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Description
As Vietnam transitions toward an ESL environment, many students face “language attrition” where their English proficiency declines while focusing on a third language (L3) like Japanese. This case study explores a practical pedagogical approach implemented in Japanese reading classes for fourth-year students at the University of Social Sciences and Humanities (HCMUSSH). To tackle this issue, the author introduced a bilingual dynamic that replaces traditional Japanese-Vietnamese translation with Japanese-English “live translation” and vocabulary mapping.
This method forces students to bridge two foreign languages, creating a cognitive link that strengthens both. By mapping complex Japanese structures to English counterparts, students deepen their understanding of Japanese nuances while keeping their English active and functional for professional use. To evaluate the model, a mixed-methods research design was employed, involving surveys and qualitative feedback from senior Japanese majors. To ensure objective assessment, “live translation” performance was quantified through a rubric focusing on semantic accuracy, lexical equivalence, and response latency.
Findings suggest that ESL integration enhances Japanese textual analysis while significantly boosting students’ confidence and cross-linguistic flexibility. Such results are vital for graduates entering a competitive labor market where “English+1” is a highly sought-after asset. This study provides a practical framework for educators to create English-rich environments within diverse curricula, aligning with the HUFLIT INTESOL 2026 goals of fostering English as a versatile tool for student employability in Vietnam’s evolving education landscape.
Keywords: ESL integration, Japanese reading, L3 acquisition, English attrition, HCMUSSH, multilingualism.
