Vietnam: Inequality Between Native English-Speaking and Non-native English-Speaking Teachers in EMI Courses: A Myth or a Sensitive Reality?

This study investigated the status and underlying causes of inequality between non-native English-speaking teachers (NNESTs) and native English-speaking teachers (NESTs) in EMI courses in two educational centers in Vietnam. Although efforts have been put to empower NNESTs models in developing countries, it is still unclear whether NNESTs receive more equal opportunities in the workplace. Using the multidimensional inequality framework, which encompasses five dimensions indicative of inequality, instead of solely concentrating on financial considerations, the study reports on the results of a series of iterative interviews conducted with a sample of two administrators and three teachers. The findings revealed that inequality persists in various domains, including choice constraints, the impact of harmful evidence on others’ choices, autonomy, treatment by others, and perceptions of having too much or too little, which may be attributed to ideological bias and the existence of certain privileges that NNESTs possess. However, there are instances when administrators and teachers disagree with signs of inequality, such as being hospitable and conscious of the teaching quality.