L | A (Translated with ChatGPT)
The shortage of English teachers is one of the biggest obstacles to implementing the 2018 General Education Program in many provinces and cities. However, in line with the goal of gradually making English the second language in schools, as outlined in Conclusion No. 91-KL/TW by the Politburo, various solutions have been proposed and implemented.
Not Easy, but Must Be Done Immediately
When discussing the requirement to make English the second language in schools, Mr. Nguyễn Xuân Khang, Chairman of the Board at Marie Curie School (Hanoi), shared that the school has invested heavily in English education for over 10 years.
The students' proficiency at the school is above the average level of public schools and exceeds the Ministry of Education and Training’s standards, but it still does not meet the requirement for English as a "second language in school."
According to Mr. Nguyễn Xuân Khang, this is a significant issue that cannot be accomplished within just a few decades, but efforts must start now to "gradually make English the second language in schools," as outlined in Conclusion No. 91-KL/TW by the Politburo.
He suggests that the first step is to establish pilot programs and then expand them, with the general approach being that areas and subjects ready to proceed should do so, encouraging major cities like Hanoi and Ho Chi Minh City to take the lead.
These cities should also "green-light" schools with the capacity to teach certain subjects in English, such as mathematics, physics, chemistry, and biology. Once a subject is taught in English, it should no longer be taught in Vietnamese, with assessments and exams (including admissions and graduation tests) conducted in the language in which the subject is taught.
Additionally, Mr. Khang highlighted the need to implement English-language instruction for certain university and college programs, such as information technology, semiconductor technology, maritime, aviation, tourism, and hospitality.
In response to the demand for improving English teaching quality, before the 2024-2025 school year, Hanoi's Department of Education and Training convened 1,900 teachers for an international English proficiency upgrade course under the national foreign language initiative.
These teachers, who meet the Vietnamese six-level foreign language proficiency framework, currently teach at various levels in general education and vocational/continuing education. In recent years, Hanoi has introduced multiple measures to improve English teaching quality, including organizing courses to upgrade teachers’ English proficiency both domestically and internationally.
Hanoi has implemented various measures to enhance the quality of English teachers
Encouraging "Leaders" to Take the Lead
Nguyễn Văn Hiếu, Director of the Ho Chi Minh City Department of Education and Training, noted that many countries have successfully implemented bilingual education models, establishing English as a second language in schools.
Drawing from international experience, Mr. Hiếu emphasized focusing on several strategies, such as creating a conducive environment for learning and using English, encouraging students to use English in daily interactions, and innovating English teaching and learning methods with a focus on developing communication skills and real-world application.
He also highlighted the importance of improving the quality of English teachers and ensuring that teachers of other subjects have adequate English proficiency to meet the demands of an internationally integrated learning environment.
Enhancing international cooperation in English education and learning from countries that have successfully developed English as a second language in schools, as well as from those with advanced educational systems, are key priorities.
Deputy Minister of Education and Training Phạm Ngọc Thưởng emphasized that the Ministry will advise the Government to soon issue a national plan to make English the second language in schools.
This plan will include strategies related to resources, policy mechanisms, teacher training, and opportunities for native English-speaking teachers to collaborate and work in Vietnam.
"We need five key pillars: government management, scientists and experts, educators, schools, and businesses to contribute ideas for implementing this national-level project.
In my view, by 2025, we can complete this project and establish a clear roadmap and practical solutions. It’s essential to implement a comprehensive approach, identifying short-term, long-term, and breakthrough solutions. This coordinated approach must also prioritize breakthrough solutions rather than taking a one-size-fits-all approach, allowing areas with suitable conditions to proceed first.
Encouraging qualified localities like Ho Chi Minh City to take the lead and set the direction for effective English teaching and learning is essential," emphasized Deputy Minister Phạm Ngọc Thưởng.
The shortage of English teachers is one of the biggest obstacles to implementing the 2018 General Education Program in many provinces and cities. However, in line with the goal of gradually making English the second language in schools, as outlined in Conclusion No. 91-KL/TW by the Politburo, various solutions have been proposed and implemented.
Not Easy, but Must Be Done Immediately
When discussing the requirement to make English the second language in schools, Mr. Nguyễn Xuân Khang, Chairman of the Board at Marie Curie School (Hanoi), shared that the school has invested heavily in English education for over 10 years.
The students' proficiency at the school is above the average level of public schools and exceeds the Ministry of Education and Training’s standards, but it still does not meet the requirement for English as a "second language in school."
According to Mr. Nguyễn Xuân Khang, this is a significant issue that cannot be accomplished within just a few decades, but efforts must start now to "gradually make English the second language in schools," as outlined in Conclusion No. 91-KL/TW by the Politburo.
He suggests that the first step is to establish pilot programs and then expand them, with the general approach being that areas and subjects ready to proceed should do so, encouraging major cities like Hanoi and Ho Chi Minh City to take the lead.
These cities should also "green-light" schools with the capacity to teach certain subjects in English, such as mathematics, physics, chemistry, and biology. Once a subject is taught in English, it should no longer be taught in Vietnamese, with assessments and exams (including admissions and graduation tests) conducted in the language in which the subject is taught.
Additionally, Mr. Khang highlighted the need to implement English-language instruction for certain university and college programs, such as information technology, semiconductor technology, maritime, aviation, tourism, and hospitality.
In response to the demand for improving English teaching quality, before the 2024-2025 school year, Hanoi's Department of Education and Training convened 1,900 teachers for an international English proficiency upgrade course under the national foreign language initiative.
These teachers, who meet the Vietnamese six-level foreign language proficiency framework, currently teach at various levels in general education and vocational/continuing education. In recent years, Hanoi has introduced multiple measures to improve English teaching quality, including organizing courses to upgrade teachers’ English proficiency both domestically and internationally.
Hanoi has implemented various measures to enhance the quality of English teachers
Encouraging "Leaders" to Take the Lead
Nguyễn Văn Hiếu, Director of the Ho Chi Minh City Department of Education and Training, noted that many countries have successfully implemented bilingual education models, establishing English as a second language in schools.
Drawing from international experience, Mr. Hiếu emphasized focusing on several strategies, such as creating a conducive environment for learning and using English, encouraging students to use English in daily interactions, and innovating English teaching and learning methods with a focus on developing communication skills and real-world application.
He also highlighted the importance of improving the quality of English teachers and ensuring that teachers of other subjects have adequate English proficiency to meet the demands of an internationally integrated learning environment.
Enhancing international cooperation in English education and learning from countries that have successfully developed English as a second language in schools, as well as from those with advanced educational systems, are key priorities.
Deputy Minister of Education and Training Phạm Ngọc Thưởng emphasized that the Ministry will advise the Government to soon issue a national plan to make English the second language in schools.
This plan will include strategies related to resources, policy mechanisms, teacher training, and opportunities for native English-speaking teachers to collaborate and work in Vietnam.
"We need five key pillars: government management, scientists and experts, educators, schools, and businesses to contribute ideas for implementing this national-level project.
In my view, by 2025, we can complete this project and establish a clear roadmap and practical solutions. It’s essential to implement a comprehensive approach, identifying short-term, long-term, and breakthrough solutions. This coordinated approach must also prioritize breakthrough solutions rather than taking a one-size-fits-all approach, allowing areas with suitable conditions to proceed first.
Encouraging qualified localities like Ho Chi Minh City to take the lead and set the direction for effective English teaching and learning is essential," emphasized Deputy Minister Phạm Ngọc Thưởng.
