Rationale of the study
Globalization and integration are increasingly shaping the Vietnamese education system, influencing public policies, actions, and the roles of teachers and students across all levels, particularly in higher education abroad Education transcends mere propaganda or political agendas; it is a vital industry essential for societal survival and development Historically, there has been a misconception in our approach to education, leading to its oversimplification and a focus on propaganda rather than fostering comprehensive learning.
The politicization of both social and natural sciences, including mathematics, chemistry, physics, and biology, has contributed to a generation that is largely philosophically illiterate, lacking knowledge of the historical struggles for education As education evolves, it often becomes a superficial industry focused on immediate societal demands, rather than a robust system that builds a strong foundation for individuals to adapt creatively and flexibly to a rapidly changing world.
It is crucial to address the urgent challenges facing education today by exploring the relationship between educational systems and terminology, as well as the connections between education and its historical, present, and future contexts Additionally, understanding the varying perceptions of school subjects across different countries will help us identify the demands that globalization and integration place on education By fostering this awareness, we can provide effective solutions for education within the framework of integration.
As Vietnam integrates into regional and international organizations, it is essential for our education system to gain global recognition, necessitating the comparison of training programs in English, the world's most widely spoken language Recently, several Vietnamese universities, including Hai Phong Private University, have been evaluated and recognized for meeting international standards, highlighting our commitment to quality education Additionally, as society evolves, the demand for notarization of documents increases, with many certificates and degrees now requiring English translation Therefore, establishing appropriate educational equivalencies has become a critical necessity.
As a student at Hai Phong Private University, I am inspired by the modern education and innovative training programs offered here Understanding educational terms is essential not only for my personal growth but also for my friends and family, as it is crucial for anyone looking to pursue studies both domestically and internationally.
For these reasons, I chose “A Study on Translation of Vietnamese Education Terms into English” for my graduation.
Aims of the study
The study on translation of education terms aims to figure out an overview on translation strategies and procedures commonly employed in translation of education terms
In details, my Graduation Paper aims at:
Collecting and presenting basic Vietnamese terms in education
Providing their English equivalents or expressions
Preliminarily analyzing translation strategies and procedures employed in the translation of these Vietnamese terms into English
Providing students majoring in the subject and those who may concern a draft and short reference of basic Vietnamese terms in education and their corresponding in English
This study aims to enhance readers' understanding of how written text and visual presentations relate to educational concepts, ultimately assisting them in effectively translating this information.
Scope of the study
In today's rapidly evolving culture and society, education has become increasingly vital for human development, leading to a diversification of training programs within the education system.
Due to time constraints and my limited knowledge, my study focuses solely on translating educational terms from Vietnamese to English, specifically related to educational programs and standards.
Method of the study
As a student in the Foreign Language Department, my extensive study of English and translation has equipped me with valuable skills and techniques This graduation paper aims to assist learners in expanding their vocabulary and gaining a comprehensive understanding of translation, particularly in the context of educational terms My dedication and enthusiasm drive me to successfully complete this project.
To consult my supervisor, my friends
To search documents and the sources of information such as on internet,
TV, reference books, newspapers, universities etc…
To base on my experiences on education.
Design of the study
My graduation paper is divided into three parts and the second, naturally, is the most important part
The first part is the Introduction, including: the rationale, aims, scope, method and design of the study
The second part is the Development that includes three chapters:
Chapter I: Theoretical background: It focuses on the concepts of translation, terms in English and form of language as well as different methods used by professional translators
Chapter II explores the translation of Vietnamese education terms, focusing on key areas such as education programs, education standards, and various types of educational organizations This analysis aims to guide readers through the complexities of translating these terms within the context of Vietnamese education.
Chapter III: Strategies are introduced for better translation of terms in Vietnamese education
The last part is the Conclusion in which I summary the study (experiences acquired and state the orientation for future study)
Theoretical Background
ESP in translation
English for Specific Purposes (ESP) has emerged as a growing field in Vietnam since the late 1990s Initially, ESP instruction focused on teaching specialized vocabulary and translating texts, which led to low motivation and poor student engagement However, with the advent of the new millennium and the rise of student-centered learning approaches, there has been a significant shift towards designing ESP courses that enhance students' professional communication skills in response to increasing international interactions across various sectors.
According to Hutchinson and Waters (1987), English for Specific Purposes (ESP) is defined as a language teaching approach where content and methods are tailored to the learners' specific reasons for learning Anthony (1997) highlights the ambiguity in distinguishing between ESP courses and general English courses, noting that many non-specialist instructors adopt an ESP approach by designing syllabi that reflect learners' needs and their own expertise in using English for practical communication.
David Cater (1983) identifies three types of ESP:
English for Academic and Occupational Purpose
Air traffic controllers and waiters exemplify the concept of restricted language in English According to Mackay and Mountford (1978), restricted language differs significantly from general language use.
The language used in international air-traffic control is considered "special" due to its limited and specific vocabulary, similar to the linguistic requirements of a waiter or flight attendant However, these restricted repertoires do not constitute a true language, much like a tourist phrase book lacks grammatical depth Mastering such a limited "language" would not enable effective communication in unfamiliar situations or beyond the specific vocational context.
According to Carter (1983), the second category of English for Specific Purposes (ESP) is English for Academic and Occupational purposes Hutchinson and Waters (1987) further categorize ESP into three branches, illustrated in their "Tree of ESP."
18 a) English for Science and Technology (EST) b) English for Business and Economics (EBE) c) English for Social Studies (ESS)
The subject areas of English are categorized into two main branches: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) For instance, within the English for Specific Purposes (EST) field, "English for Technicians" represents an EOP example, while "English for Medical Studies" serves as an EAP example.
Hutchinson and Waters (1987) highlight the lack of a clear distinction between English for Academic Purposes (EAP) and English for Occupational Purposes (EOP), noting that language learned in an academic setting can often be applied in a professional context This perspective aligns with Carter's view of categorizing both EAP and EOP as types of English for Specific Purposes (ESP), suggesting that their ultimate goal—employment—remains the same However, the approaches to achieving this goal differ significantly, as EAP focuses on developing cognitive academic proficiency, while EOP emphasizes basic interpersonal skills, a distinction further explored in the following sections.
Carter (1983) identifies a third type of English for Specific Purposes (ESP) that emphasizes specific topics rather than just purpose This type addresses the future English needs of professionals, such as scientists engaging in postgraduate studies, attending conferences, or working abroad However, it is argued that this should not be viewed as a separate category of ESP but rather as a vital aspect of ESP courses that emphasize situational language.
19 has been determined based on the interpretation of results from needs analysis of authentic language used in target workplace setting.
Term in English
A term is a word or expression that has a particular meaning or is used in particular activity, job, profession, etc…
(Longman Dictionary of Contemporary English, 1991)
According to Peter Newmark, a term represents a variation of language specific to a certain context, and the primary challenge in translation often lies in new terminology The key issue arises from terms in the source text that are relatively content-free and appear only once Understanding these context-bound terms typically requires a process of gradually eliminating less likely interpretations.
There is distinction between technical and descriptive terms The original source language writer may use a descriptive term for a technical object for three reasons:
- The objective is new and not yet has a name
- The descriptive term is being used as a familiar alternative, to avoid repetition
- The descriptive term is being used to make a contrast with another one
When translating, it's essential to use the appropriate counterparts for technical and descriptive terms, avoiding the urge to replace descriptive terms with technical ones merely to showcase your expertise, as this can diminish the impact of the original language.
SL descriptive term is being used either because of the SL writer‟s
Types of language
ignorance or negligence, or because the appropriate technical term does not exist in the SL, and in particular if an object strange to the SL but not to the
TL culture is being referred to, then you are justified in translating a descriptive by a technical term
Terminology makes up perhaps 5-10 % of a text The rest is
A natural style of language is often found in authoritative texts, and if a piece does not adhere to this style, it can be refined into a more elegant and approachable form Writers will appreciate this transformation, as it enhances the readability and overall quality of their work.
4 Type of language in translation
4.1 The target language (domesticating) translation approach
Target language-oriented, or domesticating, translation focuses on adapting foreign texts to align with the cultural values and linguistic needs of the target audience This approach, described by Venuti (1995: 20) as an "ethnocentric reduction," emphasizes making the source message more accessible and relatable to the receptors Key characteristics of this translation style include cultural adaptation and a focus on the expectations of the target language speakers.
Fluency, naturalness, transparency, and readability are essential qualities in translation (Venuti 1995) Nida emphasizes that naturalness is crucial, stating that a successful translation should have "no obvious trace of foreign origin" (Nida 1964: 167), creating the impression that the text is originally written in the target language (TL) rather than being a translation.
The concern with fluency and naturalness in TL-oriented translation means that it allows alterations or adaptations of the SL items, such as
In translation, techniques such as altering word order, replacing nouns with verbs, and using pronouns in place of nouns are employed to achieve dynamic equivalence This approach focuses on conveying the intended meaning and impact of the original text rather than adhering strictly to its literal wording.
"dynamic-equivalence" translation (Nida 1964: 159) Domestication also permits adjustments to "special literary forms," "semantically exocentric expressions," "intraorganismic meanings" (Nida 1964: 170) and expansion
When translating texts with linguistic and cultural elements unfamiliar to the target language, these elements are often omitted This approach is particularly common in Anglo-Saxon translations, as English readers generally prefer texts that do not overtly appear to be translations (Bassnett 1997).
4.2 The source language (foreignzing) translation approach
The source language-oriented method emphasizes the importance of maintaining the linguistic and cultural differences of the source text, exerting pressure on the target-language values to reflect these distinctions Translators are tasked with preserving the foreign identity of the original text by implementing formal replacements of words or phrases from the source language to the target language This approach, as described by Nida, highlights the need for a translation that respects the unique characteristics of the source material.
Gloss translation aims to help the target language (TL) reader fully connect with the source-language context, enhancing their understanding of customs, thought processes, and expressions, often necessitating footnotes for clarity (Nida 1964: 159) While these footnotes can interrupt the narrative flow, the foreignizing approach is rarely used Nevertheless, formal-equivalence translations remain valuable when critical narrative elements risk being overlooked by dynamic-equivalence methods.
4.3 Source language-oriented and target language-oriented translation approaches
Translating between languages can be challenging, often resulting in a loss of meaning due to cultural and linguistic differences The greater the disparities between two languages, the more significant the potential for misunderstanding.
The greater the reliance on a target language-oriented approach in translation, the more significant the loss of meaning, particularly evident in translations between distant languages like Vietnamese and English While this domestication strategy may not significantly distort meaning in closely related languages, it can result in substantial loss of the original textual meaning when applied to languages with less linguistic similarity.
In Vietnamese-English literary translation, significant meaning loss occurs due to the failure to translate Vietnamese educational terms, as the Vietnamese education system is notably more complex and distinct from the English system.
Many disparities between two translation systems are often overlooked when employing a domesticating approach, which tends to neglect the linguistic and cultural elements of the source language that may be unfamiliar to the target language (TL) Research indicates that when translators focus on the linguistic and cultural nuances of Vietnamese educational terms—by seeking equivalent forms or utilizing other lexical items, such as adjectives—the translations more effectively capture the intended meanings and implications of the original terms To further understand this, it is essential to explore the two primary translation approaches: target language-oriented and source language-oriented.
Translation of Vietnamese education terms into English 19 1 Collection of Vietnamese Education Terms and English equivalence
Education programs
Chương trình Hỗ trợ giáo dục
Early Childhood Education Assistance Program (ECEAP)
Chương trình giáo dục Trẻ em Early Education Program
Phổ cập giáo dục Compulsory education (public education) Đào tạo phân ban Stream Training
Giáo dục thường xuyên Continuing education (practical education; instituted education) Đào tạo bổ túc Supplemental (Supplemental
Educational Services) Đào tạo nghề Vocational training
Thời gian học nghề Apprenticeship
Chương trình hướng nghiệp Careers education
Giáo dục thể chất Physical/ Sports education
Giáo dục quốc phòng Defense/ Military education
Giáo dục công dân Civics education
Chương trình ngoại khoá Extra-curricular programs
Chương trình Huấn luyện kỹ năng học Cơ bản
Integrated Basic Education Skills Training (IBEST)
Trung tâm cải tiến học tập cho học sinh
Center for the Improvement of Student Learning (CISL)
Chương trình giáo dục Kỹ thuật và Nghề nghiệp
Career and Technical Education (CTE)
Dạy kèm, phụ đạo Tutor, Coaching (academic)
Hoạt động trong kỳ học Co- curricular activities
Thi học kì Semester exams
Chương trình bồi dưỡng Enrichment program
Chương trình trợ giúp học tập Learning Assistance Program Đánh giá quá trình học tập của học sinh
Lớp học bổ túc Remedial class
Lớp học hè Summer class
Chương trình dự bị đại học Advanced Placement programs
Khóa dự bị đại học Foundation Program
Thi đại học University Entrance Examination
Vietnam offers various types of higher education training, including Regular university training, which provides a comprehensive academic experience In-service university training caters to working professionals seeking to enhance their qualifications Transferring training allows students to switch programs or institutions, while Connecting training facilitates the integration of different educational systems Short-term training programs are designed for quick skill acquisition, and Annual training follows a yearly curriculum structure Lastly, Credit training focuses on earning credits towards a degree, providing flexibility in course selection and progression.
Học chế tín chỉ Credit system
Liên thông tín chỉ Credit connection
Chuyển đổi tín chỉ Credit transfer Đào tạo từ xa Distance education (DE);
Chương trình giáo dục Kỹ thuật và nghề nghiệp
Career and Technical Education (CTE)
Học theo chương trình liên kết
Kiểm tra chuyển tiếp giai đoạn
Giao lưu quốc tế Exchange student
Sinh hoạt ngoại khoá Extracurricular activities
Tham quan du khảo, đi thực tế
Huấn luyện kỹ năng Skill training
Huấn luyện kỹ năng công nghiệp
Kỹ năng giao tiếp cơ bản Basic interpersonal communication skills (BICS)
Chương trình tiếp thu ngôn ngữ
Language acquisition program Đánh giá mức độ tiến triển của học sinh
Bồi dưỡng sau đại học Post-graduate training Đào tạo thạc sĩ,cao học Master training Đào tạo tiến sĩ Doctorate training
Nghiên cứu sinh Doctor of philosophy (PhD) Đào tạo từ xa Distance education (DE);
Cooperative Education is a model in education to create learning opportunities for the whole society
Cooperative Education is a program that enhances college training by allowing students to gain practical experience at off-campus institutes while remaining enrolled at their university In this model, students continue to receive instruction from their university professors, complete their tuition, and take exams as part of their academic curriculum.
In today's educational landscape, the demand for interconnectedness among schools is growing, fostering not only national collaborations but also expanding partnerships with institutions across the region and globally.
Chương trình liên kết đào tạo 3+1
Chương trình liên kết đào tạo 2+2
Chương trình liên kết đào tạo 4+0
Education standards
Khung chương trình đào tạo Curriculum framework Đề cương chi tiết Syllabus
Chương trình giảng dạy Curricular
Chương trình giảng dạy phù hợp Differentiated curriculum
Dưới trung bình Bellow average Điểm chuẩn Benchmark Điểm đậu hay đạt Passing score Điểm trung bình Grade Point Average
Nội dung môn học Content area
Các chuẩn về nội dung Content standards
Chương trình dạy song ngữ Dual-language program
Tỷ lệ tốt nghiệp Graduation rate Điều kiện tốt nghiệp trung học High school graduation requirements
Tiêu chuẩn của ngành Industry standards
Ngành học chính, môn học chính Major Điều kiện học tập thiết yếu Essential Academic
Ten standards in higher education (according to Regulation of the evaluation criteria of quality university education 65/2007/QD- BGDDT)
Sứ mạng và mục tiêu của trường đại học
Mission and objectives of the university
Tổ chức và quản lí The management and organization
Chương trình giáo dục Education program
Hoạt động đào tạo Training
Đội ngũ cán bộ quản lí, giảng viên và nhân viên
Nghiên cứu khoa học, ứng dụng, phát triển và chuyển giao công nghệ
Scientific research, application development and technology transfer
Hoạt dộng hợp tác quốc tế International cooperation
Thư viện, trang thiết bị học tập và cơ sở vật chất khác
Tài chính và quản lí tài chính Finance and financial management
Types of education organizations
Trường công lập State, Public School/ College/
Trường bán công Semi-public School/ College/
Trường dân lập, tư thục Private School/ College/
Trường bán trú Day School
Trường nội trú Boarding School
Mẫu giáo Kindergarten, Pre-school
Tiểu học Primary School, Elementary
Trung học cơ sở Junior school, Middle School
Trung học phổ thong High School
Trung cấp chuyên nghiệp Professional Secondary
Cao đẳng College Đại học
Figure 1: Education system of Vietnam
Figure 2: Education system of Singapore
Centralised Institute (3 years) Junior College
Figure 3: Education system of United Kingdom
Figure 4: Education system of Canada
University Education College Education Apprenticeship-Vocational & Technical Training Typical pathway
Training Certificate for a Semi- skilled Trade
Comment of Translation of Vietnamese Education Terms into English 30
Phổ cập giáo dục: Compulsory education
The State decides “phổ cập giáo dục” planning, ensuring the conditions for implementing “phổ cập giáo dục” in the country Therefore, it is understood as public education
Primary and secondary education is universally mandated, requiring all citizens within the designated age range to pursue education in order to achieve universal literacy This concept, known as “phổ cập giáo dục” in Vietnamese, translates to "compulsory education" in English, emphasizing the obligation for all individuals to engage in learning.
Đào tạo phân ban: Stream training
Stream is an educational program designed for high school students, where they are categorized into fixed groups based on the subjects they select Despite its structured approach, the Stream program has not gained significant popularity among students The program consists of four established groups of subjects, providing a framework for academic specialization.
Group D: Literature, Foreign Language, Mathematics
Giáo dục thường xuyên: Continuing education
In numerous countries, there is a recognition that public education should be accessible to individuals of all ages, from infancy through adulthood This educational journey encompasses learning both in formal school settings and informal environments, such as at home or within the community Regardless of the context, the focus on acquiring knowledge and skills is essential, and it is the responsibility of the state to ensure that this process is effectively managed as part of a lifelong learning framework.
In developed countries, "giáo dục thường xuyên" encompasses vocational training, representing practical or instituted education However, in Vietnam, "giáo dục thường xuyên" excludes formal education from the early education system and is specifically designed for individuals who have dropped out for various reasons.
“giáo dục thường xuyên” reconnect the breaks in their learning process, making the study was carried out continuously, seamlessly It is understood that continuing education
Chương trình dự bị đại học: Advanced Placement programs
Khóa dự bị đại học: Foundation Program
In the United Kingdom, a one-year preparatory course is designed for students who have completed grade school in their home country but need to enhance their knowledge, skills, and English proficiency to meet university entry requirements This program equips students with the necessary tools to succeed in higher education.
In Vietnam, ethnic minority students who do not gain admission to university have the option to enroll in pre-university schools After completing a year of study, these students can select from various universities across the country, with the exception of the Foreign Trade University and military institutions.
Đào tạo niên chế: Annual training vs Đào tạo tín chỉ: Credit training
A credit is a unit of coursework awarded for the successful completion of a course, encompassing various components such as in-class learning, laboratory study, practical work, and self-directed learning as outlined in the syllabus.
Credit system is the only way to describe an educational program by attaching credits to the components of program The determination of
36 credits in higher education systems can be based on different parameters, such as workload of student, learning outcomes and number of teaching hours of faculty
Vietnamese universities have adopted a credit system to replace the traditional subject-based approach In this new system, each course is assigned a specific number of credits, with each credit corresponding to one hour of theoretical lectures and an additional hour of preparation each week during a 14 to 16-week semester Typically, a four-year program requires a total of credits to complete.
210 credits Five-year programs require 270 credits and six-year programs require 320 credits
Credit is essentially a personalized training process, empowerment initiative for students, opportunities for students to decide on the progress and speed accumulated credits
Bồi dưỡng sau đại học: Post-graduate training
Post-graduate training is a brief educational program lasting from a few days to under six months, designed to enhance and update participants' knowledge without conferring a degree This training is particularly valuable for individuals seeking to modernize their skills and stay current in their field.
Nghiên cứu sinh: Doctor of philosophy (PhD)
In Vietnam, a Doctor of Philosophy (PhD) student is defined as an individual who is enrolled in a Scientific Research course and has successfully defended their doctoral thesis at the State level Conversely, those who have completed their doctoral thesis and defended it at the local level, but not yet at the State level, are also considered PhD students.
To attain a PhD, researchers must successfully complete the PhD entrance examinations, which are organized by university departments or research institutes under the oversight of the Ministry of Education and Training Typically, these PhD entrance exams are coordinated with master’s entrance exams and are collectively referred to as post-graduate entrance exams.
Đào tạo từ xa: Distance education (DE); Remote education
Distance education (DE) is an educational approach that utilizes audiovisual techniques, telecommunications, and information technology to facilitate learning It emphasizes self-directed study while providing active support through various resources such as curriculum materials, videos, and media broadcasts Additionally, DE allows for simultaneous guidance and assistance from educators in training institutions, enhancing the overall learning experience.
DE teaching activities are held indirectly by the method of distance learning
Basically, DE is classified based on relationships between teachers and students in the learning process into two categories: interactive/synchronous and non-interactive/asynchronous
Standard output refers to the specific objectives of a program or module, articulated through detailed documents These documents outline the knowledge, skills, and competencies that students are expected to acquire by the conclusion of their educational experience.
The standard measures the post-graduation outcomes of students, including the percentage of graduates securing employment, the satisfaction levels of businesses and employment agencies with these graduates, and the rate of students returning for advanced studies at the master's and doctoral levels.
Hệ thống đào tạo đại học: Higher education institutions
Higher education, often referred to as tertiary or post-secondary education, follows the completion of secondary education, such as high school It encompasses undergraduate and postgraduate studies, along with vocational training Colleges and universities are the primary institutions that offer this level of education, collectively known as tertiary institutions, and typically culminate in the awarding of certificates, diplomas, or academic degrees.
Academy - an institution for the study of higher learning; a college or a university, popularly, a school, or seminary of learning, holding a rank between a college and a common school
University - an institution of higher education and research, which grants academic degree in a variety of subjects in both undergraduate and postgraduate education
College - an institution of higher education created to educate and grant degrees; often a part of a university
Trường cao đẳng cộng đồng: Community College
Main findings
Suggestion for Translation of Terms in Vietnamese Education
knowledge of education terms‟ concept to deeply understand and more effectively translate these terms
To effectively pursue studies both domestically and internationally, individuals must grasp key concepts and their nature in both Vietnamese and English.
Translators specializing in education must possess a strong understanding of educational terminology and regularly engage with both Vietnamese and English documents in this field This practice enhances their translation skills significantly While general dictionaries can be useful, utilizing an Education Dictionary is recommended for more accurate and context-specific translations.
2.1 Similarities in Education System (equivalence)
Vietnam's education system is actively working towards integration with other Southeast Asian nations and the global community It shares fundamental characteristics with various international education systems, highlighting its commitment to aligning with global standards and practices.
Toán học đại cương General Mathematics
Toán học cao cấp Higher Mathematics; Advanced
Lịch sử History Địa lí Geography
Tin học Information and Communication
Công nghệ thông tin Information and
Kĩ thuật (Cơ khí) Technology (Mechanics)
Trung học (trước đại học) Secondary (Pre-graduation) Đại học Graduation; Higher/ Tertiary education
Sau đại học Post-graduation
2.2 Differences in Education System (non-equivalence)
With the modern education, Vietnam‟s education has its distinct characteristics Therefore, to translate effectively, it should need theory of equivalence
Figure 1: Qualification system of Australia
Figure 2: Qualification system of Vietnam
National Diplomas and Certificates System:
Level of education Length of educat ion
Entrance qualification Qualification for graduate
6th year 11th year 15th year
- Vocational training after primary education
- Vocational training after secondary education
- Secondary Degree or Secondary Certificate
- University Degree or Post Graduate Degree
Bằng tốt nghiệp phổ thông trung học
Upper secondary school graduation certificate
Băng tốt nghiệp trung cấp
Bằng cử nhân Bachelor Degree
Bằng thạc sĩ Masters Degree
Bằng tiến sĩ Doctoral Degree
Giấy chứng nhận; chứng chỉ Certification
Giấy phép hành nghề Licensure
Graduates from colleges are awarded with College Diplomas
Graduates from undergraduate programs are awarded with Bachelor Degrees
Graduates from master programs are awarded with Master degrees such as
Master of Arts and Master of Business Administration
Graduate from doctorate programs are awarded with Doctorate Degrees
With the help of supervisor, teachers, family and friends, my graduation paper has been complete at last
After consulting and collecting from teacher either Vietnamese or English, I have designed the paper into three parts; the second part which consists of three chapters is major one
- Chapter I state common knowledge on translation, terms in English, type of language in general and translation of terms in education in particular
- Chapter II collects and analysis of Vietnamese education terms in education programs, education standards and types of education organization
- Chapter III is difficulties and suggestion in translation of education terms
I hope that this study can help the readers and learners - have demand to study in country as well as in abroad, especially those who research on education
This research paper acknowledges its limitations due to time constraints and the author's level of expertise in the field It is hoped that the identified weaknesses will be met with thoughtful consideration and a generous perspective.
I would like to extend my heartfelt thanks to my supervisor, Nguyen Thi Phi Nga, M.A., and all the faculty members of the Foreign Language Department for their invaluable guidance and insightful feedback.
1 Hutchinson, Tom & Water, Alan (1987) English for Specific Purposes:
A learner – centered approach Cambridge University Press
2 Mahmoud Ordudari, University of Esfahan, Iran Good Translation: Art, Craft, or Science?
3 Bell Roger T Translation & Translating: theory & practice, London: longman Group Ltd, 1991
4 Duff, Alan Translation Oxford Oxford University Press
5 Newmark, Peter Approaches to Translation New York Prentice Hall,
6 Newmark, Peter A text book of Translation Pergamon Press, 1998
11 http://business-in-asia.com