INTRODUCTION
Background of the study
The first gifted education program in Viet Nam was launched in 1965 under the direct pronouncement of former Prime Minister Pham Van Dong (Nguyen,
Since its inception, the mission has been to identify and elevate exceptional talents in science and diplomacy for leadership roles amid ongoing conflicts However, significant changes began in 1986 with Doi Moi and the Open-Door policy, which reshaped Vietnam's foreign affairs and attracted investments from developed nations like the United States, Europe, and Australia This shift from a centralized economy to a socialist-oriented market economy necessitated educational reforms to cultivate a new workforce proficient in foreign languages and scientific knowledge, essential for the country's industrialization and modernization efforts.
In the 1980s and 1990s, gifted education expanded significantly, introducing specialized classes in subjects such as Mathematics, Literature, Foreign Languages, Physics, Chemistry, Biology, Informatics, History, and Geography The establishment of gifted high schools has fostered a system that recognizes and nurtures talent, positioning these individuals as key contributors to national prosperity and enhancing international relations.
Vietnam's education system is characterized by its meritocratic nature, emphasizing merit-based assessments starting from elementary school This meritocracy is particularly evident in gifted education, where high-stakes examinations are used to identify and select high-achieving students The competition for talented students plays a crucial role in recognizing and nurturing exceptional abilities, particularly at the end of primary and secondary school levels.
High school students have the opportunity to compete at regional, national, and international levels, as outlined by MOET (1997) This early identification of talent enables fifth and ninth-grade learners across the country to participate in competitions, showcasing their academic abilities and earning recognition for their achievements This process promotes equal opportunities for all students to excel and be rewarded for their merit.
Neoliberalism significantly impacts gifted education by using competition for talented students as a measure of institutional quality, as noted by the Ministry of Education and Training (MOET, 2014) This competitive environment not only influences rankings but also drives institutions to prioritize the recruitment and development of high-achieving students, ultimately aiming to enhance their market position (Hursh, 2005; Lubienski).
As a former student in a gifted program and a competitive high school, I am driven to explore the unique experiences shared by myself and my peers It wasn't until university that I recognized the distinctiveness of my background, especially when interacting with diverse individuals Many remarked on the vibrant and ambitious aura of gifted students, yet they struggled to grasp the intense competition and the strong sense of community we experienced From our upperclassmen's enthusiastic cheers to the yearbook capturing our collective memories, these elements fostered a deep connection among us Consequently, I find it easier to relate to those who have had similar experiences in such an environment.
During a conversation with my friend about our experiences in the National Competition for Talented Students, I became intrigued by her perspective on the pressures faced by top-class students Her reflections on the additional burdens imposed by teachers highlighted the complexities of being a former gifted English learner This discussion sparked my interest in exploring the multifaceted experiences of students like us.
Statement of the research problem and question
Gifted high schools recognize their "talents" as students who excel in competitive entrance exams, with a mission to nurture these exceptional learners Their achievements are celebrated through awards in national competitions, scholarships to international universities, and other merit-based recognitions While the academic success of gifted students is noteworthy, it is crucial to examine their learning experiences to understand how the environment of gifted institutions impacts their identity and abilities This research employs narrative inquiry to investigate the identity construction and negotiation processes of former gifted English as a Foreign Language (EFL) students during their tenure at gifted high schools, guided by the overarching research question.
How do former students of specialized English programs in high school perceive, construct and negotiate their identity as gifted English learners?
Scope of the research
This research focuses on three gifted English language learners in their twenties, all of whom are former students from gifted high schools in Vietnam, including one from a remote area in the Northern region, one from a rural town, and another from one of Hanoi's most competitive gifted high schools The study employs in-depth interviews to gather first-hand experiences from participants, who are currently residing in Hanoi.
4 the targeted number of participants is allegedly manageable in light of the time and finance constraint of a bachelor graduation thesis.
Significance of the study
This research explores the identity construction and negotiation of gifted EFL learners, aiming to provide insights into their experiences within the broader social context It focuses on gifted English learners from high schools in remote, rural, and urban areas of Northern Vietnam, offering valuable perspectives for educators and policymakers Through the learners' narratives, the study highlights the impact of the meritocratic system on their learning experiences and identity development Additionally, it addresses the often-overlooked neoliberal influences present in gifted education, contributing to a deeper understanding of the complexities surrounding gifted learners in Vietnam.
LITERATURE REVIEW
Gifted schools in the context of Vietnam
2.1.1 The current state of gifted education
There are 87 schools and divisions for gifted learners in Vietnam, including
A total of 71 schools are managed by local Departments of Education and Training or City Councils, alongside five schools affiliated with higher education institutions, two divisions within universities, and nine divisions in high schools, as reported by Thanh Nien News.
In Vietnam, every one of the 63 administrative regions has at least one high school dedicated to gifted students, with major metropolitan areas like Hanoi and Ho Chi Minh City hosting multiple institutions for exceptional learners.
High schools for gifted students focus on several key missions: first, they aim to identify and nurture students' talents in specific subjects while ensuring their overall development; second, they teach research methods and encourage the application of new knowledge and technology to support industrialization and globalization; third, they collaborate with national and international educational institutions to improve teaching and learning quality; and finally, they serve as leading educational institutions that showcase modern facilities, qualified educators, and innovative policies (Ministry of Education and Training, 2010).
2.1.2 The ideology of meritocracy in gifted high schools
Meritocracy is a social system that promotes equal opportunities for success based on individual merits, which include both effort and talent (Young, 1958) In this framework, social stratification occurs as a result of varying levels of merit, allowing individuals and institutions from lower statuses to strive for upward mobility within the social hierarchy Contextual factors play a significant role in shaping these dynamics.
The concept of meritocracy is exemplified in various educational systems, notably in Japan, where standardized examinations play a crucial role (Yamamoto & Brinton, 2010), mirroring the structure of Vietnam's education system In Singapore, meritocracy is a foundational principle in both governance and education, aimed at nurturing exceptional individuals for leadership roles to enhance societal contributions (Lim, 2012, 2013) This system fosters socioeconomic mobility by rewarding talent irrespective of ethnicity, promoting the idea of equal opportunity (Teo, 2019) However, Singaporean scholars challenge this notion, highlighting the underlying structural disadvantages that are often obscured by the meritocratic ideology.
2.1.2.2 The merit-based selection of academically gifted students in Vietnam
In Vietnam, the terms "specialized," "gifted," or "majored" students refer to "học sinh chuyên," denoting individuals with exceptional academic achievements in gifted high schools, as outlined in the Educational Law of 2005 This study specifically focuses on gifted English as a Foreign Language (EFL) students, commonly referred to as gifted EFL learners or gifted English learners.
The Ministry of Education and Training (2010) stipulates that gifted high school students are limited to a maximum of two percent of the total high school population in a province Selection for gifted high schools managed by local authorities is confined to the respective city or province, while university-affiliated high schools, such as the Foreign Language Specialised School and the High School for the Gifted at Hanoi University of Education, may recruit students from across the nation.
Admission policies differ among schools, but they typically focus on evaluating secondary school transcripts and standardized high school entrance exam results The Vietnamese education system plays a crucial role in this process.
Education systems are often viewed as meritocratic, primarily due to the widespread use of merit-based assessments and high-stakes exams starting from elementary levels To gain admission into prestigious institutions, students must achieve high scores and may need to take additional tests, resulting in intense competition for spots in elite schools for gifted students (Trines, 2017) Notably, the English gifted class at Hanoi – Amsterdam Gifted High School has the most competitive admission rate, with only 1 in 29 applicants gaining acceptance (Sai Gon Giai Phong, 2020).
2.1.2.3 Elitism of gifted high schools through merit competition
The gifted education system has garnered significant investment and is prioritized by local and central governments, as evidenced by Decision 959, which outlines the development of specialized upper secondary schools from 2010 to 2020 This decision highlights the importance of gifted high schools as leading institutions, fostering student and teacher development while enhancing international collaborations The Ministry of Education and Training has allocated budgets for gifted schools that are 200 percent higher than those for mainstream education, ensuring access to advanced learning facilities Additionally, gifted high schools benefit from curricular autonomy, allowing teachers to incorporate external materials rather than strictly adhering to mandated textbooks These advantages play a crucial role in establishing the distinctiveness of gifted institutions, motivating students to pursue exceptional academic accomplishments.
Gifted high schools are prioritized institutions that aim to excel in national competitions for talented students and international Olympiads, achieving the highest rates of awards and university entrance exam passes The participation of gifted high school students in merit competitions dates back to 1989, as noted by the Foreign Language Specialized School These competitions occur at the end of primary and secondary education at the district and regional levels, while high school students have the opportunity to compete at both regional and national levels throughout their three years of study.
The National Competition of Talented Students, overseen by MOET, involves a stringent selection process resulting in a team of 6 to 10 gifted high school students (Le & Le, 2010) Less than 50% of participants receive awards, with first prizes capped at 5% and total first, second, and third prizes under 60% (MOET, 2014) High-achieving STEM students from this competition are often recommended for international Olympiads, highlighting the competition's significance and the advantages it offers, such as direct university entry based on prize rankings The intense competition attracts students from specialized high schools, benefiting from top-tier teachers and advanced resources (Pham, 2020) Success in this national competition reflects the quality of education and serves as a means to identify and nurture talent for national development (MOET, 2014) In contrast, other competitions, like the Northern Regional Competition and the Internet Olympiads of English, lack the prestige and direct university entry benefits, making them less significant in assessing educational quality.
Theoretical framework
Bourdieu (1985) defines “capitals” as resources unequally distributed among individuals in society, divided into Economic, Cultural, Linguistic, Social, and
Cultural capital, as defined by Bourdieu, exists in three forms: embodied, institutionalized, and objectified Embodied cultural capital encompasses individual behaviors, speech styles, cultural preferences, and the understanding of valued cultural knowledge, all of which are learned through personal experiences Institutionalized cultural capital includes formal qualifications such as degrees, credentials, and test scores, which serve as indicators of an individual's knowledge and skills Lastly, objectified cultural capital consists of tangible artifacts and expressions of cultural knowledge, such as literature, music, art, and film, along with the venues where these cultural items are accessible, including universities, libraries, museums, and theaters.
Linguistic capital, as highlighted in 1991, is a vital component of embodied cultural capital It represents the advantages and social recognition gained from speaking a language that holds high market value, ultimately enhancing the speaker's social status.
Social capital, as defined by Bourdieu (1986), refers to the collective resources derived from social memberships, networks, and relationships that foster solidarity and class-consciousness (Portes, 1998) Economic capital encompasses financial and material resources essential for generating wealth, including money, property, and human resources (Bourdieu, 1986) When any form of capital is deemed "legitimate" within a specific context, it gains value and respect, elevating the status and power of its possessor in a community This dynamic allows individuals to shape their identities and influence others, leading to the generation of symbolic capital, which is linked to prestige, status, and a positive reputation (Terjesen & Elam, 2009).
2.2.2 Second or foreign language (L2) learners’ identity
Identity is viewed through a poststructuralist lens as a fluid and dynamic construct, shaped by both personal agency and external influences (Aneja, 2016; Norton, 2013) Norton (2013) emphasizes that identity reflects an individual's understanding of their relationship with the world, which evolves over time and space, while also informing their perceptions of future possibilities.
Subjectivity arises from the meaning-making practices shaped by power relations within social contexts (Norton, 2013) Individuals are both influenced by and exert power in these relations, granting them agency in discourse Consequently, identity is viewed as a complex site of struggle, characterized by its multiplicity, dynamism, and ambivalence (Gao et al, 2015) This study embraces this understanding of identity to gain deeper insights into individual experiences.
Review of relevant studies and research gap
Numerous studies in Vietnam have examined students in English specialized programs, primarily focusing on pedagogical aspects such as motivation and performance Research by Do in 2014 explored the correlation between motivation and learning achievement among Lam Son Gifted High School students, while Nguyen's 2014 study highlighted the role of American movies in enhancing motivation Additionally, studies have investigated learners' attitudes towards these specialized programs, including Trinh's 2016 research on Bac Kan English gifted high school students' views on deductive and inductive grammar teaching methods, and Vu's 2010 study on gifted students' perceptions of the program's effectiveness.
Identity studies in foreign language (FL) contexts are limited compared to those in second language (SL) contexts (Gao et al., 2015) In Vietnam, research focusing on the identities of gifted high school students has primarily examined media stereotypes.
According to Vu (2019), students at Hanoi-Amsterdam High School are often portrayed through four main stereotypes in both mainstream and social media: Leader, Academic Excellence, Global Citizen, and Artist While these positive representations reflect the ideals of the Vietnamese education system, they also impose an invisible pressure on students to meet these expectations This pressure is particularly pronounced for gifted students who may lack the financial means or social status to align with these ascribed identities, leading to feelings of marginalization in their media representation.
This study seeks to address the existing research gap in the Vietnamese gifted education system and identity studies within foreign language contexts by conducting an in-depth narrative inquiry into the experiences and identities of gifted English learners.
METHODOLOGY
Selection of participants
The study involved three participants, Quynh, Kim, and Lan, selected through purposive sampling to align with specific research criteria Each participant graduated from English gifted programs at specialized high schools located in diverse geographic areas of Vietnam, providing valuable insights into the complexities of the high school system across urban, rural, and remote regions Additionally, the participants demonstrated exceptional academic achievements before, during, and after their time in these specialized programs, highlighting their commitment to language learning.
Participants were recruited through the researcher's personal connections to create a trustworthy environment for discussing sensitive topics Quynh, a friendly acquaintance recommended by a mutual friend, Kim, a member of the same university club, and Lan, a former high school classmate, all had varying degrees of prior connection with the researcher This allowed for a quick establishment of rapport while maintaining a critical distance Each participant brought diverse experiences and stories, demonstrating intrinsic motivation to contribute to the study.
The portraits of participants
Quynh, a 22-year-old Vietnamese-English translator and recent valedictorian from a prestigious university in Hanoi, hails from a rural area where her parents work as educators As the eldest of two siblings, with a brother in high school, she faced financial challenges that led her to forgo a spot at a competitive specialized high school in favor of her local gifted high school Living in the school dormitory to accommodate her studies and her role on the National English team, Quynh excelled academically, earning second place in a national English competition for talented students and co-founding her school's English club.
Kim, a third-year student in the Fast-track program at a prestigious university in Hanoi, comes from an underprivileged family in Northern Vietnam and belongs to the Thai ethnic minority group Despite her family's expectations for her to excel in Math, she achieved the highest score in the entrance exam for her gifted high school's English class In her senior year, she represented her school on the National English team and received a Participant prize Additionally, Kim played a key role in founding her school's English club However, her high school faced a grading scandal during her graduation, and her name was included among those whose exam scores were altered following an investigation.
Lan, a 22-year-old recent graduate from a prestigious university in Korea, returned to Hanoi after graduating in June due to COVID-19 She now works as a full-time writer and part-time researcher Hailing from a middle-class family in central Hanoi, Lan has a younger brother who studies at her former high school, a competitive institution known for its English program During her freshman year, she was part of the preliminary National team in English and actively engaged in the English club, where she excelled in public speaking competitions at both regional and national levels.
Data collection
The study utilized both face-to-face and online semi-structured interviews conducted in Vietnamese to explore the experiences and identities of English gifted high school students, accommodating geographical distance and personal schedules The interview questions were arranged chronologically to align with the participants' experiences, focusing on the research theme of learner identity construction and negotiation Initial questions, detailed in Appendix 1, were supplemented with follow-up inquiries during the interviews to clarify and highlight significant insights.
The researcher first contacted participants to verify their eligibility for the study After confirming their participation, the researcher provided a brief overview of the research's purpose, design, and procedures, while also addressing any questions regarding the thesis and participants' responsibilities Upon receiving their consent, the researcher then shared an outline of the interview questions and scheduled the interview time.
15 venue of the interviews were discussed to maximize participants’ readiness and comfort for sharing
In November and December 2020, interviews were conducted with two participants The researcher spent 2 hours and 30 minutes interviewing Quynh in her comfortable solo apartment, while Kim was interviewed in two separate sessions at a coffee shop on her university campus.
4 hours The third participant, Lan, was interviewed for 3 hours at a coffee shop in the surrounding area of her house
Participants received a consent form via email, which included the researcher's contact information, the study's name and purpose, as well as details about the risks, benefits, and participants' rights The researcher conducted interviews as conversational exchanges, allowing participants to share their experiences without interruption Throughout the discussions, the researcher summarized and paraphrased responses to ensure clarity and invite further input After each interview, the researcher expressed gratitude to the participants and encouraged them to share any additional feedback or thoughts Note-taking and audio recording were utilized with the participants' consent.
After conducting interviews with the participants, the researcher listened to the recordings to transcribe data While transcribing, the researcher made note of interesting points or ambiguous details.
Data analysis
To address the research question, narrative analysis was employed to explore the coherent narratives surrounding the identity formation and negotiation of English gifted learners According to Polkinghorne (1988), narrative encompasses the process of storytelling, the cognitive structure of the story, and the outcome of this process This approach allowed participants to articulate their past experiences and actions through personal narratives, thereby claiming their identities and shaping their lives.
Narrative analysis enables participants to articulate their experiences, allowing them to impose order on their life events and actions (Riessman, 1993) Through these personal narratives, individuals gain insight into their lived experiences (Van Manen, 1990) This analytical approach highlights the unique aspects of each participant's story, facilitating a deeper understanding of their experiences (Polkinghorne, 1995) By engaging with the original data through narrative analysis, the researcher can effectively identify and conceptualize emerging themes.
Thematic analysis was utilized to organize and interpret data, enhancing narrative coherence due to its flexibility in enabling both inductive (content-driven) and deductive (theory-driven) analysis (Braun & Clarke, 2006) This method offers a deeper conceptual understanding of data compared to other qualitative techniques (Braun & Clarke).
In the analysis, the initial themes were established and compared with existing literature, leading to the refinement of analytical themes through axial and selective coding methods Each data point was categorized into distinct labels for appropriate treatment, followed by a comparison of the processed data Due to the original transcript being in Vietnamese, data translation was necessary, ensuring that the finalized themes were both data-driven and theoretically informed.
FINDINGS AND DISCUSSION
Opportunities in gifted high schools
Gifted high schools, prioritized by government funding and policies, aim to cultivate student talents through diverse opportunities Quynh and Kim, both founding members of their school's English club, shared valuable experiences related to extracurricular activities Quynh highlighted how such involvement aids in career exploration, and while she didn't directly apply this to herself, her pride in contributing to a magazine and her future role in her university's newspaper indicates its significance in her identity development Kim noted that the establishment of the English club aligned with the increasing emphasis on providing students with opportunities to study abroad and the necessity of extracurricular activities to enhance their profiles as well-rounded individuals.
Lan's competitive gifted high school in Hanoi offers a wide range of extracurricular activities and clubs, providing students with opportunities for leadership, volunteering, and involvement in the school newspaper This environment fosters connections among like-minded peers in areas such as dance, art, and music Even those not involved in clubs can engage in the vibrant social scene through annual sports events and literary performances.
In 10th grade, I was eager to connect with others, so I joined the English club despite not knowing anyone, as most students were already familiar with each other My desire to avoid loneliness drove me to participate, highlighting how sometimes people join clubs not solely for passion but also to fit in and avoid feeling different.
Lan faces social pressure to engage in extracurricular activities, unlike her peers Quynh and Kim Her experiences in grade 10 highlight the downside of an active social scene, where clubs play a crucial role in the school community Students often join these clubs not out of genuine interest, but out of fear of being excluded from a vibrant social network, leading to a disappointing social experience.
Quynh and Lan's high schools boast strong connections with foreign universities, providing valuable future opportunities for students Quynh highlighted that Japanese universities frequently visited her school to recruit students and offer scholarships, particularly benefiting those with strong English skills like herself.
I knew that I should study abroad because I was in an English specialized class, and I had an amazing profile But deep down, I did not understand why
Initially, I viewed studying abroad as merely a means for others to boast However, I decided to focus on my own path and joined those preparing for the University entrance exam in Vietnam, recognizing its benefits and ultimately feeling a sense of satisfaction in my choice.
Quynh perceived studying abroad as a societal expectation rather than a personal ambition With numerous opportunities available, there was a pressure on high-achieving students to pursue scholarships As a skilled English learner with a strong academic and social background, Quynh critically examined this expectation and reflected on her own desires, needs, and circumstances Ultimately, she found fulfillment in her decision to attend university in Vietnam while participating in a one-semester exchange program in Japan.
While not the most dominant facet of academic focus, Lan’s school also enjoys a long history of alumni as winners of scholarships to foreign universities worldwide
When I first got into the specialized high school, I did not think of studying abroad However, I knew that I would want to because my parents’
19 colleagues had children who used to be in my shoes They told my parents to start saving up because I would eventually get the idea to study abroad
The pressure to participate in extracurricular activities, combined with numerous opportunities for studying abroad, created a strong desire among students like Lan to pursue international education She felt compelled to go abroad, influenced by her family's expectations and the success stories of previous applicants Lan recognized that this aspiration was a common goal among her peers, which shaped her decision-making process Ultimately, she appreciated how her school's environment provided her with greater options and resources for her future, resources that might not be available at lower-status institutions Despite some concerns about fitting into these shared expectations, Lan effectively leveraged her school's exclusive networks to fulfill her dream of studying abroad within her family's means.
Gifted high schools foster a competitive environment through their investment in extracurricular activities and connections with foreign universities This competition enhances learners' choices, enabling them to explore various aspects of their interests, reflect on their future goals, and make informed decisions that align with their aspirations.
A race of social and cultural capital in the name of talent to specialized high
All three participants relied on private tutoring to prepare for specialized high schools Quynh and Kim's experiences highlighted the difficulties they faced in their English education, influenced by their geographic locations and socio-economic backgrounds.
Quynh's residence in a rural area presented significant educational challenges, as formal English education was not accessible She noted, “At the time, formal English education did not reach my area," highlighting that English was treated merely as an elective subject rather than a core requirement This situation reflects the nationwide policy initiated in 2003, which introduced English as an elective in primary schools, primarily benefiting metropolitan areas (Nguyen, 2011) Consequently, the educational disparities between rural and urban regions have resulted in substantial gaps in both opportunities and academic achievements (Bui).
Growing up in an economically disadvantaged rural neighborhood, Quynh faced significant barriers to learning English due to a lack of resources and qualified teachers Unlike her peers Kim and Lan, who participated in competitive prep classes, Quynh relied on one-on-one tutoring because of the scarcity of competent English instructors This educational gap had lasting effects on her academic performance, as she noted, “My middle school was inadequate, and it took me months at the beginning of high school to catch up.” To overcome these challenges, Quynh dedicated herself to self-studying by printing books at home, highlighting her determination and awareness of the limited opportunities for quality English education she experienced.
Kim faced subtle discrimination from her prep class teacher due to her minority status, with the teacher doubting her ability to keep up with her peers This reflects a common bias against ethnic students regarding their English proficiency, positioning them as disadvantaged compared to Kinh students Nevertheless, through her determination and hard work, Kim overcame this disadvantage, earning recognition for her exceptional English skills from both her teacher and classmates.
Kim and Lan, despite their diverse backgrounds, demonstrated a strong appreciation for the quality of education they received through private tutoring They both reflected on their experiences with highly qualified instructors, including Kim’s prep class teacher, who had previously held a distinguished position in the education sector.
Lan’s prep class teacher in Hanoi was renowned for preparing students for specialized high schools, utilizing well-designed learning materials and advanced teaching methodologies that surpassed local standards The high proficiency of her classmates also enhanced the quality of the prep classes, with Kim noting that she was inspired by learning alongside peers of equal or higher skill levels However, Lan felt inadequate due to her low placement test score, describing her experience as feeling like “an imposter among other excellent students.”
The participants' access to high-quality private tutoring was significantly influenced by their families' strong involvement Quynh, for example, benefited from private lessons with top teachers sourced through her parents' extensive educational network.
In Kim's situation, her proximity to an influential family enabled her to secure a place in an exclusive prep class, while Lan benefitted from her grandfather's role as a teacher in a prestigious high school, allowing her entry into a competitive prep program despite not excelling in the placement test Despite their diverse backgrounds, Quynh, Kim, and Lan shared the advantage of well-educated parents from similar social classes, who worked in education, business, and museum curation Leveraging their social connections, these parents accessed educational resources such as tutors and prep classes that were unattainable for those from lower social classes This exclusivity in private tutoring starkly contrasts with the common perception of it as a purchasable commodity for learners seeking academic success.
Under the influence of neoliberalism, private tutoring has emerged as a form of symbolic capital in specialized high schools, setting elite learners apart and contributing to their academic success (Yung, 2015).
Quynh, Kim, and Lan benefited from various forms of parental involvement, with Quynh's parents particularly supporting her English education after she achieved outstanding results in a regional gifted exam in fifth grade.
I had the freedom to choose my study environment and schedule, thanks to my parents' efforts to connect me with the best teachers available in our community They understood the limitations of our provincial area compared to urban centers and never imposed expectations on me Their unwavering support was crucial to my success.
Despite her economically disadvantaged background, Quynh's parents, both educators, understood the value of education for social mobility and recognized private tutoring as a vital resource to supplement inadequate formal English education Unlike her peers Kim and Lan, Quynh benefited from one-on-one lessons with her teachers, highlighting the stark contrast in educational resources between economically disadvantaged and developed areas Acknowledging her parents' significant role in her success, Quynh appreciated their investment in her potential, which served as cultural capital and supported her aspirations for specialized high schools.
Lan’s father played a crucial role in her academic journey by actively seeking out prep classes and leveraging his connections to enroll her, demonstrating his commitment to her education This dedication reflects a shared belief among parents, like Quynh's, that investing in education is invaluable for their children's future success.
My father insisted that I complete ten times the usual homework, which included reading English books, recording my voice, and transcribing the audio into text My teacher praised this approach, suggesting that if every student had a dedicated parent like mine, they would have a greater opportunity to gain admission to specialized high schools.
Lan's father demonstrated a strong commitment to her education by actively engaging with her homework and employing innovative methods to enhance her English skills, indicating his familiarity with the language He also fostered a positive relationship with her prep class teacher, which was endorsed by the teacher, highlighting the importance of parental involvement Research shows that parents from various social classes have differing resources to meet teachers' expectations for participation, impacting children's educational experiences (Lareau, 1987, 2003) Thus, her father's proactive approach—seeking quality prep classes, assisting with homework, and connecting with the teacher—embodies a form of cultural capital As a result, Lan emerged as an advantaged student, benefiting from this cultural capital, a sentiment echoed by her teacher, who noted the significant role of family involvement in students' successful applications to specialized high schools.
Exceptional learners with social and psychological sufferings
Participants in gifted high schools often experience feelings of isolation, particularly those like Quynh and Kim, who dedicated two years to competing in a national competition Their focus on English led to missed regular classes, causing them to fall behind in Math This academic setback intensified their sense of isolation as they struggled to catch up with their peers in preparation for university entrance exams Both students expressed negative emotions stemming from their inability to keep pace with their classmates.
I wanted to cry I was really scared (Quynh)
Every group chat was buzzing with discussion about studying, but I just sat there and did nothing My social anxiety worsened (Kim)
Kim and Quynh opted to abandon traditional classes in favor of self-study, with Kim depending solely on her closest friend for assistance and Quynh utilizing materials from upperclassmen While both viewed their ability to skip regular classes as a "privilege," this choice ultimately proved detrimental to their learning and social wellbeing.
Quynh’s extreme social isolation significantly impacted her ability to build meaningful relationships, despite her involvement in various social circles such as being an art director for the class magazine, living in the school dormitory, and participating in the English club and National team She expressed feelings of disconnection, noting her loneliness in the dorms when her roommates went home, her outsider status due to not having friends from middle school, and her difficulty in understanding the emotions of peers in extracurricular activities Her limited participation in these activities, irregular class attendance, and separation from her previous middle school network as the only gifted English learner further exacerbated her sense of isolation.
Kim, despite being the class monitor and frequently socializing with her peers, faced a language barrier due to her exceptional English skills, which hindered her ability to connect deeply with classmates who had lower English proficiency.
English served as my safe zone for discussing serious topics, but my friends often judged me for switching languages, making it difficult to communicate openly My deskmate preferred Japanese, which added to my discomfort when speaking English However, I felt a stronger emotional connection with a friend from my national team, as we communicated in English during class Although I had a close friend since middle school, our conversations lacked depth due to her limited understanding of English.
Kim's investment in English education shaped her identity as an exceptional English learner, using the language as a key form of self-expression Variations in language immersion and preferences led to differing interests and social groups, creating communication gaps Despite her advanced English skills, Kim struggled to connect meaningfully with friends who had lower proficiency, highlighting that language competence alone does not guarantee effective social interactions.
This may go against the purpose of knowing the language itself, which is knowing another means of communication
Lan’s identity as an exceptional English learner was seriously damaged as a result of her inability to measure up to outside expectations
Sometimes I still dreamt about taking the test but not knowing how to do it even though time was almost up I only woke up when I was too frightened, or when I came to my senses that I was now in Korea with a new life, not in my old high school […] I was so afraid of being kicked out of school for struggling that my confidence suffered a lot
Lan faced marginalization within her school's English competence hierarchy, which prioritized a grammatical approach Her struggles with living up to the identity of an exceptional English learner, exacerbated by her "wrong position in the preliminary team," led to a traumatic experience This constant pressure to meet expectations significantly impacted her mental well-being, both during her time at school and in the years that followed.
Discussion of findings
The study highlights that English learners who successfully enroll in gifted high schools possess significant cultural and social capital, positioning them as advantaged students This builds upon Vu's (2011) research, which focused on gifted English learners from well-educated families who benefited from private tutoring.
The findings highlight the significance of cultural capital, illustrated by parents' familiarity with the English language and their investment in English education Additionally, the role of social capital is emphasized through parents' connections to influential individuals in academic circles, which provided access to high-quality private tutoring Consequently, private tutoring emerges not only as a form of parental involvement but also as a symbol of distinction, reflecting the participants' status as elite learners This conceptualization of private tutoring as symbolic capital enriches the current understanding of parental involvement in education.
2011), or as goods to purchase for academic success in the neoliberal climate of education (Kim & Lee, 2010)
Quynh's experience of losing her spot in a gifted high school in Hanoi due to financial constraints highlights the criticism of meritocracy in such institutions, which often favor students from higher socio-economic backgrounds Students in economically disadvantaged areas face systemic barriers, including a lack of qualified English teachers and resources, limiting their competitiveness for admission into gifted programs Additionally, the inability to enroll due to financial limitations, even after overcoming academic challenges, exacerbates inequality in high-stakes examinations This situation prompts a reevaluation of the effectiveness of gifted high schools in identifying true "talents" through their admission policies While the concept of "talents" may vary, it is evident that social and cultural capital significantly influences academic success.
The neoliberal impact on gifted institutions is evident through the social reproduction of capital and the competitive pursuit of reputation and prestige Gifted learners are ranked based on their potential to excel in merit-based competitions, which not only reflects the effectiveness of their teachers but also influences the comparative ranking of gifted high schools against regular ones This ranking system enables schools to identify and invest in top-performing students, fostering a competitive environment that enhances both the prestige of gifted high schools and the reputation of gifted learners as exceptional talents Understanding this competitive dynamic is crucial for grasping the complexities of gifted education.
40 system enriches the literature of neoliberal influence in education in Vietnam by introducing a new perspective from gifted high schools
Gifted learners, despite their notable academic successes, often grapple with feelings of insecurity, social isolation, and trauma stemming from their educational experiences The selective nature of gifted programs marginalizes many exceptional English learners, as only a small fraction of students—typically six to ten on national teams—are recognized, with only half receiving awards This exclusivity leads to long-term insecurities and trauma for those excluded, such as Kim, who struggle with their identities as talented individuals Even high achievers like Quynh, who earned a second prize, face emotional challenges that prevent them from embracing their exceptional talent While gifted high schools excel in developing specialized skills, the insecurity felt by these learners raises questions about the effectiveness of meritocratic systems in nurturing well-rounded individuals This situation highlights the disparity between the idealized portrayals of gifted learners in media and the real burdens they bear.