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Hanoi is one of the areas where dengue fever (DF) is complicated. To understand the effect of weather factors on DF burden at this local, we explored the relationship between weather components (humidity, rainfall, temperature and sunshine) and the number of dengue cases. Monthly data from 2009 to 2019 were analyzed by time-series regression using negative binomial models with the average over lag periods of 0 – 4 months. The results showed that dengue cases and the temperature had a positive relationship with an increase of 1oC in the number of dengue fever increased by 31.3% (95%CI: 8.9 - 58.1, p < 0.01). The relationship between dengue cases and sunshine hours was inverse, with 1 hour of sunshine increasing the number of dengue fever decreasing -0.9% (95%CI: (-1.4)-(-0.4)), p < 0.01). The relationship between dengue cases and humidity or rainfall was positive. However, there was no statistical significance. This finding confirms that the weather factors influenced the occurrence of DF in Hanoi. Therefore, weather factors need to be considered in controlling DF disease in the context of climate change currently in Vietnam.

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A cross-sectional study in 63 provinces/cities in Vietnam (2014-2018) was conducted to describe the coverage of hepatitis B vaccine birth dose from 2014-2018 in Vietnam. The results showed that the coverage proportion of Hepatitis B vaccine birth dose (hepB-BD) in Vietnam during 2014-2018 was 73.4%, of which the proportion of hepB-BD with in 24 hours and after 24 hours of births were 68.7% and 4.7%, respectively. There was diffirent between socio-economic areas (p

A cross - sectional study was conducted in 63 provinces/cities in Vietnam with the aim to describe the measles/rubella surveillance results in the 2010 - 2019 period. All data reported in the Expanded Program on Immunization (EPI) Report in the period 2010 - 2019. Overall measles/rubella surveillance results showed that almost all regions of the country had achieved the detection target of suspected measles/rubella cases of ≥ 2/100,000 population, while the proportion of suspected measles/rubella cases surveyed and sampled nationwide was 57.7 % and 39.6%, respectively, which did not meet the standards set by World Health Organization (WHO). The proportion of measles/rubella cases surveyed differed signifcantly between regions (χ2 3df = 3500, p < 0.001), with the highest in the Central (80.3%) and the lowest in the Highlands (45.0%). Sampling rates on the number of suspected cases varied between regions (χ2 3df = 1600, p < 0.001). To achieve the measles/rubella elimination goal, standard surveillance system plays an important role in providing valuable information for disease prevention and control.

Quadrivalent influenza vaccines (QIVs) provide protection against the two influenza A viruses (H1N1 and H3N2) and both co-circulating influenza B lineages. QIVs have been found safe, immunogenic, and efficacious in several phase III clinical trials. Here we assess the safety of QIV after vaccination in Vietnamese infants, children, and adults. Participants (n = 228) were asked to report any solicited adverse events (AEs) occurring within 7 days, unsolicited non-serious AEs occurring within 28 days post-vaccination, and serious adverse events (SAEs) at any time during the study. The study was completed by 224 participants (97.4%). Thirty-one children (39.7%) aged 6 − 35 months, 32 children (40.0%) aged 3 − 8 years, 2 participants (9.0%) aged 9 − 17 years, 5 participants (17.9%) aged 18 − 60 years, and 3 participants (15.0%) aged ≥60 years reported ≥1 solicited reaction within 7 days following vaccination. The most frequent-solicited AEs were injection-site tenderness or pain, appetite loss, fever, and abnormal crying in 6 − 35 month-olds, and fever, headache, and myalgia in other age groups. No severe-unsolicited AEs or vaccine-related SAEs were reported. These results suggest that QIV is well tolerated across age groups in Vietnam, and can be safely used to protect the Vietnamese population against influenza and its potentially serious complications.

Being one of the compulsory foreign languages in Vietnam and recently regarded as one of the requirements for higher education enlistment, English has received growing attention from Vietnam high school students (Nguyen, 2021). In Circular 32 (2018), the Vietnam Ministry of Education and Training [MOET] officially recognised communicative competence as the primary outcome of the English National Program of which Discourse Competence (DC) is a crucial component (MOET, 2018). Although the program aims to achieve the outcome with more emphasis on listening and speaking skills, Vietnamese high school students remain to struggle to form extended spoken discourse (Le, 2011). With the view to gaining insights into the actual state of cultivating DC through speaking skills in students, the study investigates four Grade 10 teachers with varied backgrounds and teaching styles in a private school awarded twice by the MOET for educational reforms and their attempts to integrate CLT in the English language teaching curriculum. After conducting the interviews and classroom observation, the findings imply that teachers devised a combination of approaches that had implicit impacts on different aspects of DC-based on students' English proficiency while preserving their teaching philosophies. Such innovativeness could suggest a rudimentary framework for teaching and teacher training programs regarding fostering DC in speaking for EFL students.

Recently included in general education as a compulsory subject since Grade 3, English has established itself in Vietnam as a crucial foreign language for the people to communicate effectively in a globalization era. As a result, English language teaching for primary students has drawn increasing attention from various educators and researchers. However, their studies and teaching practices often overlook students with Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder (ADHD and ASD) - two of the most popular mental disorders in children. In this regard, this mixed-method case study explores the challenges facing, and the solutions the teachers of ADHD and ASD students in Vietnam have been actively drawing on to facilitate their classroom management. After conducting survey questionnaires with 109 English language teachers from 20 cities located in the three regions of Vietnam, the study proceeded with a series of interviews with teachers along with in-class observations. The results indicate that despite these prevailing difficulties, teachers were able to formulate teaching techniques to showcase plenty of innovativeness and versatility in terms of classroom management, despite certain occurrences of potential harmful acts due to the lack of special education training. The discussion could carry useful implications for researchers and teachers working with ADHD and ASD students in Vietnam.

In the past few years, English language teacher training in Vietnam has witnessed remarkable improvements, but more so in terms of quantity than in terms of quality. Adopting a case study research design, this article reports the feedback of 14 participants in a training workshop series using the participatory approach. The interview data suggests that the use of this approach brought about certain benefits in terms of practicality, application, interactions and learner autonomy, which conincide with major issues confronting English language teacher training in Vietnam. However, the participants also voiced certain concerns and suggested possible solutions, indicating that the use of the participatory approach should be combined with other teaching methods to maximize its effectiveness.

The National Foreign Language Project 2020 (Project 2020) has been laying its emphasis on the development of general English language proficiency and English language teaching methods of English language teachers in Vietnamese schools. This article argues that these focuses might overlook an area which is essential for these teachers to use English efficiently in the classrooms: the development of classroom English proficiency. This argument is corroborated by a case study with qualitative data collected from videotaping 113 teachers in their microteaching sessions. It reveals certain limitations in their classroom English competence, especially linguistic and strategic competence. The article concludes by putting forward certain suggestions for Project 2020 as well as future studies to explore other facets of this competence.

The elevating status of English language learning and teaching together with the boom of technology and the media in times of globalization has left major imprints on the culture of young people in Vietnam. In terms of their language, a noteworthy outcome has been “Englishization” – the mixture of Vietnamese and English languages at different linguistic levels among the generation born in the 1990s – the legitimacy of which is often contested on linguistic, sociocultural and pedagogical grounds. To pioneer a critical examination of the issue, this case study foregrounds the English language teacher (TESOL) trainees born during this period since their immediate as well as long-term perceptions and actions towards this English language “invasion” could have significant implications on English language education and language policies in Vietnam across time, space and their language learner-teacher identities. Initiated with a questionnaire survey with 489 English language teacher trainees of this generation, the study focused on semi-structured interviews and focus groups with 15 of them to inquire into their perceptions and practices of “Englishization”, both as current trainees and future trainers. In light of critical pedagogy, both quantitative and qualitative findings have elucidated and justified the multiple dimensions of these language practices. From a structural standpoint, the linguistic nature and legitimacy of “Englishization” could be illuminated via its interrelations with well-established linguistic concepts in the literature. As for the functional dimension, these language creations had been actively deployed for their enrichment and empowerment of voice, pragmatic value, marker of collective identification as well as for certain reasons “ambiguous” to their own users, thereby opening interdisciplinary dialogues for further investigations. Finally, “Englishization” presented the participants with the two sociocultural dilemmas of linguistic nationalism and linguistic standardness, whereby concerns about the “purity” of Vietnamese language and the competence in “standard” Vietnamese and English pervaded. Furthermore, becoming a teacher would also pose another fundamental dilemma as the new “language model” identity they were expected to take on was found to be in conflict with others in the construction of their professional identity. However, a third space was consistently and skilfully negotiated by many to break away from the binaries constituted by these dilemmas, through which “Englishization” could be further legitimized on sociocultural as well as pedagogical grounds. Apart from these findings, the study has also made theoretical and methodological contributions to the literature by deconstructing ubiquitous dichotomies; revisiting and reconceptualising certain key notions of critical pedagogy; as well as justifying and developing a reflexivity framework with specific themes and techniques at different hermeneutic levels. As for pedagogical implications, it embraces a project of engagement, which could significantly pave the way for a project of “empowerment” aspired by critical pedagogues as well as this study.

Dengue fever is a major health problem in Vietnam, but its incidence differs from province to province. To understand this at the local level, we assessed the effect of four weather components(humidity, rainfall, temperature and sunshine) on the number of dengue cases in nine provinces of Vietnam. Monthly data from 1999 to 2009 were analysed by time-series regression using negative binomial models. A test for heterogeneity was applied to assess the weather-dengue association in the provinces. Those associations were significantly heteroge neous(for temperature, humidity, and sunshine: P, 長崎大学学位論文 学位記番号:博(医歯薬)甲第657号 学位授与年月日:平成26年3月20日, Author: Ha Hai Vu, Junko Okumura, Masahiro Hashizume, Duong Nhu Tran, Taro Yamamoto, Citation: Tropical Medicine and Health, 42(1), pp.25-33; 2014

The recent increase in the number of foreign visitors to Vietnam highlights the necessity for the improvement of English speaking skills of small traders in Hanoi’s Old Quarter - a popular tourist destination in Vietnam, where English is pivotal in both trading and promoting Vietnamese culture. In that context, this research explores how these traders could acquire their English speaking skills in their own living contexts. Adopting both qualitative and quantitative methods, particularly observation, interviews with small traders (n=23) and survey questionnaires combined with interviews with foreigners (n=100), the research has reached two major conclusions. First, unlike popular assumptions that small traders learn English through contact with foreigners, the sources of their English acquisition were much more diverse. Secondly, small traders were expected to speak English well not only to carry out transactions but also to aid foreigners in a wide range of functions, ranging from navigating through the streets to better understanding Vietnamese culture. However, the English speaking skills of these traders were often found insufficient in terms of grammatical, discourse, and sociolinguistic competences. From the collected data, the article suggests a number of different ways to enhance the small trader’s acquisition of English speaking skills.Keywords: Small traders, Hanoi’s Old Quarter, English language acquisition, international tourism.

Vietnam has a population of approximately 87 million, consisting of 54 ethnic groups, among which the Kinh account for 87 per cent of the population, with the rest making up around 11 million people (13 per cent of the total population), who speak about 100 languages (Dinh 2010). Among the 11 million people, more than one million are of Chinese and Khmer descent (Kosonen 2004). Vietnamese, the language of the Kinh group, has been the common language among Vietnamese in the country, at least since 1945. Across all these communities it is estimated that over 100 languages are spoken (Lavoie 2011), although many of these languages did not have writing systems until recently. Ten ethnic languages are used by over one million speakers in each group; and it was regulated by national language policy that users of these languages are entitled to bilingual education. These groups include Tay, Nung, H’mong, Muong, Cham, Khmer and Jrai, among others (Bui 2003). These languages have been put to official use at cultural events as well as being used as media for broadcasts on television and radio news. The Vietnamese Constitution, of 1946 and 1992, stated that all minority groups have the right to maintain their mother tongues in their schooling as well as to use their languages to preserve their ethnic cultures and values.