In an era of globalization, the importance of English as a second language in education systems has become increasingly evident. Recent initiatives in both Vietnam and Ireland highlight the efforts being made to enhance English language proficiency among students, particularly in diverse educational settings.
In Vietnam, the Politburo’s Conclusion No. 91-KL/TW has set a clear directive to establish English as the second language in schools. This move aligns with the ongoing implementation of Resolution No. 29-NQ/TW from the 11th Party Central Committee, which aims at a fundamental and comprehensive innovation of education to meet the demands of industrialization and modernization in a socialist-oriented market economy.
According to Principal Nguyen Thi Ngoc Dung of Tran Quang Co Primary School in District 10, speaking remains the weakest English skill among high school students. "Many students have poor pronunciation, making them reluctant to communicate with foreigners," she noted, emphasizing the need for a more conducive learning environment.
In response to these challenges, Principal Tran Tuyet Suong of Hoang Van Thu Secondary School in District 10 advocates for the engagement of native English instructors. He believes that hiring native teachers is a crucial first step to help students and teachers adapt to a standard English communication environment. However, he also cautioned that this approach is not sustainable due to high costs and an unstable teaching staff.
On a different note, Principal Pham Thuy Ha of Dang Tran Con Primary School in District 4 has taken a more integrative approach. She emphasizes the importance of incorporating foreign languages into STEM and STEAM educational activities, thereby creating an environment where students can apply their language skills in practical scenarios. This method not only enhances language acquisition but also enriches students' overall educational experience.
Moreover, English specialist Pham Tri Thien from the General Education Division under the Department of Education and Training of Ho Chi Minh City suggests expanding English learning beyond traditional subjects like Math and Science. He advocates for a broader spectrum of learning activities, including watching movies, storytelling, singing, and giving presentations in English. This diversified approach aims to make learning more engaging and relevant.
However, challenges remain. Tran Ngoc Thien Anh, who oversees the English program at Dai Truong Phat Education Group, highlights a significant limitation in current foreign language teaching— the lack of technological tools. She argues that effective implementation of enhanced educational environments necessitates integrating advanced learning management platforms and modern teaching equipment. These tools should facilitate streamlined student testing and evaluation, allowing educators to adapt their instructional strategies based on individual student progress.
In addition to classroom teaching, schools are also encouraged to promote online learning and extracurricular activities. Director Nguyen Van Hieu of the Department of Education and Training in Ho Chi Minh City reports that students have developed strong foreign language proficiency over the past decade. He noted that this development is crucial for fostering international integration, aligning with the Ho Chi Minh City Education and Training Development Strategy to 2030, which envisions elevating the city's education to an advanced regional level.
Meanwhile, across the sea in Ireland, the landscape of English language education is also evolving. A growing number of students, referred to as English as an Additional Language (EAL) learners, are entering classrooms with diverse cultural and linguistic backgrounds. These students may have recently arrived in Ireland or may have been born there but speak another language at home.
The Department of Education in Ireland has recognized the importance of supporting these learners by providing insights and resources aimed at fostering inclusive and effective learning environments. Key strategies include implementing inclusive teaching practices that utilize visual aids, bilingual resources, and interactive activities to enhance language acquisition.
Schools assess EAL learners’ language abilities to tailor support accordingly, ensuring that individual needs are met and progress is tracked effectively. Furthermore, building strong connections with parents and the community is essential to reinforce language skills outside of school. Many schools provide translated materials and encourage parental involvement to create a supportive network for EAL learners.
Teachers also receive ongoing professional development to enhance their skills in effective EAL teaching strategies. Workshops and resource materials are available to help educators understand best practices for teaching students who are learning English as an additional language.
The overarching goal of these initiatives is to promote inclusion within the school community. By fostering language proficiency and cultural understanding, schools in both Vietnam and Ireland aim to help students thrive academically and socially.
As educational systems continue to adapt to the changing demographics and requirements of their student populations, the commitment to enhancing English language instruction remains a priority. In both Vietnam and Ireland, the integration of innovative teaching methods, community support, and technological advancements stands as a testament to the dedication to fostering a more inclusive and effective learning environment for all students.
