Educational institutions have placed increasing importance on internationalizing their curricula over
the past few decades as a determining strategy to prepare their learners for employment in the global
economy. Internationalization of curriculum, particularly at the level of course development, provides
an opportunity for teachers to infuse an international dimension into their courses to increase learners’
interest and motivation, and more importantly, to engage learners in authentic and critical regional
and global issues that help them understand and analyze their place in this complex interconnected
world. At the Center of Foreign Languages of Can Tho University in Vietnam, the program of teaching
Vietnamese is designed to offer Vietnamese language courses to foreigners and overseas Vietnamese.
This descriptive study was conducted with a group of 7 teachers at the Center who are teaching
Vietnamese to international learners from various nationalities with the aim to understand the teachers’
perceptions of an effective internationalized course and to identify successful strategies to
internationalize the courses. The results from the survey and a semi-structured interview revealed that
localization and standardization are two significant factors affecting the success of internationalizing
Vietnamese learning courses.