Repositioning English through Vietnamese culture: Teachers’ practices, tensions, and intercultural possibilities in EFL classrooms

Abstract

This study investigates how Vietnamese culture is integrated into English Language Teaching (ELT) by examining teachers' perceptions, classroom practices, and the challenges they encounter in Vietnamese English as a Foreign Language (EFL) classrooms. Drawing on individual interviews and classroom observations with 10 Vietnamese EFL teachers, the study found that teachers viewed local culture as a valuable pedagogical resource for connecting English learning with students' identities, experiences, and everyday lives. Integrating Vietnamese culture encouraged learner engagement, enabled students to express their own cultural knowledge through English, and supported teachers' understanding of learners' sociocultural backgrounds. Classroom practices included using local festivals, authentic cultural materials, stories, and role-playing activities to make English learning more meaningful and contextually relevant. However, teachers also faced challenges related to cultural sensitivity, limited access to locally grounded English-language resources, and difficulties in translating culturally embedded meanings across languages. The findings further indicate that although Vietnamese culture was regularly incorporated into lessons, classroom discussions often emphasized cultural description rather than interpretation and critical reflection. The study argues that the value of local culture integration lies not simply in including local content but in promoting intercultural learning through dialogue, interpretation, and engagement with multiple cultural perspectives.