educators, with extensive literature highlighting its crucial role in foreign language instruction Over the past decades, researchers and teachers have emphasized how integrating culture enhances language proficiency and cultural competence Understanding the importance of cultural context is essential for effective communication and meaningful language learning experiences Incorporating cultural elements into teaching strategies helps students develop a deeper appreciation and better grasp of the target language and its associated customs.
In language teaching, it is widely recognized that learners must go beyond mastering grammar to develop the ability to use the language appropriately in social and cultural contexts This shift represents the major innovation of communicative language teaching, which emphasizes practical language use alongside grammatical competence.
SUMMARY
This chapter reviews relevant research on the roles of history and culture knowledge and discusses effective teaching methods While numerous studies have explored students’ understanding of history and culture, few focus on students' knowledge of national history and culture in foreign languages, particularly Vietnamese history and culture in English Notably, Vietnamese educators concerned with improving students’ knowledge in this area have not addressed how to introduce Vietnamese history and culture to foreigners through English majors, despite their frequent contact with international audiences Consequently, this study aims to highlight the need for more discussion among educators and authorities to develop tailored strategies that enhance students’ knowledge of Vietnamese history and culture in English, helping to find effective solutions suited to Vietnam’s specific context.