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This article derives from a qualitative study that
employed a sociocultural perspective to investigate the
mediation of institutional policies on teachers’ classroom
practices of assessment for learning in one public and one
private university in Vietnam. Data included observations
of classrooms, interviews with teachers, executive officers
and students, and documents such as institutional policies,
curriculum, and tests. Findings included the impact of
institutional language policies on language assessment
practices, forms of institutional interactions, workplace
conditions and compensation, and English language programme
design. The study highlights how the Vietnamese
national Project 2020 language policies are mediated by
higher education institutions to manifest in particular ways
in the micro-level classroom practices of teachers. Of
interest is English language education and its provision in
the established public sector as well as the non-public
sector that is a growing feature of marketised higher education
in Vietnam. The institutional differences and similarities
are identified to illustrate the need for new working
conditions and practices to assist policy makers and
teachers as they seek to fulfil the English language priorities
of the country.