Recommendations For Policy Implementation Of Teaching English As A Second Language In Vietnam’s Education System

Abstract

The paper comprehensively analyzes the context of policy enforcement to make English a second language in Vietnam’s education system. Based on the analysis of the national education policy, international experiences and practical survey results, the paper specifies both favorable conditions and challenges, and accordingly, proposes solutions and recommendations for proper policy implementation. To be more specific, Vietnam has great opportunities owing to political support, developing digital infrastructure, high social demand and experiences from previous projects. However, there still exist several obstacles such as the lack of qualified teachers, inequality among regions, testing pressure and risks of fading national language identity. The paper refers to international models (i.e. Singapore, Malaysia, Rwanda, Philippines, China and India) to draw lessons and make proper adjustments in line with Vietnam’s current situation. On that basis, the author proposes some solutions such as English teachers’ capacity enhancement, English teaching curriculum improvement, investment in facilities, technological application promotion and creation of a natural English-learning environment. The major research methods include in-depth interview, group discussion, observation and document analysis. In conclusion, it is necessary to approach the education policy of teaching English as a second language  from the perspective of education policy analysis to ensure effective, equal and sustainable implementation.