INTRODUCTION
Rationale
“If you talk to a man in a language he understands, that goes to his head If you talk to him in his language, that goes to his heart”
Nelson Mandela emphasized the importance of effective foreign language education in enhancing second language acquisition Key methodologies for improving learners' language abilities and communication skills are critical in this context The interaction between teachers and students, particularly through code-switching, plays a significant role in facilitating language learning This strategy allows learners to navigate linguistic challenges and enhances their understanding of the target language As noted by Nguyen (2013), code-switching is a common practice in foreign language classrooms worldwide, where various communication strategies, including avoidance and translation, are employed Despite the challenges of a one-language policy, students often rely on code-switching as a crucial tool for academic success while developing their language proficiency.
According to the World Atlas of Language Structure (2014), nearly seven thousand languages are spoken globally, with over half of the world's population estimated to be bilingual and engaged in code-switching This practice has become the norm in many communities and plays a crucial role in language learning Brown (2007) notes that foreign language learners often use code-switching—integrating elements from their native language into their communication While code-switching has been restricted in many second language classes due to concerns about hindering language proficiency, recent studies indicate that the influence of a native language on second language acquisition is significant Auer's research (1984, 1995, 1998) reveals that students employ code-switching not only as a fallback when struggling with the second language but also to enhance the interactional meaning of their conversations Through code-switching, students share knowledge and ideas, fostering a sense of community among peers (Wendy, 1998).
Research supports the use of native language through code-switching in second language acquisition Cook (2011) emphasizes that integrating native and target languages in the classroom aligns with cognitive processes, enabling learners to switch languages naturally Simon (2001) questions the adequacy of current methodologies for analyzing social code-switching in educational settings, suggesting it can enhance teaching practices When teachers recognize their students' native languages, code-switching becomes a valuable tool, fostering a supportive environment that helps identify linguistic challenges, enhances comfort in English as a Foreign Language (EFL) classrooms, and encourages students to express themselves more freely (Levine, 2003).
Code-switching significantly enhances language competence among learners, as highlighted by Rolin-Ianziti and Brownlie (2002), who identified three key benefits: transition, meta-linguistic uses, and communicative uses These functions illustrate the essential role of code-switching in helping learners organize, improve, and enrich their second language acquisition, particularly with the support of vocational English teachers.
Decision 761/QĐ-TTg, signed by Prime Minister Nguyen Tan Dzung on May 23, 2014, initiated the “High-qualified Vocational College Plan towards 2020,” which includes Hue Tourism College among six colleges aimed at sustainable development This decision enables Hue Tourism College and its counterparts to enhance education quality, aligning with the demands of the ASEAN Economic Community (AEC) by the end of 2015 It emphasizes the necessity for students to excel in both knowledge and occupational skills, particularly in English proficiency As the AEC market opens, schools must invest in skill education, tourism infrastructure, and foreign language training The Ministry of Labor, Invalids and Social Affairs (2013) plans for Hue Tourism College to become an international institution with six branches, mandating that all graduates achieve a high level of foreign language proficiency Consequently, students are required to focus on English, especially in culinary arts, with a target TOEIC score of 350 to 450 Despite increased English learning hours, students' proficiency remains below expectations, potentially jeopardizing labor quality and competitiveness within ASEAN, thereby hindering the integration of Vietnamese labor, particularly those from Hue Tourism College.
As a teacher at Hue Tourism College for nearly eleven years, I have observed significant challenges in my students' English proficiency, prompting me to explore effective teaching strategies The vocational English curriculum for culinary arts presents unique difficulties, including specialized terminology and cooking procedures, compounded by students' limited language backgrounds despite seven years of English study To enhance language learning, it is crucial to foster positive motivation, implement new methodologies, and improve teaching quality While many educators, including myself, have adopted innovative approaches, boosting students' English abilities remains a challenge Although students grasp grammar and vocabulary, they often rely on code-switching between their native language and English to communicate effectively with peers and instructors.
Teaching English for culinary arts presents unique challenges, as educators must possess both strong English skills and specialized knowledge in cooking The scaffolding method enhances motivation for both students and teachers, fostering a more eager learning environment Effective instruction requires teachers to guide students in integrating professional culinary knowledge with English through code-switching, facilitating better communication in the culinary field.
This study aims to explore the use of code-switching among students in vocational English classes for culinary arts at Hue Tourism College, with the goal of enhancing their communicative abilities By focusing on specialized code-switching techniques, the research seeks to provide insights into effective strategies for improving language skills in a vocational context.
Research aims
This study aims to explore the code-switching strategies employed by students in vocational English classes for the culinary arts at Hue Tourism College It is particularly beneficial for educators utilizing the communicative approach in their teaching The research focuses on students' attitudes and perceptions regarding code-switching, as well as its practical application in vocational English classrooms Additionally, the implications and conclusions drawn from this study provide recommendations for enhancing students' effective use of code-switching in their language learning.
Research questions
This study aims to provide valuable insights into the use of code-switching among students in vocational English classes for culinary arts at Hue Tourism College The research is designed to address specific questions related to this phenomenon, contributing to a deeper understanding of language use in this educational context.
1 What are students‟ perceptions and attitudes towards code-switching in learning vocational English for culinary arts?
2 How do students use code-switching in learning vocational English for culinary arts?
3 How does code-switching help students in learning vocational English for culinary arts?
Research scope
This research focuses on vocational English learning and teaching at Hue Tourism College, specifically for students in the culinary arts program Vocational English is a compulsory subject within the national curriculum, and the study examines students' code-switching during communication activities in English classes The findings may also reflect challenges faced by teachers and students in various colleges across Vietnam as they engage in vocational English training for careers in culinary arts.
Research significance
This research serves as a valuable resource for vocational English teachers across Vietnam, particularly at Hue Tourism College It aims to provide an accessible reference for educators seeking effective methodologies related to code-switching strategies, which are recognized as beneficial tools for improving vocational English learning in the future.
The structure of the research
This study consists of five chapters respectively following with first introduction, literature review, methodology, findings and discussion and finally conclusion, implications, limitations and suggestions for further studies
This chapter outlines the research background, rationale, and objectives, presenting the aims, scope, and significance of the study.
This chapter provides a comprehensive review of materials and previous research on code-switching among culinary art students in vocational English classes It critically analyzes major theories and approaches related to code-switching, highlighting its role in enhancing second language acquisition The chapter outlines the research questions and focuses on the phenomenon of code-switching, including its types and functions within the context of foreign language learning Additionally, it summarizes previous studies that examine the nature of code-switching in second language acquisition and its impact on students' language approaches, as well as the aspects of code-switching that influence their learning processes and language behavior.
This chapter outlines the study's methodology, employing both quantitative and qualitative analysis to gather reliable data Key research methods include the use of questionnaires, interviews with students and teachers, and classroom audio recordings All collected data is analyzed using the statistical software SPSS 20.0, ensuring robust processing and interpretation of results.
Chapter IV: Findings and discussion
This chapter focuses on the analysis of data collected from audio recordings, questionnaires, and interviews with culinary art students, correlating the findings with the literature reviewed in Chapter Two.
Chapter V: Conclusion, implications and suggestions
The final chapter highlights the key findings of the study, emphasizing the educational implications and providing recommendations regarding the use of code-switching in vocational English classes for culinary arts students at Hue Tourism College, as derived from the results presented in Chapter Four.
LITERATURE REVIEW
Introduction
This chapter explores the literature on code-switching, defining its meaning and examining its role as a compensatory strategy It discusses various types and functions of code-switching, along with its characteristics Additionally, the chapter highlights the impact of code-switching on oral communication skills, particularly within the vocational English program for culinary arts students and its relevant curriculum It also emphasizes the proficiency of learners and the responsibilities of content teachers in teaching vocational English Furthermore, previous studies on code-switching are reviewed to provide a comprehensive understanding of the topic.
Code-switching
2.2.1 The definition of code-switching
Code-switching, a phenomenon observed since the early twentieth century in second language acquisition, has sparked both support and skepticism among linguistic researchers Initial negative perceptions of code-switching, as noted by Borg (2001), significantly affected students' academic success Gumperz (1982) highlighted its importance, defining it as the integration of different grammatical systems within a single speech exchange Despite being overlooked for years, contemporary studies have begun to recognize the relevance of code-switching Fatemi and Barani (2014) noted that for much of the twentieth century, code-switching was viewed as random and indicative of inadequate language learning However, Bokamba (1988) described it as a natural occurrence in bilingual communities, with learners often using it as a communication tool Hoffmann (1991) further emphasized that code-switching is a common aspect of language acquisition, affirming its inevitability in the learning process.
Code-switching is a linguistic phenomenon distinct from pidgins, creoles, and language interference, as highlighted by Brown (2007) It involves the integration of a first or third language into speech conducted in a second language, often serving as a strategic learning tool for individuals to overcome language limitations This practice occurs subconsciously throughout various stages of second language acquisition, allowing learners to utilize their native language to bridge gaps in knowledge, despite the existence of mandatory language policies (Littlewood and Yu, 2009).
Code-switching, as defined by Crystal (2003, 78:79), refers to the conventions used to convert one signaling system into another This communication system involves the alternation of two languages within a single discourse, sentence, or constituent, allowing for a dynamic interaction between languages.
Code-switching, as defined by Grosjean (1982:147), refers to the use of two or more languages interchangeably within the same discourse, encompassing words, clauses, or sentences This linguistic phenomenon emphasizes the language itself rather than integrating elements from one language into another Research indicates that code-switching enhances linguistic competence, serving as a valuable strategy for learners to address gaps in their language proficiency rather than reflecting a deficiency in either language.
2.2.2 Code-switching in compensatory strategies
In the early 1970s, researchers began focusing on communication strategies, defined as conscious plans to address challenges in achieving specific communicative goals (Faerch and Kasper, 1983a, p.36) Beyond avoidance strategies, late twentieth-century studies highlighted the importance of compensatory strategies, which are crucial components of overall strategic competence These compensatory strategies empower learners to overcome communication gaps, facilitating more effective interaction.
Compensatory strategies, as defined by Brown (2007:139), are environmental modifications or behavioral techniques aimed at overcoming persistent cognitive impairments in attention, memory, and executive functions to achieve rehabilitation goals In the context of second language acquisition, these strategies include various methods that influence foreign language learning, such as circumlocution, approximation, word coinage, seeking help, and code-switching Notably, code-switching plays a significant role in the language acquisition process for learners of second languages.
According to Dornyei (1995, p.58), compensatory strategies are composed of many strategies that impact the learning process of foreign language learners Below is the table on compensatory strategies outlined by Dornyei:
1 Circumlocution-describing or exemplifying the target object or action (e.g., the thing you open bottles with for corkscrew)
2 Approximation-using an alternative term which expresses the meaning of the target lexical item as closely as possible (e.g., ship for sail boat)
3 Use of all-purpose words-extending a general, empty lexical item to contexts where specific words are lacking (e.g., the overuse of thing, stuff, make, do, as well as using words like thingie, what-do-you-call-it)
4 Word-coinage: Creating a nonexisting L2 word based on a supposed rule (e.g., vegetarianist for vegetarian)
5 Prefabricated patterns: Using memorized stock phrases, usually for “survival” purposes
6 Use of nonlinguistic means-mime, gesture, facial expression, or sound imitation
7 Literal translation-translating literally a lexical item, an idiom, a compound word or structure from L1 to L2
8 Foreignizing-using a L1 word by adjusting it to L2 phonologically (i.e., with a L2 pronunciation) and/or morphologically (e.g., adding to it a L2 suffix)
9 Code-switching-using a L1 word with L1 pronunciation or a L3 word with L3 pronunciation in L2
10 Appeal for help-turning to the conversation partner for help either directly (e.g., What do you call ?) or indirectly (e.g., rising intonation, pause, eye contact, puzzled expression)
11 Stalling or Time-gaining Strategies: Use of fillers/hesitation devices-using filling words or gambits to fill pauses and to gain time to think (e.g., well, now let me see, as a matter of fact)
The table outlines various strategies that influence second language acquisition, including approximation, circumlocution, word coinage, and prefabricated patterns Among these, code-switching is highlighted as a key technique, involving the use of a first language (L1) word pronounced in its native form or a third language (L3) word with its original pronunciation while communicating in a second language (L2) This strategy proves to be effective in aiding learners as they navigate the complexities of acquiring a foreign language, such as English.
2.2.3 Code-switching in the relalionship with code-matching, borrowing, and pidginization
Code-switching is a linguistic behavior that occurs when languages come into contact, leading to various phenomena such as code-mixing, borrowing, pidginization, and creolization.
Code-switching and code-mixing are often viewed as similar concepts, with some scholars arguing there is no clear distinction between the two According to Hamers and Blanc (2000), code-mixing involves the transfer of elements from a base language (language A) to another language (language B), much like code-switching They highlight the interconnected nature of code-mixing and code-switching, noting that code-switching encompasses both the switching between utterances or turns as well as within a single utterance.
However, some linguistic distinguish between code-switching and code- mixing based on the learners‟ languages proficiency According to Hymes
Code-switching, as defined in 1974, refers to the practice of alternating between two or more languages, language varieties, or speech styles In contrast, code-mixing involves integrating linguistic elements from one language into another, where a sentence starts in one language and incorporates words or grammatical features from a different language.
Poplack (1980) and Crystal (2003) highlight the importance of code-switching in enhancing learners' communicative competence and language acquisition They define terms like "code-switching," "code-mixing," "code-shifting," and "code-changing" as the alternation of two languages within a single discourse, although these terms have distinct meanings Code-switching involves alternating sentences from two languages, while code-mixing refers to using constituents from both languages within a single sentence These differences arise from various factors, including language characteristics, learner proficiency, and elements influencing the second language acquisition process.
In vocational English classes at Hue Tourism College, code-mixing is rarely observed, as learners need to possess sufficient proficiency in English, French, or other languages to effectively engage in this practice.
(1) Yo anduve in a state of shock por dos dias
I walked in a state of shock for two days
(2) Teacher: Do you know how to make Holandaise sauce?
Student: It is made from clarifié butter, egg yolk, white wine, vinegar, sliced shallots, salt and pepper It is whisked over a bain-marie
In example (1), a speaker combines a phrase of English words “in a state of shock” with Spanish It is clear that example (2), the words “clarifié” and
The term "bain-marie" represents a French culinary concept that students often incorporate into their English communication Despite its relevance, the complexity of the French language poses challenges for vocational learners, leading to a limited use of French terms in code-mixing Consequently, code-mixing is not widely practiced in vocational English classes at HUETC.
The use of code-switching in vocational English classes
2.3.1 Code-switching in communication skill in vocational English classes
Code-switching is a valuable communication skill that enhances students' learning experiences in vocational English As noted by Cook (1991), teachers can improve student engagement by incorporating both L1 (native language) and L2 (target language) during English lessons, making the learning process more authentic and interactive By switching between English and Vietnamese in vocational English classes, students can confidently demonstrate their language abilities, receive timely support from teachers, and alleviate the stress and fear often associated with language learning.
Code-switching in communication significantly enhances the learning process by encouraging students to express their thoughts confidently (ĭstỹnel & Seedhouse, 2005) Additionally, fostering students' comprehension and performance is a crucial mission for educators (Greggio & Gil, 2007).
Canale and Swain (1980, 1983) emphasize the significance of communication competence in language acquisition, which encompasses four key components: grammatical, discourse, sociolinguistic, and strategic competence Grammatical competence involves understanding lexical items and the rules governing morphology, syntax, semantics, and phonology Discourse competence pertains to the knowledge of spoken and written discourse, focusing on format, organization, coherence, and cohesion Sociolinguistic competence relates to understanding sociocultural rules, while strategic competence includes verbal and nonverbal communication strategies to address breakdowns in communication caused by performance issues or limited proficiency Consequently, code-switching naturally emerges as a vital aspect of effective communication.
2.3.2 Activities for code-switching in vocational English classrooms
Role-playing is an essential method in vocational English teaching, particularly for culinary art students, as it allows them to rehearse real-life situations and enhance their skills Through role-play, students can apply their vocational English knowledge in practical scenarios, such as discussing ingredients, utensils, and cooking methods This interactive approach not only helps students identify their strengths and weaknesses in English but also encourages them to seek guidance from teachers According to Bair (2000), students become more aware of their English proficiency during role-playing and strive to improve with teacher support Teachers can assess students' speaking abilities through various role-play activities, adapting situations and dialogues to ensure comprehension of vocabulary and cultural nuances Ultimately, role-playing offers valuable learning experiences, fostering interaction among peers and significantly improving students' speaking, listening, and understanding skills (Huang, 2000).
Situational role-play activities are essential in teaching vocational English to culinary art students, as they provide opportunities to familiarize themselves with real-life scenarios encountered in hotels and kitchens These activities allow students to comfortably use Vietnamese through code-switching with teachers or peers when faced with challenges Role-plays are particularly effective in enhancing communication and customer service skills in vocational English classes at hospitality schools (Piltz, 2011) Consequently, it is crucial for teachers to be well-qualified in guiding these role-play activities and to carefully plan for code-switching to ensure students gain valuable learning experiences.
Role-playing scenarios in vocational English classes are tailored to the specific units, equipping students with essential English structures, grammar, expressions, terminologies, and professional skills before they engage in tasks As an experienced teacher of culinary arts, I have observed that students often resort to Vietnamese when they struggle to find the appropriate cooking terminology or grammar To support their learning, students are permitted to use code-switching with peers or teachers for fifteen minutes while drafting their role-plays They then have an additional fifteen minutes to fill in any gaps in their English knowledge, memorize dialogue steps, and finally, ten minutes to present their role-play activities, followed by receiving feedback from instructors Examples of situational role-play for culinary arts students are provided to enhance their vocational English skills.
SITUATIONS FOR ROLE-PLAY ACTIVITIES
Situation 1 : Imagine you are a commis chef at La Residence Hotel The Head chef asks you to design a recipe for a conference coffee break and then introduce to many chefs in the kitchen In this situation, you choose a/some dish(es) and tell the ingredients, utensils, cooking procedures, garnishments and many others
Situation 2: You are a service chef at a Buffet outlet at La Residence Hotel The dish(es) that you are responsible for serving the guests at Buffet outlet on that day are Roast chicken/ beef filet with green pepper sauce/ spaghetti with Bolognaise sauce Your task will be introducing dishes - the ingredients and cooking procedure - so that guests will understand a little bit about the foods they are going to enjoy
As a guest, you must raise the appropriate questions towards this topic
To enhance the speaking skills of vocational English students in culinary arts, topic presentations serve as an effective tool for evaluating their language proficiency Mastery of oral communication is essential for culinary students to excel in professional environments, allowing them to efficiently retrieve and manage information while effectively communicating and presenting their ideas.
The primary goal of topic presentation is to enhance students' speaking skills in front of an audience, allowing them to improve their pronunciation, intonation, and overall content This practice also encourages students to focus on the use of expressions, sequencing, and comparatives and superlatives Additionally, it serves to acknowledge and celebrate students' achievements and progress in their language learning journey.
Teachers outline the activity on the blackboard and provide a clear explanation of the task Students work independently, utilizing their prior knowledge to prepare for the presentation.
Students will spend 15 minutes outlining their drafts, which they will then submit for teacher corrections Teachers will evaluate this initial step, and after receiving feedback, students will work on recalling their content naturally Selected students will present their tasks in front of the class, showcasing their understanding of the topic.
As a renowned chef representing my country, I am thrilled to showcase a traditional recipe on an international television channel This opportunity allows me to share the rich culinary heritage of my homeland with a global audience I will meticulously plan and present the recipe, ensuring that each step highlights the unique flavors and techniques that define our cuisine Engaging the class with my presentation will not only demonstrate my cooking skills but also educate viewers about the cultural significance of the dish.
Introduce about yourself (name, hotel name, position in the kitchen, your nationality, etc.)
In this article, we will explore a delightful dish that has its roots in [origin of the dish], renowned for its unique flavors and special characteristics The key ingredients include [list ingredients], and the necessary utensils are [list utensils] To prepare this dish, we will follow a simple process that involves [brief explanation of how to make the dish], ensuring that you can easily recreate this culinary masterpiece at home.
Say thank you, and good bye for joining the programme
Question and answer activities are a widely used method for fostering communication between students and teachers during lessons These interactions allow students to respond to teacher inquiries at various stages, providing educators with valuable insights into students' understanding of topics This activity not only helps students reflect on their learning, particularly regarding recipes, but also encourages them to articulate their critical thoughts and feelings about their confidence in communicating in English Additionally, students often engage in code-switching between their first language (L1) and the second language (L2) during these exchanges, further enhancing the learning experience.
Teaching and learning vocational English for culinary art students at
2.4.1 The definition of culinary art
Culinary art is a widely recognized term in hospitality education globally, encompassing the skills and techniques involved in food preparation and beverage service Traditionally, it referred specifically to the gastronomy industry, but has evolved from earlier terms such as "cooking," "food processing," and "gastronomy" to reflect a broader understanding of the culinary field.
The term "culinary arts" has gained popularity in the hospitality industry, reflecting the growing emphasis on the unique importance of food enjoyment With the development of tourism and food culture, people increasingly appreciate not just the act of eating, but also the artistry involved in garnishments, table settings, and decorations This shift highlights the evolving perception of food as an art form, enhancing the overall dining experience.
“culinary art” is also a branch term that commonly used at many Tourism colleges in Vietnam to emphasize the importance of cooking arts rather than only cooking knowledge
Culinary art, a term combining "culinary," related to cooking, and "arts," which refers to the preparation and presentation of food, encompasses various skills essential for food preparation and presentation According to Oxford Learner's Dictionary (2015), culinary art is intrinsically linked to cooking and food Students pursuing culinary arts in tourism colleges and universities often take on roles such as "chef" or "cook," with specific titles including "head chef," "chef de partie," "demi chef," "commis," "pastry chef," and "helpers," typically in restaurants, hotels, or resorts Additionally, elements like food carving, beverage preparation, and buffet decoration are integral components of culinary arts.
Culinary arts, as defined by FreeDictionary.com (2014), relate to the kitchen and cooking, while art encompasses human efforts to imitate or enhance nature In the context of tourism hospitality, culinary arts signify the creation of unique and beautiful edible experiences This field merges cooking with artistic expression, highlighting the significance of food processing in the culinary landscape.
- showing are two become one
2.4.2 Characteristics of culinary art students at Hue Tourism College
At HUETC, culinary arts students undergo a comprehensive three-year vocational program, beginning with a foundational first year that includes essential subjects such as cooking theories, Vietnamese culture, and basic English The national curriculum mandates a 240-period Basic English course and a 210-period vocational English course, emphasizing the significance of English in preparing students for international integration in the culinary field All students must successfully pass a proficiency test in Basic English before progressing to Vocational English in their second year This curriculum aligns with global standards, similar to programs at renowned institutions like Legend Tourism College and Segi University in Malaysia, as well as the Lycee Technique Hotelier “Alexis Hech” in Luxembourg and Tourism University in Belgium.
Basic English and Basic French
Theoretical principles of culinary art
Applied Nutrition for Food Service
Principles of Sanitation and Safety
Principles of Fruit, Vegetable, and Starch Preparation
Principles of Stock, Soup, and Sauce Preparation
Principles of Meat, Seafood, and Poultry Preparation
Food and Beverage Service Management
Basic Food and Beverage Cost Control
(National Curriculum for culinary art college students, 2013)
In the second and third years, students will engage in occupational subjects, exploring professional cooking theories and practices across Asian, Western, and international gastronomy Vocational English is also a key component during these semesters, with increasing complexity each academic year This course not only covers essential knowledge of utensils, ingredients, and cooking methods but also focuses on effective communication skills for interacting with kitchen staff.
Vocational English for culinary arts
Western and international food preparation
(National Curriculum for culinary art college students, 2013)
At HUETC, there is a reality that the number of students learns culinary arts as a major is increasing annually As reported in the statistic enrollment Plan
2014, among 720 students applied for ten branches such as Food and Beverage Services, Hotel Management, Resort Management, MICE, English Translation, Tour guide, Tour Operator Management, Tourism Marketing, and Business
Accountance, 450 students apply for culinary arts In the statistic enrollment Plan
In 2015, a significant 541 out of 749 students opted to study culinary arts, highlighting its appeal as a dynamic and engaging field (Journal of Vocational Administration, 2015) The opening of the ASEAN Economic Community (AEC) at the end of 2015 has further enhanced job opportunities for culinary graduates in Vietnam and across ASEAN countries Notably, the employment rate for culinary arts graduates at Hue Tourism College reached an impressive 85% in 2014, the highest among ten disciplines (Annual report of Hue Tourism College, 2014) This growing interest in culinary arts is also attracting international students who recognize the career potential in this sector (American Culinary Art Institute, 2013) Additionally, culinary students have the unique opportunity to explore diverse cuisines globally and innovate new dishes for menus.
National curriculum for vocational English for culinary art students at
Vocational tourism colleges in Vietnam should ensure that their English curriculum is closely aligned with practical vocational training, allowing students to effectively apply their language skills in real-world scenarios Bracaj (2014) emphasizes that a stronger connection between English instruction and vocational practice enhances learners' ability to utilize English confidently in their future careers This integration transforms English from a challenging communication tool into an asset that fosters professionalism and self-assurance among students.
(1998) emphasizes the existence of the relationship between English and content
Courses that integrate language learning with content mastery focus on using specific topics to enhance language skills For instance, in vocational English classes, students may explore international dishes like pizzas, club sandwiches, duck with orange sauce, and beef steak with pepper sauce, which are drawn from the vocational skill curriculum This approach not only aids in language acquisition but also enriches students' understanding of culinary arts Appendix 3 provides an overview of the vocational practice curriculum at Hue Tourism College for culinary art students.
2.5.1 Vocational English curriculum at Hue Tourism College
Culinary art students at HUETC progress to a compulsory module of vocational English for one year after completing basic English from “Face to Face Intermediate.” This professional English module equips learners with essential terminology, cooking methods, and knowledge of both Vietnamese and international dishes, essential for their future careers as chefs Qualified instructors, skilled in both English and culinary practices, lead these classes, ensuring that students receive comprehensive vocational training alongside language education The curriculum is designed to enhance their culinary skills while integrating the English language, making them well-prepared for the culinary industry.
2.5.2 English Language proficiency of students at Hue Tourism College
Language proficiency is influenced by various factors, including linguistic competence, performance, and individual and social elements (Ellis, 1997) Chomsky (1965) defines linguistic competence as the ideal language system that enables speakers to generate and comprehend countless sentences while distinguishing between grammatical and ungrammatical forms This competence reflects the linguistic knowledge of native speakers, while linguistic performance demonstrates how this knowledge is utilized in communication Language learners assess their proficiency based on their understanding and application of the language Additionally, social factors, such as opportunities for interaction in academic and social contexts, support for developing language skills, and living with English speakers, significantly affect language proficiency Individual factors, including age, personality, motivation, and prior educational experience, also play a crucial role in language acquisition (Duff, 2007).
Language proficiency, as defined by Wikipedia (2015), refers to an individual's ability to effectively communicate in a language they have learned This proficiency level indicates how well learners can achieve accuracy, fluency, and utilize various discourse strategies, along with their understanding of pragmatics and other essential linguistic competencies in communication.
English language proficiency is a critical issue for students at tourism colleges in Vietnam, particularly at HUETC, as it significantly impacts the quality of vocational education HUETC aims to enhance English skills to align with international integration and curriculum innovation However, achieving this goal poses challenges for the college's development Former Singapore Prime Minister Lee Kuan Yew emphasized the necessity of English for Vietnam's progress, warning that without English proficiency, students risk falling behind At HUETC, English is a mandatory and challenging subject within the vocational education program, essential for graduation To assess incoming students' English proficiency, HUETC conducts a sixty-minute placement test In 2014, results showed that out of 653 students, only 175 scored five marks or higher, indicating that many students struggled to meet the required standards.
According to the 2014 Tourism College Report, only about 27% of students perform well on the placement test, while half of the 653 students face challenges in learning the vocational English curriculum during their second year.
(2015), only 60.14% of culinary art students passed the conditional English test which is held after students finished all English semesters for three years
Due to the declining scores in placement English tests and conditional assessments in recent years, the Management Board and Foreign Language Department at HUETC have decided to permit language teachers to use both Vietnamese and English in vocational English classes This approach aims to motivate students and support their learning of basic and vocational English.
2.6 Teachers of vocational English at Hue Tourism College
Teachers are crucial in the educational process, serving multiple roles such as tutor, facilitator, and scaffolder According to Brown (1997), it is essential for teachers to possess a variety of functions and to master methodologies that guide students in their learning journey Brown's teaching philosophy emphasizes the integration of content knowledge and practical skills, particularly in vocational education.
Shulman (1986) emphasizes the significance of pedagogical content knowledge, which encompasses teachers' understanding of their subject matter and its critical role in effective teaching His framework highlights the necessity for educators to possess both deep content knowledge and an understanding of curricular development As noted by Grossman (as cited in Ornstein, Thomas, & Lasley, 2000), content teachers play a vital role in students' learning progress Evaluating the effectiveness of content teachers involves assessing their ability to integrate pedagogical content knowledge with general teaching principles in their instructional practices.
2.6.2 Content teachers teaching vocational English at Hue Tourism College
Effective teaching of vocational English classes requires qualified teachers with practical skills A study conducted in Vietnamese tourism colleges revealed that many English instructors lack hands-on experience, having graduated solely as English teachers In contrast, HUETC boasts a team of content teachers from foreign language universities who are equipped to teach both practical skills and vocational English Survey data indicates that out of 27 English teachers at HUETC, 77.8% are capable of teaching vocational English, while only 22.2% are limited to teaching Basic English.
Frequency Percent Valid Percent Cumulative Percent
As an English major with training in Western culinary arts, particularly in France and Luxembourg, I have had the opportunity to teach both Western cooking and vocational English for culinary arts At HUETC, unlike other institutions in Vietnam, there is a unique requirement where teachers must possess professional knowledge in their field to effectively teach vocational English related to that skill.
A significant 79.2% of the 27 English teachers at Hue University of Education and Technology (HUETC) have the opportunity to receive training abroad in countries known for their high-quality education, such as Australia, France, Luxembourg, Belgium, Malaysia, and Singapore (Hue Tourism Training report, 2015) This training enhances their confidence in teaching English in vocational classes and supports their ability to implement code-switching effectively Additionally, they can incorporate local culinary traditions, such as Hue Beef Noodles, into their teaching.
(illustrated in Appendix 5) will be difficult for teachers to teach vocational
English if they do not have knowledge of culinary art and the code-switching of students in learning.
2.7 Previous studies related to this research
Numerous studies highlight the positive effects of code-switching on second language acquisition Bensen (2013) identifies code-switching as a motivational tool for students learning English in EFL environments He argues that it facilitates effective communication between students and instructors, fostering a natural and comfortable interaction Ultimately, code-switching enhances intimate engagement, promotes deeper understanding, and supports progressive language policies.
“first developing understanding and then developing the language”
Cervantes and Rodriguez (2011) identified code-switching as a key communication strategy among learners, with 18 out of 22 students reporting its frequent use with peers and teachers during English acquisition This practice not only facilitated their understanding of vocabulary but also provided essential scaffolding from teachers, enhancing their confidence and ability to complete tasks The findings suggest that code-switching plays a significant role in improving English learning outcomes.
Summary
The ongoing debate regarding the use of L1 and code-switching between L1 and L2 in foreign language classes highlights the natural and unavoidable occurrence of code-switching, which plays a crucial role in enhancing language competence, particularly in communication activities for culinary art students Theoretical aspects such as the definition of code-switching, its presence in compensatory strategies, types, and functions are explored, alongside its relationship with code-matching, borrowings, and pidginization Additionally, the study considers the implications of code-switching in communication activities, the characteristics of culinary art students, vocational English teachers, and the relevant English and culinary curricula While previous research has addressed code-switching in English classrooms, there remains a significant gap in the exploration of code-switching specifically within vocational English contexts in Vietnam and globally The upcoming Chapter Three will detail the research methodology and data analysis tools employed in this study.