Policy and implementation in English-medium instruction: lecturer English proficiency requirements and professional development in Vietnamese universities

This article investigated how English-medium instruction (EMI) policies regarding lecturer English proficiency and professional development (PD) support were interpreted and implemented at the institutional level in Vietnamese universities. Data were drawn from national policy documents and interviews with ten university administrators and fifteen content lecturers across ten institutions. The study found that while English proficiency standards for lecturers, typically a CEFR (Common European Framework of Reference for Languages) C1 level, were clearly stated in policy, universities often adapted these requirements by using demonstration lessons to assess both language ability and pedagogical competence. Despite policies mandating PD support, such provisions were largely absent or insufficient in practice. A significant gap was identified between institutional PD offerings and lecturers’ actual professional learning needs. This misalignment raises concerns about the effectiveness of EMI implementation. The study contributes to EMI research by explaining why these gaps persist, highlighting the implications of these findings for policy and institutional practice and offering directions for future research.