foreign english language teachers for schools in vietnam

English is a popular and obligatory subject for most universities, yet there is only a handful of Vietnamese universities offering jobs for foreign teachers as their budget is limited. Formal Education Institutions. Most expatriate English teachers choose private schools and English centers as their workplaces. A number of international schools and English teaching centres nationwide are facing the prospect of a shortage of foreign teachers caused by the negative impact of the novel coronavirus (COVID-19) pandemic. Vietnam faces shortage of native English-speaking teachers due to COVID-19 pandemic According to Prof. Peter Coloe, Chairman of RMIT Vietnam, foreign teachers account for 40% […] HCMC, the epicenter of Vietnam's fourth Covid wave, has reported more than 298,000 infections so far. Many foreign language teachers, who could earn up to $2,000 per month are now in a distressing situation in a country that was among the world's nine countries that pay the highest salaries to English as a Second Language teachers. English Teaching Abroad Jobs in Korea: Chris Backe at One Weird Globe. Abandoned Rollercoaster in Korea. I taught English in Seoul (or a suburb of Seoul, like Bucheon. Our international recruitment agency is committed to matching employers with qualified English-speaking candidates from around the world to teach English abroad.With over 20 years of hands-on International recruitment experience Foreign English language teachers for schools in Vietnam HCMC launches week of lifelong learning Activities to mark 20th anniversary of Student Culture House establishment Workshop on compiling, publishing textbooks held by Education Ministry Teacher Nguyen Ngoc Ky writing with feet passes away HCMC English teachers are employed in both government and private schools in Vietnam to teach English to youngsters. Teachers are not employed by the government school. Instead, Vietnamese language schools hire teachers and send them to different schools to conduct lessons. The benefits of this include that language schools give the syllabus and Vay Tien Nhanh Home Credit. Vietnam is often considered one of the best places to teach English abroad, and it's not just because of its warm tropical climate and fantastic food! English is in high demand throughout this Southeast Asian country, which means there are plenty of different job opportunities available year-round. Not to mention, ESL teachers in Vietnam typically enjoy a comfortable quality of life thanks to the relatively high teaching salaries and low cost of living. So, if you've ever wondered how to make moves to Asia, this guide shares all you need to know to start teaching English in Vietnam. SNAPSHOT OF TEACHING ENGLISH IN VIETNAM Avg. Salary $1,200-$2,000/month Teaching Hours 20-30 hours Duration of contract 6-12 months Peak hiring season Year-round for language centers, Spring for public schools School term September to May Visa requirements Work permit, business visa or temporary residence card Teaching English in Vietnam comes with a long list of benefits. ESL teachers not only enjoy an outstanding work-life balance, but also plenty of choice in where to teach in Vietnam as well as the type of position. Vietnam is also a popular destination with a large and diverse expat community, making it very easy to meet fellow teachers. Couple that with the gorgeous landscape made up of beaches and mountains, and you have a picture-perfect place to gain valuable professional experience. Read More Is Teaching Abroad Alone Safe for Women? TYPICAL REQUIREMENTS TO TEACH ENGLISH IN VIETNAM To be competitive as an applicant, aspiring ESL teachers will need to meet these strict job requirements Be a native-English speaker Have a bachelor’s degree in any field Have a reputable TEFL certificate Hold proof of a clean criminal background To be the most competitive applicant in Vietnam, you'll need to have at least a 120-hour TEFL certificate from a reputable provider. International schools require teachers to have a teaching license and/or a Master's degree in education. Types of Teaching Jobs in Vietnam PUBLIC SCHOOLS Many first-time English teachers in Vietnam opt to start teaching in public schools. Public school teachers work during regular school hours and typically are responsible for teaching just a few classes per day. Class sizes are usually larger, and technological resources can be lacking. However, lesson planning can be a little more fun as English teachers are responsible for teaching subjects like math and science in addition to English. An average public school teacher's salary is 28 million-42 million VND $1,200-$1,800 per month. To get a job teaching at a public school, you must apply with a private organization. EMG Vietnam and Compass Education are two reputable agencies that connect teachers with open positions in public schools. LANGUAGE CENTERS Teaching at a private language center is another fantastic opportunity. These centers operate after school, providing English tutoring services to students of various ages. Teachers are expected to work nights and weekends. But there are many centers around the country, which means high job availability. Language center salaries tend to be slightly higher than public schools, and teachers on average receive 28 million-47 million VND $1,200-$2,000 per month. However, some language centers take advantage of teachers. Therefore, it's crucial to read reviews from previous teachers before accepting a new position. Some of the most popular language centers in Vietnam include ILA, VUS, Apax, and Apollo. INTERNATIONAL SCHOOLS Those who have a degree in education and a teaching license are eligible to apply to teach at international schools in Vietnam. These positions pay the best and typically provide fantastic benefits like rent stipends and flight reimbursement. On average, you can earn between 47 million-70 million VND $2,000-$3,000 per month at an international school in Vietnam. These positions come with more responsibility as you're the lead teacher of a class and responsible for the bulk of lesson planning and classroom management. Where to Find Teaching Jobs in Vietnam You have options when it comes to finding Vietnam teaching jobs. VIETNAM FACEBOOK GROUPS Facebook is another place to find job openings in Vietnam, primarily for language centers. Some of the best groups to find ESL teaching jobs in Vietnam include; ESL Teaching in Vietnam, English Teaching Jobs in Vietnam The Original, and Hanoi Massive. There are also Facebook groups dedicated to specific cities that offer a wealth of information. For example, if you have a question about how reputable a prospective school is, where to find an English-friendly doctor or virtually anything else, it's probably been answered there. Two popular Facebook groups include the Expats & Locals In Ho Chi Minh City and Hanoi Expats. DIRECTLY ON A HIRING SCHOOL’S WEBSITE Going directly to Vietnam’s most popular schools is another fantastic way to find current job openings. School chains like Language Link and Apollo English are two popular places to teach English in Vietnam. However, there are many job opportunities across the nation, and this comprehensive list shares even more English language schools in Vietnam. And sometimes, finding great ESL teaching jobs in Vietnam is as simple as a Google search Frequently Asked Questions You’ve got questions. We’ve got answers. WHAT ARE THE BEST PLACES TO TEACH ENGLISH IN VIETNAM? Click to Open Unfortunately, popular tourist destinations like Ha Long Bay have little to offer aspiring ESL teachers. Most job opportunities can be found in Vietnam's largest city centers. Here are some of the best cities to teach English in Vietnam. Ho Chi Minh City, or Saigon, is a sprawling metropolis known for its massive expat community and as one of the best places to find a job teaching English in Vietnam. Compared to Hanoi, it's a much busier and more dynamic city. Hanoi is Vietnam's other best place to find an ESL job, and the city is noted for its various green spaces and lakes. It's considered Ho Chi Minh's sleepy sister because of its lack of nightlife, thanks to a 1030 pm curfew. Da Nang is the largest city in central Vietnam that offers a more relaxed and less-crowded atmosphere on the coast. However, it's still an excellent place to find a teaching job and is a favorite destination for those seeking a slower pace of life. WHAT’S IT LIKE TO TEACH ENGLISH IN VIETNAM? Click to Open Before you make the leap to begin your exciting adventure teaching English in Vietnam, check out these helpful guides to learn a bit more about it Why You Should Teach English in Vietnam by CIEE TEFL Saigon vs. Hanoi Which City is the Best for You? by Untold Wanderlust 25 Interesting Facts about Vietnam by Swedish Nomad Moving to Vietnam Checklist for Packing by Move to Vietnam Motorbike Safety in Vietnam by So the Adventure Begins WHICH TEFL CERTIFICATE IS BEST FOR TEACHING IN VIETNAM? Click to Open One of the most important requirements of securing a job teaching in Vietnam is to have a TEFL certificate with at least 120-hours. Choosing a course with a TEFL practicum, or in-class teaching component, is also important. A practicum provides you with professional experience in the classroom, something that can give your resume a huge boost. CIEE TEFL’S 150-HOUR TEFL CERTIFICATION CIEE TEFL is an internationally recognized and trusted TEFL provider with a proven track record of helping graduates successfully secure English teaching jobs around the world. CIEE TEFL's flagship 150-hour certification provides comprehensive training to ensure aspiring ESL teachers succeed in the classroom. Plus, all coursework is done online and the course only takes three months to complete. The CIEE TEFL 150-hour course includes 130 hours of ACCET accredited coursework 20 hour TEFL practicum Instruction by highly qualified TEFL tutors Lifetime job search assistance Learn more HOW MUCH CAN YOU EARN TEACHING IN VIETNAM? Click to Open How much you can earn teaching English in Vietnam depends on your professional experience, the type of job, and where you teach. But on average, English teachers in Vietnam earn between $1,200 - $2,000+ per month. Public school teacher salaries are lower, whereas international school teachers can earn upwards of $2,000 or more per month. COST OF LIVING IN VIETNAM The cost of living in Vietnam is quite reasonable and typically ranges between million - million VND per month $500-$1,000. However, your cost of living depends significantly on the type of lifestyle you choose for yourself. It's very easy to live a frugal or lavish life as an English teacher in Vietnam. For example, eating local Vietnamese can be as cheap as $1 per meal, whereas a western dish can cost you $10 per meal. Additionally, you can save by renting a bedroom in a shared flat, which ranges between $150-$350 per month. A centrally-located apartment in the big cities can cost about $400-$700 per month. Thanks to the high salaries and low living costs, Vietnam is considered one of the best countries to teach English and save money. Teachers can save up to $600 per month teaching English in Vietnam! Vietnam is two countries in one. With the north and south being vastly different from one another – not only in terms of climate, but also in terms of attitude and lifestyle. Hanoi is a beautiful, slower paced capital city that is quite small and charming with French style buildings, cafes and narrow walking streets. Ho Chi Minh City referred to as Saigon by anyone who lives there to the south is the economic capital. Bigger buildings, more robust shopping and nightlife options. More foreigners and work options. The people are also friendlier too and more akin to Thai people. Vietnam is filled with some gorgeous landscapes, great food and a low cost of living. Mix all this with a deep culture, a history of invasion and fascinating landmarks. Vietnam is a profitable, fun and interesting ESL destination. Why Teach English in Vietnam? Vietnam is an under-rated, often overlooked destination for teaching English. With it’s good pay and low living costs, Vietnam has a lot to offer prospective teachers. The beautiful country, amazing food, good coffee and friendly locals make for an amazing teaching experience. ​The ESL job market is quite strong here too. With teaching jobs readily available both in the northern capital of Hanoi or in the south in Ho Chi Minh City, you’ll have no problem being placed in a good location of your choice. There’s also an ever increasing demand for teachers in smaller cities and towns. Perfect for those looking for a lifestyle outside of the city where you can really take advantage of the low cost of living. Where will You work as a new English teacher in Vietnam? Most jobs in Vietnam are at private language centers for new teachers, but there are opportunities to work at any one of the various international schools located around the country. Also, while it is possible to be placed in a public school in Vietnam, it’s not the norm like it is in most other ESL countries. Instead, Vietnam follows a model similar to a Korean Hagwon in that you’ll mostly be working at private language centers where students attend after school. So expect to be working nights and weekends at these private language centers. What most teachers end up doing is they get their work permit and temporary residence card through a language school where they work 8-12 hours at and then work at other language centers. This is technically illegal as your work permit is only for one school or language center. But because most centers won’t give you 18-22 hours a week, you’ll need to work at a few different places. Get your visa For Vietnam Vietnam currently is only offering only a 30 day e-visa for tourism purposes which can not be extended. If you want to visit as a tourist and explore some options in the country this is your only option. When your e-visa runs out you need to leave the country. You can re-enter on a new 30 day e-visa however. In general it is best to have an offer from a school lined up before hand in order to get a 90 day business visa which can then be converted into a temporary residence card good for one year. To get your e-visa please use the official site found here. Legal and Educational Requirements to work as a teacher in Vietnam Here are the legal requirements to live and work in Vietnam. They have changed and have gotten more strict with the newest requirement that all foreign nationals have a degree related to their field of work not just from English teachers, anyone working in Vietnam. A notarized, 4 year degree in education 3 years experience teaching, notarized if it was outside Vietnam Health Check Police Check from the last 180 days Resume/CV Valid Passport These are the documents you need in order to obtain a work permit which you can then turn into a temporary residence card TRC. Once you have a TRC, it takes the place of your business visa. Currently most enter on a 30 day tourist visa, then they get the required documents in Vietnam to get a business visa. You then visit a neighboring country and apply for a business visa to then re-enter Vietnam. So in Vietnam you first get a business visa which is the visa required to look for work or investment opportunities but you’re not legally allowed to work on a business visa. Once you find an employer, you then get a work permit which then allows you to get a TRC. Temporary residence card in Vietnam? A TRC as it’s known is used in-lieu of your visa. A TRC provides you with all the freedoms and flexibility as you’re a temporary resident. No visa runs, can fly or check into hotels without your passport etc. You are required to pay taxes however to the Vietnamese government however. Notarized 4 Year degree in education Yes, Vietnam now requires any foreign worker to have a degree in the field in which they are designated an “expert.” That means if you want to be a teacher you need to have a degree in education now. This is a legal requirement to obtain a work permit. In addition your degree must be notarized. This can be done at your embassy in Vietnam but it’s best to take care of this before you come to Vietnam as it can be a bit time consuming to do in country. 3 years teaching experience, notarized if outside of Vietnam A massive, recent change is that Vietnam now requires expats to have years of experience teaching before being able to work in the country. If you have experience teaching outside of Vietnam like Thailand or Korea you’ll have to get that experience notarized. If you’ve taught in Vietnam previously or currently then you’re not effected by this new requirement. This requirement is the legal standard to obtain a work permit Have a bachelor’s degree or equivalent or higher and a certificate of at least 3 years of experience working a related field to the job position. If outside of Vietnam, it must be notarized. Alternatively, you can have a certificate of at least 5 years of experience working in the trained field relevant to the job position the foreign worker is expected to work for in Vietnam. Health Check You must pass a health check in order to obtain a work permit. The health check is done at a local hospital and consists of a physical. The health check must not be older than 6 months in order to apply for a work permit. Police Check You will need a police check from your state or province. This is best done in your home country as this a few weeks to get sorted. You do not need a national police check like you do for South Korea which involves contacting the FBI and takes months to complete. If you have been living in Vietnam for more than 6 months for whatever reason, you’ll also need a Vietnamese police check. Resume/CV You will need a completed resume or CV to submit as part of your application for a work permit. Part of the regulations dictate that you prove work experience. This is done via a resume. Valid Passport Like immigration at most countries, you’ll need a passport with at least 6 months of validity left on it as well as numerous passport photos. Optional Requirements Native English Speaker Being a native English speaker is preferable, but not a legal requirement like it is in South Korea. Vietnam like Thailand is a country that is open to teachers that are non-native. As long as you meet all the other legal requirements, you can obtain a work permit and a position as an English teacher. Is finding a job hard as a non-native English speaker? No, the issue as a non-native will be the pay. Since you’re not a native speaker your going rate will be considerably less than a native English speaker. TEFL/TESOL A TEFL or TESOL helps you in negotiating a higher hourly rate as well as securing a position in a public school, but as far as being a legal requirement it is not. It’s a good idea to obtain a certificate though because it helps you be a better teacher in the classroom and it sets you apart from less qualified candidates. How much are teachers paid in Vietnam? Working as an English teacher in Vietnam is totally different than other countries in that you’re paid per hour instead of being paid a salary. No exceptions. The hourly rate varies depending upon how qualified of an English teacher you are. With the pay rate ranging anywhere from $15 an hour to $25 an hour. The upper range is for native English speakers with teaching experience, a bachelors degree, a TEFL certificate and who can also pass a background check. If that is you, I would not accept anything less than $20 an hour. Most teachers can easily find work at any one of the numerous language centers in the country. The language centers operate after school and on weekends. These centers will want you to sign a contract and will give you a set minimum amount of teaching hours per week as well as a set schedule. The hours can be anywhere from 10 hours to 25 hours a week depending on if you’re full time or part time. You’ll want about 20 hours a week in order to make a good livable salary. The cost of living in Vietnam is around $800-$1000 USD. Lastly, everything is up for negotiation and don’t be afraid to walk away from an offer you don’t like. I had worked with an American teacher who had a great schedule of two days at a language center in the evening and two days at a high school during the day for a total of 20 hours a week, 3 days off and a monthly income of roughly $2000 USD. He was paid $22 an hour. When I sought employment, I was originally offered a position at a high school only to have a bait and switch pulled on me. Changing the position to a language center in the evenings 5 days a week with Tuesday and Thursday off and the bulk of the hours on the weekend. I said no. What does the average English Teacher make? The average teacher in Vietnam makes about $1,600 USD per month equivalent. You will be paid in Vietnamese Dong and you will have to setup a foreign bank account when in Vietnam so your school or language center can direct deposit your payment. The amount you make depends entirely on your hourly rate and the number of teaching hours your able to secure. Your hourly rate will be anywhere from $15-25 USD an hour and your working hours will be 15-25 hours. It really depends. The more qualified you are, the better hourly rate you will be paid, though school will try to pay you as little as they can. In general, if you’re an experience teacher try to secure a position at an international school. Where do teachers work in Vietnam? There are three places you will work at in Vietnam Language Centers Public Schools International Schools In Vietnam you’ll need to decide if you want to work at a language center, public school or “international” school. You can also work full time or part time. Again, Vietnam is not like other countries. International is in quotes because most private schools call themselves international. In other countries, international schools mean a high quality, competitive, good place to work – In Vietnam you should think Kindergarden or preschool when you hear “international” school. It’s also impossible to work directly with a public school. You’ll always have to go through an agency that sometimes also operates a language center to be placed in such a position. Language Centers $15-25 USD per Hour Language centers are the most common place to work at in Vietnam. Popular centers are Language Link, Apollo, and ILA. You can expect a language center to pay for your work permit and give you paid holidays. Some centers will even provide you a bonus upon contract completion or will pay for a flight. Please consider joining Facebook groups an ask questions about any job offer you get. There are some terrible employers all language centers in Vietnam that don’t pay on time or simply don’t pay teachers all together. Working Hours It depends on your contract. Most centers will give you between 20-25 hours per week. The bulk of your hours will be on the weekend. Expect to teach 6-7 hours worth of class on Saturday and Sunday and 3-4 hours in the evening during the work week. On the weekend centers open at 7 am and stay open until about 8 pm at night so you can be expected to work as early as 7 to as late as 8. You will NOT be given consecutive days off. Expect an odd schedule like Monday and Thursday off. The benefits of language centers are that they are developed, professional, well funded and take care of all the legal aspects of working in Vietnam. They also provide small classes of 15 or so students with a teaching assistant. The disadvantages are the long weekend hours and the lack of consecutive days off. Public Schools $15-25 USD per hour For public schools you have the option to work either full time or part time. To work at a public school you must go through an agency. The agency will place you in different schools during the week, so don’t expect to be going to the same school everyday. You are also only paid by the hour and class time is for a full hour. Full Time Public School Teacher If you choose to be full time, expect to teach 25 hours per week, paid holidays and some small amount of vacation time. If you teach over 25 hours you will be paid overtime. 25 hours is a lot of in class teaching time and most teachers get burned out at this amount of work as it equate to giving a 5 hour high energy speech 5 days a week. The overall advantage of a public school is normal working hours and guaranteed payment. So if your contract is for 80 hours per month 20 hours a week, you’ll be paid for that 80 hours even if you don’t actually teach 80 hours. Part-Time Public School Teacher As a part time teacher you’ll be paid a flat rate depending on your experience and ability to negotiate. With this route you will be required to get and pay for your own work permit yourself and all the costs that come along with it. The part time route gives a lot of flexibility for teachers and is an ideal option for those who teach online and are looking to pick up 10-15 hours during the week. Online teachers work evenings, so being able to have a gig during the morning hours is ideal and can be done by working as a part time teacher. International schools Western Salary at a legitimate school International schools in Vietnam come in two forms. Legitimate international schools like the British International School, and the Australian International School, or school that simply throw in the word “international” to their name to seem more professional. Proper international schools pay well a western salary of $2,900-4,000 a month is reasonable, have normal working hours, give paid vacation and holidays and take care of the work permit. To land a job here you’ll need teacher certification and experience. Set Your Own Schedule $2,000-3,000 USD In Vietnam it is totally possible to set your own schedule with working as a part time teacher at a few different places or combining a part time position at a public school with online teaching. Vietnam is refreshing choice in this regard because you’re much more in charge of your income, time and work week. But this option is for those already established in the country. Just know that it’s possible and a common setup is to work 10-12 hours a week at a public school during the day and then teach online for 16-20 hours. English Teacher Benefits Housing Allowance Only proper international school provide some sort of housing allowance. For all other position you’ll be required to find your own apartment or rent a room in a house with other teachers. In Hanoi, prices are affordable so you can get your own place if you want. Ho Chi Minh city apartments are a bit more expensive. It’s a good idea to find a roommate if possible. Paid Vacation Paid vacation and paid holidays are standard practice if you’re a full time teacher at a language center or public school in Vietnam. Bonus / Return Ticket Some language centers give you a bonus after a 1 year contract or they will help pay for a flight to return to your country. This is case by case and not standard practice as it is in South Korea. Cost of Living in Vietnam Vietnam is very cheap, cheaper than Thailand actually in all aspects except for rent and a gym membership. You can live a comfortable life as a debt free, single person on $1200 a month. This amount is all you will need in order to pay for your living costs. If you wish to travel and explore Vietnam, you’ll want to get your income up to around $1,700 USD. With an average salary of $2,000 USD if you’re working 22-25 hours per week, you can easily save $1,000 USD per month. The Vietnam Business Visa For English Teachers To legally work in Vietnam you need to obtain a business visa and a work permit. You obtain the work permit FIRST and then convert your tourist visa into a business visa. You’ll need to obtain a work permit to legally work at a school or language center in Vietnam. To work without a work permit means you’re working illegally and are putting yourself at risk of fines and deportation so don’t work without a work permit. If you’re working less than 3 month in Vietnam you do not need a work permit. This rule is in place to allow foreign nationals time to get situated first. Step 1 Get The Work Permit The work permit costs a few hundred dollars so please plan accordingly. It’s valid for 3 years. You will need the following to get a work permit in Vietnam A 4 year degree Health Check Police Check from the last 180 days Passport Photos Resume/CV Committee approval document + Business certification A 4 year degree You must be able to demonstrate you have some sort of professional skill. This is accomplished by having a 4-year degree. You have two options. You can either bring a notarized copy of your degree that has also been apostille by your Secretary of State or you can bring your original copy with you to Vietnam and have it certified by your embassy in Vietnam. I suggest the latter as it’s faster, easier and less costly. Check however with your school as rules change. Health Check You’ll have to undergo a physical at a official hospital in Vietnam. This document can not be older than 6 months when applying for the work permit. Otherwise you’ll have to undergo another physical. The physical involves standard work like blood work, blood pressure and a consultation with a physician. Recent Police Check You will need a police check from your home country no older than 180 days. This police check can be from your state or province. It does not need to be a national police check. If you have been living in Vietnam for more than 6 months, you’ll also need to get a Vietnamese police check as well. It’s best to obtain this document before arriving in Vietnam. Passport Photos and Passport Nothing surprising here. You’ll need numerous passport sized photos of yourself as well as a passport with 6 months or more validity still on it. You will also need COPIES of your passport too. Resume/CV Yes, you will need to submit your resume. They want to confirm your work experience from former employers as a way to help show you have professional skill. Committee approval document + Business certification These are documents you will obtain from your language school or agency if you’re working at a public school. Step 2 Get The Business Visa You have a work permit, you can now legally work in Vietnam. The next step is to get a business visa so you can live in Vietnam for the next year without having to do visa runs. To get a business visa you simply need Passport Application form Letter of entry clearance Visa Fee The key item here is the letter of entry clearance. You’ll get this from whatever business Language centers and agencies are private businesses you’re working with in Vietnam. You’ll simply need to provide them with your visa and any other details they ask for. Frequently Asked Questions Can I teach part time without a work permit? If you teach online for example and wish to obtain a part time position, you will still need to obtain a work permit to work legally. While it is common for teachers to work part time at numerous places, it’s technically illegal as your work permit is tied to one employer. Expect to bear the costs for a work permit if you go the part time route. Can I change my employer easily? Yes you can, your work permit is valid for 3 years and is linked to an employer. It’s a simple process of changing the employer on your work permit. All you do is get a few documents signed from your current employer and a few documents from your new employer. Teach English in Vietnam – Conclusion Vietnam is a rapidly growing and changing country. It’s quite under rated as a place to teach English but that’s a good thing. You can find a good paying position and live in a major city for cheap. If you’ve been looking for a place with a good work life balance, a place where you can explore a new culture and be surrounded by interesting expats. Check out Vietnam for teaching English abroad. This paper examines the English language situation at primary school level in Vietnam from a language planning perspective. It examines language policy for foreign language teaching in Vietnam to provide a picture of the role of English in foreign language education. It analyses language-in-education policy, curriculum and teachingmaterials,and teaching conditions and discusses the future of ELT in primary schools in Vietnam To read the full-text of this research, you can request a copy directly from the authors.... To a certain extent, it can be summed up that 'Vietnam's linguistic history reflects its political history' Denham, 1992 61 2007. The teaching and learning of the English language in Vietnam has 'strong political, economic, and social bearings' Le, 2007 168 Nguyen and Nguyen, 2007. For the three last decades, English has been put in the center of national language teaching programs and become the most preferred and the compulsory language subject at all school levels. ...... The first problem is that Vietnam's ELT policies are subject to frequent changes. According to Nguyen and Nguyen 2007, and Thai 2005 The problems identified above draw on a review of the government's documents and several scholars' opinions documented in their journal articles, which are not based on empirical findings. It is necessary to conduct an empirical study to document the opinions of a wider population of practitioners and scholars. ...... After the declaration of independence in 1945 and especially the victory against France in 1954, four foreign languages English, Russian, Chinese, and French were taught in and French were the two foreign languages taught in the South of Vietnam due to the influence of the United States to the Republic of South Vietnam while Russian and Chinese were taught at secondary schools in the North of Vietnam as a consequence of military aid from the Soviet Union and the People's Republic of ChinaNguyen and Nguyen, 2007. After the Reunification of Vietnam in 1975 and until 1986, Russian was the most important foreign language in Vietnam due to the Vietnam's political situation as well as economic direction at that time. ...English language teaching ELT policies usually serve as a key element in regulating the English language teaching and learning activities of a country. For the past twenty years, the Vietnamese Government has issued a significant number of policies in ELT, and spent a larger proportion of its budget on promoting ELT and learning than ever before. However, the improvement of English teaching and learning is rather limited in comparison with the considerable effort and the substantial amount of money spent. This lack of improvement implies that Vietnam’s ELT policies might not play a significant role in guiding English language teaching and learning activities as expected. In order to inform policy making regarding English teaching in both Vietnam and other similar contexts, the present paper aims to discover problems underlying the current ELT policies in Vietnam. It draws on a historical review of ELT in Vietnam, an analysis of related governmental documents, and interviews with scholars and practitioners. The historical review and the analysis of governmental documents reveal two major problems the ambiguous nature of policies and the frequent changes of policies that confuse both students and teachers. Through the interviews around the four controversial policies, scholars and practitioners have identified the following problems A top-down policy-making process, a lack of a strong empirical base, an ignorance of contextual factors and local needs, and poor management. These problems are discussed through a detailed analysis of four selected controversial polices.... In the particular context of Vietnam, English has been adopted as a major foreign language. For the past two decades, English has been believed to help boost employment chances among Vietnamese youth both locally and internationally Nguyen & Nguyen, 2007. In 2008, Decision No. 1400/QD-TTg was issued by Vietnam's government in regard to the approval and operation of the National Project-Foreign Language 2020. ...... Before 2013, there was no consensus about official English textbooks across the country, and each school used different teaching materials. As reported by Nguyen and Nguyen 2007, three main sets of English textbooks had been used up to this point in primary schools 1 books published by the Educational Publishing House Teaching English in Primary School [Books 1, 2, 3] written by Pham Dang Binh and Nguyen Quoc Tuan, Let's Learn English [Books 1, 2, 3] written by Nguyen Quoc Tuan, Phan Ha, Dao Ngoc Loc, and Do Thi Ngoc Hien, 2 books published by the Centre for Educational Technology English 1-5 written by Ngo Thi Tuyen, and 3 books published by Oxford University Press Let's Go, Family and Friends. As evaluated by Moon 2005, the two sets of English textbooks published locally and domestically focused more on grammar than on communication. ...... This goes against Nation's 2014 suggestion that language courses should be designed with a balance of four strands 1 meaningfocused input through listening and reading, 2 meaningfocused output through speaking and writing, 3 language development grammar, vocabulary, pronunciation, and 4 fluency development. The internationally published textbooks were often too costly for Vietnamese parents and teachers Nguyen & Nguyen, 2007. ...This article delves into the issue of incorporating sociolinguistic aspects of language and culture into the current primary English textbooks in Vietnam. The authors first provide an overview of primary English teaching in the Vietnamese setting and then evaluate the current primary English textbooks in relation to the objectives of foreign language teaching and learning proposed by Vietnam's Ministry of Education and Training for the time period 2008–2020. The evaluation focuses on four main sociolinguistic aspects teaching approach, bilingualism, language variations, and intercultural communication reflected in the primary English textbooks. The evaluation findings indicate that the textbook design follows communicative language teaching. However, English variations and cross-cultural knowledge are still limited in the textbook design. Although some signs of bilingualism are recognized in the teachers' books, it is not clear whether bilingualism or double monolingualism is encouraged by the textbook writers. In order to improve sociolinguistic understanding among young learners, the authors recommend cooperation among teachers, textbook writers, and policymakers.... These teachers are not trained to work with children. Beside lacking in EYL pedagogy, primary English teachers in Indonesia Sikki, Hamra, Amran, & Moni, 2013;Zein, 2016, Vietnam Hoa & Tuan, 2007, Thailand Graham, 2009, Cambodia Saroeun, 2015 generally also lack in English proficiency, particularly those who do not have their degree from English Language teacher education Graham, 2009;Zein, 2016. ...... Suitable yet affordable textbooks for all children have also been a constant problem in Vietnam, Lao PDR, Myanmar, and Cambodia although recently there are efforts to develop more culturally suitable textbooks for Myanmar with the help of the Japan International Cooperation Agency JICA Hall & Gaynor, 2020 and Vietnam through a cooperation between local publisher and British Council Hoa & Tuan, 2007. The primary English textbooks for the 4 th graders in Cambodia are provided by the Ministry of Education, Youth, and Sport. ...Abstract This article reviews the existing literature concerning the policy of English for Young Learners EYL and its implementation in ASEAN state members. The source of the review comprises peer-reviewed journal articles, conference proceedings, book chapters, research reports, official government documents, official websites, and newspaper articles discussing ELT, EFL, and EYL in South East Asia Singapore, Malaysia, Brunei Darussalam, The Philippines, Thailand, Indonesia, Vietnam, Myanmar, Lao PDR, and Cambodia published from 2000 to 2020. The discussion is limited to EYL Policy in which English is either taught as a second language or a foreign language. Of all the 10 ASEAN state members, Singapore is therefore excluded in the findings and discussion since English is a national language there. The review show that there are three major areas of EYL policy in ASEAN related to the lowering of age of starting to learn English, changing the status of English as compulsory subject in the primary curriculum, and using English as language of instruction in other subjects. Generally, implementation of policy is still strongly characterized by teachers’ underqualification, teachers’ shortage, lack of textbook provisions, and technical problems like big number of students in class. There are also concerns that English for primary school children creates disparities in education and the endangerment of local languages. Keywords EYL; Primary English; EYL Policy; ASEAN... Ideas like globalisation, knowledge economy or lifelong learning ideoscapes make themselves present in official governmental documents concerning the English language planning. The issues concomitant with these policies have been studied in a number of papers, for example, a shortage of quality EFL teachers Hayes 2008, insufficient facilities for language learning, inconsistent textbooks' choice of use for primary level Nguyen and Nguyen 2007 or economic discrepancy among different areas all over the country. The access policy who learn what when does not always entail the equal access to English learning of every targeted student in reality, from which inequality is derived Baldauf andKaplan 2005, cited in Baldauf 2006. ...... Inequality also happens between non-NESTs, Vietnamese teachers who teach English, and NESTs, who have been seeking jobs in Vietnam for the past decade ethnoscapes with the mushrooming of both international and private local English teaching centres Nguyen and Nguyen 2007. Although this inequality issue is beyond the parameter of the paper, the ethnoscapes will be better explored in the next section. ... Anh Ngoc Quynh PhanForeign language planning and policy in developing countries such as Vietnam have been experiencing transformations since the whole nation, heading to a knowledge economy, is subject to the influence of globalisation with cross-border flows of people, ideas, technology advancement and policies. The entrance of international organisations into the country such as the World Bank WB, World Trade Organisation WTO or the participation in regional organisations like Association of Southeast Asian Nations ASEAN or Asia–Pacific Economic Cooperation APEC have even more accelerated the impacts on the foreign language planning, in which English is put at heart. As part of the vision for the country to be more recognisable in global and regional political, economic and cultural forums, English as a foreign language EFL has received fervid support from the Vietnamese government. This has led to numerous changes in the EFL policy during the past decades. The paper will examine how English has gained power in the Vietnamese society, looking emphatically into the push from these international organisations. It will also draw on policy documents regarding the EFL planning policy to shed light on how English is placed within the schooling system in response to globalisation to argue that English is regarded by the Vietnamese government as a powerful tool to mediate its global integration.... Factually the quality of English education at all levels in Vietnam is still low and does not meet the country's ambitious socio-economic development demand Vu & Burns, 2014. As a consequence, countless debates in the press have focused on poor quality in the tertiary education sector, targeting graduates' inability to satisfy both initial work requirements and ongoing professional development demands in the multinational employment market, which has been attributed mainly to the lack of collaborative and communicative competence Nguyen, 2007. The list of causes for this dissatisfaction may be numerous; but most importantly, it is the teachers competency which the National Foreign Languages Project 2020 reports in its review that 83% of primary school teachers, 87% of lower secondary school teachers, and about 92% of upper secondary school teacher are under-qualified to teach English Nguyen, 2013; the teaching methods in which most classrooms have been teacher-fronted Sullivan, 1996, and examination-oriented that are at the root of the problem. ...... The list of causes for this dissatisfaction may be numerous; but most importantly, it is the teachers competency which the National Foreign Languages Project 2020 reports in its review that 83% of primary school teachers, 87% of lower secondary school teachers, and about 92% of upper secondary school teacher are under-qualified to teach English Nguyen, 2013; the teaching methods in which most classrooms have been teacher-fronted Sullivan, 1996, and examination-oriented that are at the root of the problem. Indeed, a high percentageof teachers of English in Vietnam do not meet the requirements of English proficiency Nguyen, 2013 and they generally lack the knowledge to develop the materials themselves, yet the textbooks are still the major source of basic materials Nguyen and Nguyen, 2007. Besides, it is acknowledged that the current methods and classroom practices are outdated, relying almost entirely on stringent teacher-centred pedagogical techniques and rote learning Nguyen, 2010. ...The purpose of this qualitative study was to understand the activities and behaviours of teachers in teaching English using ICT. A total of 20 teachers of English from 4 different primary schools in different areas in Vietnam took part in this study. Data were collected through observations and focus group interviews. The findings were discussed based on Activity Theory. The lens of Activity Theory provides a versatile tool to inquire into various aspects of using ICT in teaching. The results indicated that teaching English using ICT in Vietnam had become much more popular than before and this fact had a certain effect. 69% of teachers were at Augmentation level and 31% at Modification level Opportunities of bringing a good language environment to learners, getting instant feedback, giving learners interesting activities to practice language skills, and sharing designed activities with other teachers contributed to the advantages of using ICT in teaching. However, there were still some factors that limited the use of ICT in teaching English in Vietnam. Therefore, this study suggests the recommendations to better the situation.... The Ministry of Education and Training MOET in Vietnam has underlined the policy in the curriculum to encourage the teaching and learning with the emphasis on English language which occurred just because of the demands for job, communication, and business. Hoa 2007 in her study stated that the policy outlined received widespread support throughout the country from primary schools, parents and pupils. Support in this context includes textbook and other materials for English language teaching and learning. ...... While in Vietnam, pertaining to curriculum planning for primary English education, most of the cities and provinces declare that they have adequate resources teachers, facilities, parents' needs and children's interests to introduce English language in their programmes. Hoa 2007 argued that the curriculum in Vietnam is more successful if the instructional materials provided are in readiness for the implementation of the policies. ...... Indeed, before Doi moi, the status of English was still minor, ranking after Russian and French among foreign languages Le, 2007;Nguyen, 2012;Pham, 2006;Vu & Burns, 2014;Wright, 2002. Although English had been widely learnt in the South of Vietnam where the United States was directly involved in the Vietnam war , English was still very marginalised in general and particularly in the North of Vietnam Nguyen & Nguyen, 2007. Russian was regarded as the most important foreign language in Vietnam for several decades in Vietnam after Independence 1945 and Reunification 1975 Nguyen, 2012. ...... This fact questions Nguyen and Nguyen's 2007 conclusion that English was a compulsory subject in the educational system, but does not deny the opportunity to learn other languages at school. Despite the different context Nguyen and Nguyen's study was at primary level and the current study is at tertiary level, it has been significantly shown in this paper that the preference for English has negatively influenced the development of other foreign languages and has caused the downgrading of language diversity generally. ... Hao Thi TranLanguage policy enactment processes are complex, confounded by varied forces and interests, and shaped through negotiations, interpretations and compromise. Working from this perspective, this article examines the transition process of foreign language teachers from teaching other languages to teaching English, and the influences of this process on general foreign language education and language planning. In Vietnam, even though the shift to English teaching from other languages has been noted as a phenomenon, its process with grass-roots changes and potential influences on foreign language policy enactments in the country have not been specifically examined. By employing a case study approach, this article explores the transition process at An Nam University pseudonym, one of the universities undergoing the transition process. Drawn from a document, a preliminary survey, interviews with both teachers and leaders and observations, my study concludes that the transition process has an important role with various influences on different aspects in foreign language education in the university and in Vietnam. The study aims to provide fundamental pointers to current language policy implementation in the country as well as to other contexts undergoing similar changes.... 594, on the other hand, a concern with the impact of an early introduction to English on national language Malaysia and national identity Korea. Vietnam has nationally introduced English to grades 3 -5 in primary schools as an elective subject since 2003 and as compulsory in 2006 but is encountering curriculum and EFL primary teacher training problems Nguyen & Nguyen, 2007. Nunan's report also showed that the English language proficiency of many teachers in the countries surveyed is not sufficient to provide learners with the rich input needed for successful foreign language acquisition. ...... In the current context of Vietnam where expensive large-scale recruitment of large numbers of native-English-speaking teachers may not be affordable, technology and rich, input-based programs can do a great deal to support teachers who do not have high levels of fluency in the target language Anderson & Nunan, 2003 if they have access to appropriate materials and education about how to use them. Nevertheless, to raise teachers' level of language competence, it is essential that " MOET should provide more English classes with English native speakers as a part of ESL teacher training " Nguyen & Nguyen, 2007. A number of measures need to be taken into consideration to improve Vietnamese's English pronunciation. ... Usree BhattacharyaRamanathan 2013a, 2013b urged scholars to expand the notion of citizenship beyond its typically bounded understandings, towards conceptualizing it as “being able to participate fully” p. 162. This view highlights the processual aspects of citizenship, shifting away from the more categorical meanings that underpin the term Ramanathan, 2013a; Ramanathan, 2013b; Ricento, 2013. Dis-citizens’ ability to participate in different processes is more limited. This theoretical perspective casts new light on the opening statement of an influential Indian language policy report, The Teaching of English NCERT, 2006, which contended, “English is in India today a symbol of people’s aspirations for quality in education and a fuller participation in national and international life.” India’s premier educational research body’s imagining English as a benchmark of “participation” in Indian life merits further analysis. This ethnographic case study explores this concept of participation through the examination of the English literacy experiences of students in an English-medium village school. Involving eight focal children from an anathashram orphanage in suburban New Delhi, the data draws on extended fieldwork at the school in 2011, entailing participant observation supplemented with audio- and videorecording, and interview exchanges. The analysis reveals how the English literacy practices are implicated in the production and reproduction of discitizenship, in order to demonstrate how “English-medium” schooling functioned to exclude the focal children from “fuller participation in national and international life.”... Recent research on TEYL methodology in Vietnam has demonstrated that English instruction for children mainly deploys a grammar-based methodology Hoang, 2018;Q. T. Nguyen & T. M. H. Nguyen, 2007;T. M. H. Nguyen, 2011. A communicative language teaching CLT approach was adopted and adapted for young learners T. M. H. Nguyen, 2011; however, there is a mismatch between the textbooks, the learners, and the approach. It is a failure to correspond to the CLT approach as claimed by teachers who strive to use CLT but are perplexed t ...Storytelling has a long tradition in education including language learning and teaching because of its extensive benefits in language development. In second and foreign language education, stories and storytelling have been integrated into school curricula to enhance language development; however, there is scarce empirical evidence about how storytelling facilitates children’s English as a foreign language EFL learning and its potential as a holistic pedagogy. This article explores a living educational theory Whitehead & McNiff, 2006 of how storytelling works as a pedagogy in storytelling workshops with an English class at a private tuition centre in Vietnam to facilitate children’s EFL learning. Key pedagogical elements identified through the living theory methodology included storytelling as a responsive strategy; multimodal scaffolding; mutual inspiration; and a linguistic model. Each of these elements is explained with illustrative examples from the storytelling workshops.... Chern, 2002;Hoa & Tuan, 2007;Hu & Alsagoff, 2010;Sakamoto, 2012of globalization, English is not only an international lingua franca but also a kind of social capital; English language education has become a hot topic in education planning along with thriving region and country-specific there are few studies thoroughly discussing Asian English language education. This book has analyzed the implementation and problems of English language education policy in 13 Asian countries and regions based on their socio-historical background and has provided some solutions, which can be a mirror for China's English language education words language policy; English language education policy; English language education in Asia 责任编辑：郝赟 ...This is a review of the book English Language Education Policy in Asia edited by Robert Kirkpatrick and published by Springer in 2016. In an age of globalization, English is not only an international lingua franca but also a kind of social capital; English language education has become a hot topic in education planning along with thriving region and country-specific studies. However, there are few studies thoroughly discussing Asian English language education. This book has analyzed the implementation and problems of English language education policy in 13 Asian countries and regions based on their socio-historical background and has provided some solutions, which can be a mirror for China’s English language education planning. （本文是对2016年由Robert Kirkpatrick主编、Springer公司出版的《亚洲英语教育政策》一书的述评。全球化背景下，英语既是世界范围内的通用语言，也是一种社会资本；英语教育则是世界各地教育规划的热点问题，相关区域国别研究也不断涌现，但在该书之前还未出现过较为系统的关于亚洲英语教育政策的梳理。该书结合亚洲13个国家和地区的社会历史背景，对其英语教育政策的实施和存在的问题进行了深入分析，并分别给出了具有针对性的解决方案，其总结的经验和教训对于我国的英语教育规划具有较高的参考价值。）... As English has been widely used as a means of international communication, the question of how to produce its sounds intelligibly has generated deep concerns among ESL/EFL learners and educators Nguyen & Nguyen, 2007;Vang, 2003. Dhillon 2016 and Jones 2018 stated that pronunciation is the principal element of successful oral communication. ...Cuong Huy NguyenHa Thi NguyenThao Quang Le International Journal Of Tesol EducationThere is no doubt that teaching and learning English pronunciation is one of the major concerns facing EFL/ESL educators and experts. Specifically, stressed vowel practice instruction has been considered a massive challenge among Vietnamese teachers because these two languages possess certain distinctive features in phonetics. This new digital age indicates that mobile-based applications have actively promoted EFL/ESL learners' sound production. Thus, this paper pinpointed how digital apps affected learning vowels among English learners and discussed their attitudes towards the apps with the help of 32 first-year students majoring in English at Van Lang University, Ho Chi Minh City. A pre-test and post-test were used to see if there was a significant distinction in the participants' ability to acquire vowel sounds. In addition, a five-point Likert scale questionnaire was employed to test how content they were when they used the app. The results show that with mean scores of and in the pre-test and post-test, respectively, students in the experimental group improved than their counterparts in the other group M= in the pre-test and in the post-test. Hence, an explanation for the better performance in the intervened group is that the participants practiced pronouncing vowels with the application Blue Canoe during the course. In addition, these participants also had a favorable attitude towards the mobile-based application in their phonetics class, with a mean score of on the questionnaire.... As English has been widely used as a means of international communication, the question of how to produce its sounds intelligibly has generated deep concerns among ESL/EFL learners and educators Nguyen & Nguyen, 2007;Vang, 2003. Dhillon 2016 and Jones 2018 stated that pronunciation is the principal element of successful oral communication. ... International Journal Of Tesol EducationAsiaCALL Online Journal acoj, Online ISSN 1936-9859, is committed to upholding ethical standards, retracting and correcting errors. The editorial team's primary responsibility is to discourage publishing malpractice. Any type of unethical conduct is unacceptable, and this journal's Editorial Team does not tolerate plagiarism in any form. All manuscripts must be the authors' original work and free of indications of plagiarism.... It can be seen through the National Project for "Teaching and Learning Foreign Language in the National Formal Educational System in the period of 2008 -2020" Hoang, 2010 and changes in language education policy at the primary level T. M. H. Nguyen & Q. T. Nguyen, 2007. Great attempts have been also made to enhance the quality of English teaching and learning in Vietnam, especially reading skills Hoang, 2010. ...The paper aimed at examining how the use of the Know - Want to Know - Learned KWL strategy affected fifth-graders’ reading comprehension achievement at Vstar School in Ho Chi Minh City. To achieve the aim of the study, the researcher employed a quantitative approach with a two-group quasi-experimental pretest-posttest design. Data was collected via a questionnaire, a pretest, and a posttest conducted on 50 students of two fifth-grade classes N=25 for each class which were conveniently chosen from 270 fifth-graders at Vstar School. The research results indicated statistically significant differences in reading comprehension achievement of the experimental class between the pretest and the posttest with better results found in the posttest. Additionally, there were also statistically significant differences between the control class and the experimental class after the application of the KWL strategy. Based on the findings, some recommendations were suggested to teachers of English, students learning English as a foreign language EFL, and researchers having an interest in the topic.... For Thuy Anh, on the other hand, the immediate and critical challenge is how to help teachers negotiate the impact of hegemonic standard tests, with their privileging of form over communicative efficacy, on classroom practice which in recent years has been under pressure to accommodate the ideological precepts of communicative language teaching in the country Sullivan 2000. Interestingly, several studies which have highlighted the multifaceted problems of ELT in Vietnam foremost of which is the mismatch between form-driven practice and the communicativeoriented goals of ELT are generally silent about the impact of standardized testing on classroom practice see Nguyen and Nguyen 2007;Lewis and McCook 2002;Brogan and Nguyen 1999;Nunan 2003. But even among Thuy Anh's colleagues who were part of the project, one of the main complaints is the continued twin dominance of form-focused instruction and testing. ...This volume offers insights in current theoretical discussions, observations, and reflections from internationally and regionally celebrated scholars on the theory and practice of teaching English informed by a new school of thought,... According to [1], "the last 50 years have witnessed the rise of English from an international language… to the position of the first truly global language in the history of the world" p. 33, and the need for English in Vietnam has also increased [2]. As the rising requirements from foreign companies, international trading, the tourist industry and the students' demand to study oversea, English has gained higher status and become the compulsory subject in all levels of education [3]. ... Thuy Diem Thi ThuThe paper investigated the foreign language listening anxiety of 171 first-year non-English major students at School of Foreign Languages-Thai Nguyen University. To achieve the desired aims, questionnaire and semi-structured interviews were conducted. The analysis of the collected data reveals that although the respondents considered listening as an important skill in learning English process, they could not have enjoyment when being in listening class. Several suggestions of reducing listening anxiety were offered according to the findings in this study 1 using various methods to convey the messages of the listening tapes, 2 using a wide range of strategies to improve the students' listening comprehension level, 3 encouraging students' motivation and creating a low-anxious atmosphere to study.... A large number of EFL teachers, at all educational levels including those teaching English in primary schools in Vietnam, have a low level of English proficiency [19][20][21][22][23][24][25]. Although a majority of them were trained to become teachers of English, some of them were formerly trained to teach Russian and then retrained intensively to teach English [20,26]. ...... A large number of EFL teachers, at all educational levels including those teaching English in primary schools in Vietnam, have a low level of English proficiency [19][20][21][22][23][24][25]. Although a majority of them were trained to become teachers of English, some of them were formerly trained to teach Russian and then retrained intensively to teach English [20,26]. ...... A large number of EFL teachers, at all educational levels including those teaching English in primary schools in Vietnam, have a low level of English proficiency [19][20][21][22][23][24][25]. Although a majority of them were trained to become teachers of English, some of them were formerly trained to teach Russian and then retrained intensively to teach English [20,26]. ...... Sociolinguistic competence refers to the socio-cultural aspect of the English discourse, including the ability to use language appropriate to the context of communication Hoekje & Williams, 1982. This competence also encompasses teachers' ability to build rapport with students through the medium of instruction and their use of inclusive language Nguyen & Nguyen, 2007. Strategic competence refers to non-linguistic strategies to significantly enhance the clarity of teaching delivery and verbal compensatory strategies Williams et al., 1987. ... Thi Kim Anh DangThao Thi Phuong VuThe literature on English-medium instruction EMI has predominantly focused on contexts where English is not the first language. Little is known about EMI in traditional English-speaking Anglophone contexts like Australia, where English is the first language. The highly internationalised Australian higher education has witnessed a growing cohort of foreign-born students and academics, many from non-native English-speaking backgrounds NESB. Whilst the issue of EMI for NESB students has received increased attention, the EMI-related challenges facing NESB academics have been overlooked. This paper explores communicative and pedagogical challenges and associated strategies of NESB academics as they revealed untold stories about their teaching experiences in this EMI context. It adopts a Vygotsky’s socio-cultural theoretical perspective in conceptualising English as a tool academics appropriate to mediate their teaching. A modified EMI competence framework further elaborates the use of English as a pedagogical and communicative tool. Data were generated through individual interviews and survey questionnaire with NESB academics at an Australian university. Findings revealed multiple challenges facing the academics and strategies they applied to adapt English, as a mediational tool, to effectively mediate their teaching. The study has implications for EMI research in Anglophone contexts and professional development and institutional support for NESB academics.... Developing countries with different language systems and geographically distant from English speaking countries generally have lower skills of English and the implementations of the prescribed programs are problematic compared to many European countries. According to the results of the global exams like International English Proficiency Index EF Turkey, South American countries and some of Asian countries have 'low' or 'very low' skills [9,10,11,12,13]. On the other hand, German-speaking countries such as Austria, Germany and Switzerland have higher English levels in the 18-20 age range than older age groups, and that English education is more effective in recent years [14]. ... Sibel İnciSevilay YILDIZWe can assert that teachers have a key role for the success of program implementations. Also, the compatibility of beliefs and pedagogical practices of the teachers is significant. Analyzing the perceptions of teachers on programs in different countries may provide us with comparative lenses to comprehend how primary English programs are applied in each country and teachers’ beliefs about English teaching. Therefore, the aim of this study is to compare the perceptions of English teachers on primary school English programs in Turkey and the states of Germany North Rhine-Westphalia, Baden Württemberg and Berlin. This is a qualitative case study based on data from the perspectives of teachers. Semi-structured interview form was used with the study group including primary school English teachers in Turkey and Germany. On the basis of data, it can be concluded that teachers in Turkey are not trained to teach children and do not get sufficient support for professional development whereas the teachers in Germany are class teachers with English degrees, because the teacher trainings in these countries are different. In addition, while the teachers in Turkey experience difficulties with various reasons, English teachers in Germany have no difficulty in implementing the English programs overall.... These four teachers were chosen because they embarked on their TEYL careers from 1994 to 2002 when English language instruction was in the initial stage of implementation in primary education. During this period, TEYL teachers constructed their teaching practices by experiential learning Grassick 2007;Moon 2009;Nguyen and Nguyen 2007. Therefore, these participants' narratives provide a rich source of data in terms of the initiatives undertaken by the pioneer generation of TEYL teachers for their professional development. ...... teachers Nunan, 2003. Additional issues include a shortage of pedagogical resources for many teachers of young learners, inconsistencies in the quality of government-approved textbooks, and limited systematic support and training provided to teach English in primary contexts Butler, 2004;Li, 2007;Nguyen, 2011;Nguyen & Nguyen, 2007;Nunan, 2003;Spolsky & Moon, 2012. ... Michael BurriWith the prospect of economic growth, governments in many parts of the world where English is spoken as an additional language have pushed for educational reforms and introduced English at the primary school level. However, the implementation of such reforms along with a general lack of training opportunities available to primary school teachers has caused considerable uncertainty and anxiety among practitioners. This article reports on a small-scale ethnographic case study that explored a Japanese approach to English teaching/learning with the aim of identifying pedagogical practices that nonnative-English–speaking teachers could implement in their primary English lessons. Seven observations, four unstructured interviews, and five semistructured interviews were triangulated to collect data in the Kansai and Tokyo areas over a period of 4 weeks. Findings show that the approach consists of seven distinct stages that not only include a multitude of pedagogical practices but also provide a rich learning environment. Findings further suggest that two practices could be of particular use in primary school contexts input-focused teaching and theme-based teaching.... This chapter of ELP analysis is supported by Bui's ongoing and in-depth ethnographic research on language policy advocacy and Nguyen's extensive scholarship on language policy analyses and teachers' professional development. Bui's engagement with various teachers and students in a mountainous province in unraveling the reality of the state's ELPs Bui, 2009Bui, , 2012Bui, , 2013 as well as Nguyen's series of studies on preservice teacher education and in-service teacher professional development Vo & Nguyen, 2010 ;Nguyen, 2007Nguyen, , 2012Nguyen, & Hudson, 2012 ;Nguyen and Baldauf, in press in Vietnam. Bui's long-term research study has been conducted in a mountainous province in which 85 % of the population derives from 11 linguistic minority backgrounds. ...The integration of the ASEAN Economic Community AEC in 2015, as well as the United Nation’s call for Education for All EFA by 2015, has pushed the Philippine government to revamp the country’s educational system. Such revamp involves a review of the effectiveness of English language education ELE in the country, which may be described as currently at a crossroads, as stakeholders strive to address issues of developing the English language competencies of Filipino students on the one hand, and the strengthening of academic achievement on the other. ELE in the Philippines, which began during the American colonial period in the nineteenth century, has been found wanting in significantly contributing to increased learning outcomes among Filipino students. ELE policies have been beset with issues of alignment and coherence in the areas of curriculum and assessment, as well as challenges in the implementation of genuine reform. In addition, ELE has been implemented at the expense of literacy in the mother tongues. This chapter provides an overview of how ELE in the Philippines is evolving – learning from past mistakes and preparing for the future. The chapter is divided into five major parts, namely, 1 overview of the Philippine educational system; 2 ELE from the American colonial period to Martial Law; 3 Bilingual education and educational reforms from 1974 to 2010; 4 Mother-tongue based multilingual education MTBMLE and the K to 12 reform; and 5 prospects and possibilities for ELE in the Philippines. In this chapter, we make a case for Philippine ELE that strives to address the demands of the international community, but also upholds local culture through the use of the mother tongues.... These four teachers were chosen because they embarked on their TEYL careers from 1994 to 2002 when English language instruction was in the initial stage of implementation in primary education. During this period, TEYL teachers constructed their teaching practices by experiential learning Grassick 2007;Moon 2009;Nguyen and Nguyen 2007. Therefore, these participants' narratives provide a rich source of data in terms of the initiatives undertaken by the pioneer generation of TEYL teachers for their professional development. ... Chinh Duc NguyenThe discourse on construction of practice and identity in language teaching has been situated in transnational contexts. However, not all teachers are provided with access to transnational spaces for professional development. Drawing on the concept of multimembership’ in multicommunities’, this study explores how Vietnamese teachers of English language to young learners created spaces for developing practice and identity in their local contexts. Data were collected from narrative interviews conducted with four participants who were teaching English language in four different primary schools in Vietnam. Each participant, as the only English language teacher in each primary school, found that participation in the school community was inadequate for professional development. To develop their practice and identity, the participants, on their own initiative, crossed the school boundary to join other communities, including a separate group of primary English language teachers, English classes for adult learners, an imagined community between local and expatriate teachers and their own families. The findings of the study provide a window into language teachers’ construction of practice and identity in Vietnam and other similar contexts.... As pointed out earlier, most previous research literature Butler, 2004;Hoa & Tuan, 2007;Mikio, 2008;Su, 2006 seems to assume English teaching even at the elementary level to be taught by English subject teachers, not homeroom teachers. This assumption has seldom been questioned, but most participants believed that they were qualified to teach English because the content level at the elementary level is quite easy. ...... The increasing interest in teaching English to Young Learners EYL is evident in the introduction of English into the elementary school curricula that takes place on a worldwide scale Lee & Azman, 2004. Countries as diverse as Serbia Filipovic, Vuco, & Djuric 2007, Ireland Wallen & Kelly-Holmes, 2006, Vietnam Hoa & Tuan, 2007, Taiwan Wuchang-Chang, 2007, South Korea Jung & Norton, 2002, China Hu, 2005;Li, 2007, Indonesia Chodidjah, 2008, Turkey Kirkgoz, 2008, and Japan Butler & Iino, 2005 teach English to students at elementary level. ... Subhan ZeinThe teaching of English for Young Learners has become a global phenomenon, but many countries are facing dilemma in terms of teacher preparation Nunan, 2003; Kaplan, Baldauf, & Kamwangamalu, 2011. Indonesia is of no exception. Its pre-service system has not been adequate to sufficiently prepare elementary English teachers with knowledge and skills pertaining to their occupational needs. Moreover, systematic ways to overhaul the pre-service system remain yet to be seen. This study investigated the perceptions of English teachers and language teacher educators on educational policy measures for the improvement of pre-service education to better prepare elementary English teachers. The findings of the study validate the need for redesigning pre-service education curricula as well as specific preparation for the elementary English teachers. The study also highlights the importance of a training scheme for teacher educators in teaching EYL. Although the implications of the study are derivational from Indonesian present context, they may also shed some light to the quandary currently faced by other countries facing a similar dilemma.... The lack of specificity at pre-service level occurring in both English departments and PGSD reflects a similar situation in other Asian countries such as Vietnam Hoa & Tuan, 2007, China Hu, 2005;Li, 2007, Japan Honna & Takeshita, 2005, Bangladesh Hamid, 2010, and South Korea Shiga, 2008 where no specific in-service preparation for English teachers at primary level is officially stipulated. Taiwan is the only country that obligates its teaching colleges to establish a specific programme within English departments to prepare English teachers at primary level Tsao, 2008. ... Subhan ZeinAlthough English is only an extra-curricular subject at primary level in Indonesia, expectations over the improved quality of the teachers are exceptionally high . This is the case in the past few years in which the low proficiency of primary English teachers and their lack of teaching competencies have repeatedly been pointed out as major constraints. Unfortunately, it remains unclear whether this problem is attributed to the delivery of pre-service education in preparing primary school English teachers. This paper gathered data from teachers, language teacher educators, primary school principals, members of educational boards, and educational consultants. The data were analysed using Grounded Theory in order to examine the adequacy of pre-service education in Indonesia to prepare primary school English teachers as well as factors that contribute to its efficacy or lack thereof. The findings of the study demonstrate the need for specific preparation for primary school English teachers as well as further training for teacher educators. This present study is highly relevant to Indonesia and other Asian countries where teacher efficacy is a major concern.... Teacher's dependence on textbooks as a main methodological resource in ELT primary level programs has been previously reported in Mexico Castañedo y Davis, 2004;Ramírez-Romero, Pamplon & Cota, 2012 and in other countries around the world Drew, Oostdam & van Toorenburg, 2007;Hoa & Tuan, 2007;Kirkgoz, 2007;Li, 2007. During the second stage of the study in 2012, the textbooks had started to arrive; however, they were not being distributed to the schools in a timely or complete manner. ...In this article we present findings from a qualitative study on the implementation of the Programa Nacional de Inglés en Educación Básica PNIEB, specifically in relation to the teaching methodology used in schools in Sonora from 2010 to 2012. Data for the study was collected through open interviews with program coordinators, school principals, English teachers, parents, and 6 th grade students. The state of Sonora, as other states in the country, had an English program in its public primary schools prior to the PNIEB. The teaching methodology in the state program was based on communicative language teaching and was characterized by different practices and issues. In 2010, a transition began to the national program which is based on a sociocultural perspective where social practices of the language and specific competencies have been defined as a basis for teacher's planning, teaching and evaluation. Results from the study indicate that the coexistence and transition between programs brought about new teaching scenarios and challenges. In this article we describe some of the methodological practices identified during this time and some issues surrounding the application of the PNIEB's framework and methodology in this context.... In Vietnam, although the role of English in the school curricula and policy implementation at primary and secondary levels has been increasingly documented Do, 2006;Nguyen, 2011;Nguyen & Nguyen, 2007, the growing use of EMI in higher education is largely unexamined. One such attempt to research EMI in higher education in Vietnam by Le 2012, using document analysis, concludes that although EMI proposed at higher education institutions in Vietnam is viewed as a wise response to globalisation and socio-economic and political requirements of the nation, its implementation overall is far from satisfactory. ...Recent research on language planning and policy highlights the effects of globalisation in spreading the English language as a medium of instruction EMI in non-native English speaking NNES countries. This trend has encouraged many universities in NNES countries to offer EMI education programmes with the objective of developing national human capital with proficiency in English. One such country is Vietnam, where the Ministry of Education and Training prepared a 2008–2020 action plan to revitalise English language education, involving the improvement of the quality of language teacher education TE. As part of the current reforms, the Ministry has urged teacher training colleges and universities to develop high quality English as a foreign language EFL TE programmes. In response, a fast-track EFL TE programme with EMI has been introduced at a Vietnamese university. Focusing on this TE programme, this paper illustrates how contemporary globalisation encourages using EMI in TE in NNES countries. Vygotskian socio-cultural theory and Marginson and Rhoades's [Beyond national states, markets, and systems of higher education A glonacal agency heuristic. Higher Education, 433, 281–309] glonacal heuristic are used to analyse the effects of globalisation in this EMI teaching context. Based on individual interviews of a cohort of 20 Vietnamese pre-service teachers, classroom observations and artefacts, such as instructional materials and policy documents, the paper shows that global influences on teaching practices were mediated by a number of different elements, including social and community pressure, trends to the internationalisation of education, and the availability of teaching resources.... The growth of international business, including transnational education, has multiplied English-related jobs and demand for English teaching skills. English now enjoys special status as means of communication and per cent of junior secondary schools teach English Do, 1999;Nguyen & Nguyen, 2007. ... Thi Kim Anh DangThis paper examines the evolution of the professional identities of student teachers STs in a paired-placement teaching practicum in Vietnam. The study draws on activity theory, its notion of contradiction, and Vygotsky's concepts of ZPD and perezhivanie, to identify the factors driving the intricate learning process. Opportunities for learning were initially manifested in conflicts within the teacher pair, for example negotiation of their multiple identities, as friends, students and teachers in training. However, within the framework of planned and supervised collaboration, the STs resolved most of their conflicts constructively and experienced qualitative development in their teaching identities. I-Chung KeKe’s book examines and reflects on English education in Taiwan from a global English perspective, starting with a discussion on globalization and global Englishes. English education in Taiwan has gone through various major transformations since the intensification of globalization after the 1990s. On one hand, children start to learn English ever earlier while on the other hand, the curriculum and materials in the vocational schools and at the tertiary level become diversified to meet various specific needs of English use. Internationalization of education has brought increasing numbers of international students, and the roles of English in Taiwan are changing constantly with the dynamic environment, from a foreign language to a lingua franca, medium of instruction, and an international language. In his book, the author documents the historical development of education and the roles of English in Taiwan before reviewing curriculum reforms and changes in the past half century. He then presents teachers’ and students’ perceptions on global Englishes. He proposes global Englishes’ pedagogies and his views on what changes can be made to textbooks, learning materials, entrance exams, translation, and the linguistic environment. Practical suggestions to English education in Taiwan in the globalizing context serve as a tentative conclusion for the book. Offering insights into English education and its relationship with globalization, Ke’s book will be useful to researchers and students in the fields of global Englishes and English education as well as offering practical pedagogical suggestions for English educators around the Que ThanhTruong Dinh Minh DangNguyen Dao Ngoc Mai International Journal Of Tesol EducationKeywords English pronunciation, teachers, perspectives, practices The unintelligibility of Vietnamese learners' English pronunciation has caused hindrances to their academic and career goals. Due to a lack of pronunciation-oriented lessons in the curriculum of junior, senior high schools, and even tertiary schools, teachers at English centers are supposed to provide their students with pronunciation training. This study aims to find out how English pronunciation is taught at an English center and accordingly what teachers think about their pronunciation teaching in terms of the role and goal of pronunciation, time allocation, and techniques. Data were collected from individual interviews with three teachers at MEnglish center and six classroom observations at the level of Foundation IELTS band score and Ground floor IELTS band score Findings from this study indicate the necessity of time contribution, corrective feedback and affirm the essential role of authentic Journal of TESOL & EducationIn education across the world the curriculum plays a very important part, as it guides student learning and helps to realise what the teacher has planned. A lot of research has been conducted on curricula; however, few studies have investigated the Bachelor of Business English BBE curriculum and even less focusing on Vietnamese universities. This project aimed to investigate the present curricula of BBE at Vietnamese universities to gain important understandings about the purposes of the curriculum of BBE. The project adopted an interpretivist, qualitative approach using document analysis to investigate BBE curricula. Information about the present curricula was collected from the official websites of Vietnamese universities and was analysed using thematic coding. The findings revealed that the present curricula of BBE, which is a national curriculum framework, is influenced by the curriculum theories of Bobbit 1918 and Tyler 1949. In addition, the results show the components of the BBE curriculum has been influenced by a Chinese influenced BBE framework. And yet, interestingly, today there is a focus on English language competence, rather than Chinese or Russian language competence. Nevertheless, the key findings reveal some concerns with the present BBE curriculum in Trent Chinh Duc NguyenSet against a background of international concern about teacher stress and attrition, this paper reports the results of a qualitative study which investigated the experiences of one group of primary school English language teachers in Vietnam. Drawing upon positioning theory and Bakhtin’s dialogism, results suggest that the professional positioning of these teachers takes place within a struggle for centripetal status between multiple discourses circulating within Vietnamese society. These results also indicate that this struggle results in emotional dissonance for many of the participants—reflected in feelings of stress, frustration, and sadness—which lead some to reconsider their long-term commitment to the teaching profession. Arguing that proposals for English language teacher professional development in Vietnam which are limited to enhancing teachers’ linguistic proficiency and teaching competency do not adequately respond to the needs of these teachers, the paper sets out suggestions for supporting teachers of English to young learners in ways that address their emotional struggles. Suggestions for future research in Vietnam and other analogous settings are also Minh TranKenneth TanemuraOver the past few decades, English has emerged as a lingua franca and the dominant foreign language in the fast developing and populous society of Vietnam, placing the country in the center of the Expanding Circle. This paper presents a sociolinguistic profile of English in Vietnam following Berns’ framework. The profile begins with a demographic description and defines how Vietnam can be considered part of the Expanding Circle. We discuss the functional distributions of English in Vietnam by i chronicling its instrumental function from Chinese domination in Vietnam in 111 BC until recent years, ii detailing its administrative function before and after the country's Economic Reforms of the 1990s, iii revealing its interpersonal function in contemporary Vietnamese society; and iv illustrating how English borrowings and nativizations are used in the media. We conclude with a discussion of Vietnamese learners’ attitudes towards English learning and different English describe el diseño metodológico y los resultados preliminares de la fase cualitativa de una investigación que tuvo como objetivo identificar y analizar los principales problemas relacionados con la enseñanza del inglés en las primarias públicas de México. En el proyecto participaron 34 investigadores y 10 colaboradores de 12 instituciones de educación superior de 11 de las 32 entidades federativas o estados del país. El levantamiento de los datos se realizó en dos fases en la primera de tipo descriptivo, se levantaron datos generales de los programas de inglés existentes en el país. En la segunda fase, de índole cualitativa y exploratoria se realizaron entrevistas abiertas a sujetos claves y se condujeron observaciones no estructuradas de clases de inglés en aproximadamente 96 escuelas de México. El análisis de los datos se realizó en dos fases una estatal y otra nacional. Entre los principales hallazgos preliminares destacan cinco rubros de problemas, a saber, los relacionados con los programas, el curriculum, los profesores su formación y condiciones laborales, las prácticas docentes y las metodologías empleadas por los profesores, y los recursos y materiales. Palabras clave Problemas; enseñanza; inglés; México; primariaLe Thi Quynh TranTran introduces an English curriculum change context where policy makers provide both language and methodological in-service programmes, to support teachers’ implementation capacity. Teachers are required to reach CEFR level C1 to ensure their continued employment. Her interviewee explains that while such enhancement provision appears supportive, no attempt has been made to communicate its rationale to teachers. Thus, for many teachers, the requirement to attend these programmes only adds to the challenges that curriculum implementation poses for their feelings of self-efficacy. Tran additionally analyses some outcomes of providing in-service programmes staffed by trainers who have little or no first-hand understanding of the contexts in which teachers work. Hoa Thi Mai NguyenThis chapter describes the major components in the design for a formal mentoring program and covers such topics as training mentors, attributes of mentors, and mentor-mentee matching. For each section, there is a more general theoretical discussion and then a specific research-related example from an Asian context is provided, research is discussed which explores what personal attributes pre-service teachers expect from their mentors. Hoa Thi Mai NguyenThis chapter summerises the main ideas of this volumne and reemphasizes the main factors in creating a supportive environment for effective implementation of mentoring/peer mentoring models in teacher education and teacher professional development in broader contexts. It concludes by suggestions for future practice of mentoring and peer mentoring in developing teacher's professionalism in responses to the reforms in language education in Asia. Hoa Thi Mai NguyenThis chapter provides a brief overview of the current situation of English as a foreign language teaching in Vietnam and stresses the need for reforms in in-service and pre-service teacher education. It argues that many of the issues found in language education in Vietnam are also common to other Asian Thi Ngoc Bui Hoa Thi Mai NguyenThe chapter provides a critical assessment on the reality of current teacher quality and the roles of the ELPs in advancing linguistic, education and socio-economic developments for various students, especially those from minority linguistic backgrounds in a remote province. The results reveal the probably unpromising outcomes and tremendous challenges of the present ELPs as teacher professional development in the current ELP reform is, for the most part, controversial, ambivalent, and contested. Furthermore, the chapter argues that, contrary to the state’s goal of promoting English for socio-economic and educational advancement, these language policies could largely threaten social, educational and economic development, and minority students’ linguistic and cultural ecology. The chapter thus emphasizes the urgent need for a comprehensive understanding of the interconnectedness among effective teacher professional development; cultural and linguistic complexity; language/literacy education; and socio-economic needs throughout the processes of language policy decision-making and implementation. To the end, the chapter strongly recommends respecting home languages and multilingualism for effective schooling, transparent and transformative education, a strong economy, social welfare, and social security at local and global scales. Ruanni TupasThe legitimacy of the many postcolonial Englishes in the world necessitated an imperative to explore their use in the classroom. This pedagogic imperative in many cases has collided with many problems because of deeply entrenched ideologies in educational systems around the world. This configuration of issues surrounding the sociolinguistics of Englishes has resulted in the burgeoning of scholarly investigations into constraints and possibilities of World Englishes WE, English as a Lingua Franca ELF, and English as an International Language EIL in classrooms around the world. In this paper, I will argue that Englishes as a pedagogical problem is partly a construction or creation of such investigations and, in many ways, is disconnected from the daily challenges of English language teachers. What is the place of Englishes as an academic pedagogical issue among the myriad of problems teachers face every day? This paper draws on a 3-year localization project in ELT curriculum development in several institutions in Singapore, Indonesia, the Philippines and Vietnam. In particular, it tracks the stories of three teachers in each of the last three countries, to give substance to the paper’s argument that the current line of inquiry in the pedagogical “implications” of the sociolinguistics of Englishes is unequal, and usually treats the teacher and the classroom as a recipient, not a co-constructor, of knowledge in the Nguyen Thảo LêEnglish has permeated many aspects of life in Vietnam. There are issues relating to the tension between the need to embrace English with its international prestige in the context of globalization and the desire to maintain Vietnamese traditional culture and language. English is not just a language with its linguistic features which are both specific to English and common to other languages. When English crosses its national border to enter different lands around the world, including Vietnam, it brings along its economic power and cultural values. This chapter examines the impacts of English in Vietnam linguistically, educationally and efforts to make English language teaching ELT congruent with global and regional trends, Vietnamese education leaders have introduced a national policy in which English is made compulsory from Year 3 at primary level. The goals of primary level English as a foreign language PEFL education in Vietnam are described as developing communicative skills, promoting intercultural knowledge and fostering English language learning strategies. The implementation of this new policy, however, indicates many challenges, of which inequality of access to English is the most prominent. This chapter provides insight into the inequality of access to English language education at the primary level between rural and urban areas in Vietnam. The findings support the proposition that inequality of access comes from the teaching and learning conditions and methods and the level of engagement of different stakeholders. Some suggestions are offered to help bring English to all learners, regardless of any social background or economic divide. Anthony ThorpeDuong Thi Hoai TranThis article explores the subject leader's role in the professional development of beginning teachers. Rather than focusing only on beginning teachers’ perspectives as previous research has done, the topic is approached via the multiple perspectives of teachers in a secondary school department in Vietnam drawn from surveys and interviews. Insights from career stage theory and the concept of power distance are applied to uncover differing expectations from beginning teachers, other teachers and subject leaders regarding the latter's role in professional development. This research adds to the understanding of the subject leader's role in the professional development of beginning teachers which is sensitive to both culture and context. It calls for further research within the under- researched context of Vietnamese saw mental and cultural development as mediated’ by artefacts, including tools and signs. He used his genetic method’ to investigate higher cognitive processes in historical context. These insights are foundational to sociocultural theory, which is widely used in education research. However, since Vygotsky, communicative globalization has changed the conditions of theorization, research, policy and practice. Global convergence is characterized by extensive and intensive flows of people, messages, knowledge, ideas and money, and sudden, multiple and disjunctive changes. Educational activity is glonacal’ activity, shaped simultaneously in global, national and local spheres. This article argues that nevertheless, once developed to incorporate global phenomena into the genetic method and the notion of mediating artefacts, Vygotsky's ideas have much to offer the analysis of globally affected educational practices. This conceptual approach combines the spatial insights of globalization theory with the socio-historical relational understandings enabled by the genetic method. It is illustrated by a case study on the learning to teach English practices of a cohort of Vietnamese pre-service teachers during their practicum. Global flows, media and artefacts, which are used extensively by these teachers, articulate with national and local practices and conventions in innovative ways. Ngoc DoanIn English as a foreign language EFL education, target culture is inherently linked to the culture of the native speaker Byram, Gribkova, & Starkey, 2002; Graddol, 2006; McKay, 2012b. Therefore, pedagogical and curricular decisions targeting native speakers’ cultures as necessary instructional input are often taken for granted Matsuda, 2006; Matsuda & Friedrich, 2011. Current context of English as an international language EIL, however, is calling for serious revisit of the notion of target culture in language education McKay, 2003; Pennycook, 2008; Ton Nu Nhu Huong & Pham Hoa Hiep, 2010. This paper problematises the unquestioned reference of target culture and argues that curricular and pedagogical decisions are ideologically influenced. It also argues that pedagogy for teaching culture in English teacher education programs needs to adopt a pluricentric view on EIL in order to suit the local demands for quality teachers of English. Hoa Thi Mai NguyenThe introduction of English in primary education curricula is a phenomenon occurring in many non-English-speaking countries in Asia, including Vietnam. Recently, the Ministry of Education and Training MOET in Vietnam issued guidelines for the piloting of an English as a foreign language EFL primary curriculum in which English is taught as a compulsory subject from Grade 3; however, there is limited research on the practices required to successfully implement this policy. This paper reports on a study that looked at the implementation of the primary English language policy in terms of the policy goals in two primary schools, one private and the other public, in Hanoi to shed light on the practice of EFL teaching at the primary level in Vietnam. The research was conducted as an exploratory case study with data collected from multiple sources, including classroom observations and interviews with different stakeholders. The results revealed variation in the implementation of primary English education between the two schools, with the private school providing better outcomes. The language planning issues discussed in this study, including teacher supply, training and professional development, resourcing, teaching methods, and materials, have been raised in previous educational research in Vietnam. However, despite being a new start to primary English, the 2010 programme seems to have done little to improve policy implementation in these areas, hindering the effectiveness of teaching English in schools. This study suggests a number of ways the current situation might be B. Baldauf JrCatherine YEO-CHUA Siew Kheng M. Obaidul HamidWu Hsin-FeiAlthough there have been some attempts to examine language planning and its successes and failures in South and East Asian languages, especially as such planning relates to English and to other European languages, no systematic cross-national study is available that looks systemati-cally at these issues. While such a study is not possible within the limits imposed by this paper – a monograph would probably be needed; we attempt to sketch the broad outlines of what such a study might look like and provide some basic data about, and examples of the successful and more problematic language policy and planning that has occurred in this region. If we look beyond the large regional languages Bengali, Chinese, Japanese, Javanese, Korean, and more recently Malay/Indonesian and Filipino and the multitude of minority lan-guages, we find European – and of course Arabic and other Asian languages – have become es-tablished in the various polities in the region. These languages have come to be used for a number of reasons, including •Trade internally within the region, from the Arabian peninsula, and later from Europe Dutch, English, French, German, Italian, Portuguese, Russian, Spanish; •Religious proselytisation conducted through Arabic and various European languages; •Colonization, as conducted through various European and Asian languages; •Languages learned to access overseas education and technology; •Wars of aggression, some of which were linked to European, North American, and Asian colonial development; •The geopolitics of the “cold war”, especially for Russian and English; and •The rise of English as an economic world language or lingua franca. Greta GorsuchThe focus of this study was teachers as they were asked to implement educational innovations suggested by nationally instituted educational policy. This study applied empirical data to a structural equation model of Japanese EFL teachers' N = 876 perceptions of various national-, school-, and classroom-level influences that act on their instruction. Teachers' perceptions of these influences were then related to their approval of classroom activities associated with communicative language teaching. The article highlights the position recent educational policies seemed to take in teachers' minds and the way teachers subsumed the policy into the preexisting educational culture, which seemed to focus on preparing students for form-focused university entrance exams. Through structural equation modeling, the relationships among the many influences teachers perceived on their instruction are demonstrated. The resulting visual image suggests not only impediments to an educational innovation but also routes for potential change. Yuko ButlerHoping to achieve the current Japanese administration's goals of decentralisation and privatisation, the Japanese government has granted substantial latitude to local governments and individual schools as part of its recent reform of foreign language education. In introducing English at elementary schools, micro-language policies have been actively enacted at the local level along with slow but somewhat tactical top-down policies. The driving force behind the implementation of English in Japanese elementary schools is not simply a desire to prepare students for a global economy but also a result of multiple social and political factors. The most fundamental challenges that EES in Japan currently faces relate to issues of equity and growing diversity. Yasemin KirkgozThis paper describes how Turkish teachers of English in state primary education approach the implementation of a Communicative‐Oriented Curriculum innovation and factors that impact on teachers' classroom practices. Using multidimensional research procedures, including a questionnaire, observations and teacher interviews, a picture has been developed of teachers' instructional practices and factors influencing their classroom practices. The findings revealed a gap between curriculum objectives and teachers' implementation of the innovation. Factors that were identified as having a significant impact on teachers' classroom application of the communicative teaching include teachers' understanding of the curriculum innovation, their previous training, insufficient instructional support, limited instructional time, large class size and lack of resources. It is suggested that a greater level of support in the form of in‐service training and resource provision be given to teachers to ensure more effective implementation of the curriculum initiative. Lynne CameronThis paper argues that the continuing expansion of teaching English to young learners TEYL brings challenges to the wider ELT field. It discusses why starting younger may not bring automatic improvement to language standards unless teacher education and secondary language teaching both rise to the challenges of the new situation. Young learners will need to be motivated to continue learning for ten or so years, and will bring very mixed levels of language to the secondary classroom. Responses from other sectors of ELT, as well as the development of effective TEYL, can benefit from deeper understanding of how children approach language learning. Two key features of child foreign language learning are summarized children's search for meaning in language use, and the demands of initial literacy. Implications include rethinking the construct language’, developing appropriate assessment, a change in approach at the switch to secondary level, and making realistic decisions about training teachers. David CarlessThis article discusses an issue which is of longstanding and central importance to foreign language teachers in a variety of contexts, namely teacher use of classroom language. It uses detailed qualitative case study data to explore how and why an expert practitioner uses English in her Hong Kong Primary school language classroom. Through the interplay between teacher beliefs, experiences and classroom transcript data, the paper develops a contextualised picture of classroom language use with young foreign language learners. The paper suggests that it is not necessarily the language proficiency of the learners which plays a major role in the quantity of target language use, but the teachers’ own proficiency, experience and NUNANThis article presents the results of an investigation into the place of English in the curriculum in several countries in the Asia-Pacific region. The study indicates that the emergence of English as a global language is having considerable impact on policies and practices in all countries surveyed. However, it also reveals significant problems, including confusion and inconsistency, at the level of policy, particularly regarding the issue of age of initial instruction, inequity regarding access to effective language instruction, inadequately trained and skilled teachers, and a disjunction between curriculum rhetoric and pedagogical reality. Yuko ButlerResponding to the growing need to foster communicative abilities in English, many Asian countries where English is taught as a foreign language have recently introduced English at the elementary school level. However, the majority of elementary school teachers in such countries might not be adequately prepared to teach English; improving their English proficiency and teaching skills has thus become a matter of concern. The present study focuses on teachers' English proficiency, which has been recognized as an important qualification for successful English teaching. Elementary school teachers from Korea, Taiwan, and Japan were asked to self-evaluate their English proficiencies as well as to specify the minimum level of proficiency that they felt was needed to teach English at the elementary school level. The teachers evaluated their proficiencies in productive skills speaking and writing as weaker than those in receptive skills listening and reading. Teachers in each of the three countries perceived substantial gaps between their English proficiency and the minimum level needed to teach. The widest gaps were in productive domains in general and in oral grammar in particular. Some of the implications for teacher education are discussed. Brigitte SmitHow can teachers’ understandings of policy as local knowledge inform policy implementation in schools? This article investigates policy understanding and implementation in urban primary schools and locates the inquiry in the transitional South African context. The author illustrates teachers’ understandings of policy in times of transition and shows how such local knowledge affects policy implementation. She argues that although teachers play an important role in our education system, more often than not, they are a silent voice during policy formulation, which implies that local knowledge might be underplayed, discounted, or simply ignored. She discusses the contextual background and how qualitative inquiry can shape and inform policy implementation. The article presents a conceptual framework for policy implementation and thrashes out what policy may learn from teachers at the microlevels, that is, local knowledge. The author discusses the empirical data and the understandings of teachers of policy and concludes with a few implications for policy McLachlanAs the 2010 deadline for implementation of the National Languages Strategy in primary schools approaches, how effective is the current national strategy likely to be in embedding modern languages successfully into the primary curriculum? Have lessons been learnt from the last – and ultimately failed – attempt to introduce languages into the curriculum, or are we merely repeating the same flawed process? This paper reports on how four primary schools in the north of England are responding to the challenges of integrating modern languages into the curriculum and asks whether appropriate conditions are being established to ensure a successful and sustainable implementation of the primary languages TsaoThis monograph presents a detailed study of the language planning situation in Taiwan. After a general account of the socio-historical context in which the planning activities have taken place, a brief review of what happened in terms of language planning in Mainland China under the Nationalist government between 1911 and 1945 is presented. The following section provides a critical examination of the language planning activities in both language policy and language cultivation that have happened in Taiwan since the island was returned to Chinese jurisdiction in 1945. A turning point in the short history of language planning in Taiwan was reached in 1987, when martial law that had been in existence for forty years was lifted. Many changes have taken place since then and many more are in the making. The final section is therefore a careful examination of some important recent developments in language planning. In that section an optimistic outlook for the future is provided and an explanation for that optimism is given. Hazel CrichtonBrian TempletonFollowing the Dearing Report on the provision and teaching of modern languages in England, there has been a drive to establish the teaching of modern languages in primary schools throughout England. This article looks at how the teaching of modern languages in the primary school MLPS in Scotland has developed since 1989 – when the first pilot scheme was set up – to the present day, when modern languages are taught in almost all primary schools. We will discuss the issues surrounding the training of primary teachers and delivery of MLPS, which may resonate with experiences that English colleagues are undergoing at present, before moving on to look at the possibilities that the new curricular initiative in Scotland, Curriculum for Excellence CfE, offers for QiangIntroduction to the background Prior to 2001 English has not been a compulsory course in primary schools although some teaching of English has taken place at this level since the mid 1980s. This has been on a very modest scale although on an increasingly larger scale mostly in urban key schools in over 27 provinces. It has been estimated that there were about 8 million primary school pupils studying English in 1998, and that number has been growing rapidly, with an increase of one million every year since 1994 Liu and Gong 200136. Nevertheless, the teaching of English at this level had not been standardized, due to its unrecognized position in the school curriculum, limited availability of qualified teachers and lack of appropriate teaching materials. The starting age varied from age 8 to age 11 and the weekly time allocation ranged from 1 period to 4 periods depending on the availability of the teachers. The approach to teaching was more often a mixture of the structural and functional, with situational dialogues being the main form of texts along with a strong emphasis on learning IPA to ensure correct pronunciation and intonation at the initial stage. Most textbooks used for primary schools were produced locally including a few licensed foreign textbooks, such as 'Look, Listen and Learn', 'English 300', ' New Concept English'. Some schools simply used secondary school English textbooks for the primary level. The transition or continuity from the primary to the secondary has long been a problem but never seriously tackled as there has been very little research conducted on foreign language teaching at the primary level in China. Phạm HoaExamines English-as-a-Foreign-Language EFL teacher training and teacher development in Vietnam. Suggests ways to promote professional development among EFL teachers in Vietnam, which may be applicable to similar situations in other countries. Author/VWLJoel SamoffAs the 20th century closes, the general consensus is that education in Africa is in crisis. The challenge is to revitalize education in Africa and to do so in ways that enable African countries not only to close the development gap but also to leap ahead. Pointing out the rich diversity and considering carefully the bounding conditions for each general comment, this paper explores major issues and themes in education in contemporary Africa. The paper states that, as the general crisis has unfolded, external aid agencies increasingly have come to provide development advice as well as finance, and that, consequently, their influence may be far greater than the absolute value of their aid suggests. It reviews the trajectory, from education as social transformation, broad development engine, and foundation for self-reliance to aid dependence and education as targeted skills formation. The paper finds that 1 in Africa, although education for all remains a distant goal, the commitment is still to expanded access; 2 another commitment of Africa's post-colonial leadership was to desegregate the schools and the curriculum; and 3 a third commitment of the leadership was to use the education system to address inequality. It discusses in detail the difficulties of fulfilling those commitments. The paper concludes that notwithstanding the rhetoric of liberation and empowerment, the commonly held view is that education must enable Africa to run faster as it tries to catch up with those who are ahead rather than to forge new paths or to transform the international economy and Africa's role in it. Contains 10 tables of data, 35 notes, and 59 references. BT Ben RamptonLanguage education policy in England frequently considers the impact of different types of provision on interethnic relations amongst youth. But one may sometimes doubt the extent to which policy makers have a clear understanding of adolescent race relations. This paper draws on an ethnographic investigation of language use in a multiracial friendship group, and it compares adolescent perspectives on bilingualism and ESL with the views adopted in official policy. In both areas, adolescent perspectives sometimes seemed to be more far‐reaching in their cultural frames of reference and in their sense of social and linguistic possibility. The paper then considers whether these kinds of adolescent socioling‐uistic understanding could really be incorporated within the proposals for language awareness curricula that are at present highly favoured amongst educationalists. Minglin LiThis paper, drawing on the theoretical framework of critical discourse analysis, examines the general goals and objectives of the national curriculum reform launched by the Ministry of Education in 2001 for Chinese primary schools. Four policy documents relevant to the curriculum reform are analyzed, including Chinese curriculum and English curriculum for compulsory education, with a focus on education policy for English language instruction in Chinese primary schools. The analysis explores how language works in policy texts in helping to shape and control the ideology of the readers at various levels – an ideology that, in turn, could be transmitted to primary school students. The power relations and equity implications reflected in the policy texts are also explored. Minglin LiThis paper analyses the national policies on foreign language in primary schools in the People's Republic of China PRC. It begins with a brief introduction to the changes in foreign language education policy and the main motives for those changes in the context of socio-political circumstances. It then examines foreign language education in primary schools FLPS at different times in terms of aspects of language choice, curriculum design and materials development. The study shows that FLPS in the PRC has not been planned systematically but has developed in line with the changing socio-political situation, that is it has been determined to a large extent by political, economic and educational motives. M. Obaidul HamidThe effects of globalisation and the global spread of English have created a phenomenal demand for English all over the world. The demand is illustrated by the introduction of English for Everyone’ and early English instruction in many developing countries. These policy initiatives and their implementation are believed to contribute to these nations' human capital development and their participation in the global economy for national development. However, these more and earlier’ English policies have not necessarily taken the capacity of English teaching professionals into account in delivering desired outcomes. Taking Bangladesh as a case, this paper discusses some of the consequences of developing nations' endorsement of the discourses of globalisation and national development followed by their adoption of enhanced English policies, paying insufficient attention to resources and policy implementation issues. Specifically, it examines English teacher education and training at the primary and secondary levels and demonstrates how Bangladesh's inadequate infrastructure and limited institutional capacity for English teacher education have directed it to donor-funded teacher training programs which, despite short-term benefits, cannot fully address the quantity and quality issues of English teacher education. It is concluded that, if teachers' professional capacity is essential for developing learners' English competence, the more and earlier English policies themselves will not deliver desirable English Language Teaching outcomes to Bangladesh and other developing countries and, consequently, their policy goals of developing human capital through English for national development will remain unrealised. The paper suggests implications for English-in-education policies in Bangladesh and other developing nations and draws out a set of CummingOver the past decade, many concerted policy efforts have aimed to change the status and functions of language assessment in school systems or higher education, redefining relationships among language tests, curriculum policies, and classroom teaching practices. Conventionally, formal language tests describe individual proficiency levels in reference to normative standards for purposes of certifying abilities; screening applicants for higher education, employment, or immigration decisions; or monitoring the results of educational systems. Recently, many curriculum policies have been reconceptualized in reference to attainment or benchmark standards that specify usually functional, communicative goals for language education, learners' achievements, and program accountability. These innovations have adopted principles of criterion-referenced rather than norm-referenced assessment, creating new relations as well as dilemmas between language assessment and new curriculum policies, highlighting the nature of language assessment practices in programs, classrooms, or other learning contexts, particularly the foundation bases for defining language proficiency, alignment between assessments and curricula, the formative purposes of assessment in pedagogy, and the situations and interests of particular learner populations. M. Obaidul HamidRural failure in English learning and the socioeconomics of ELT. Over 24 million children learn English as a second/foreign language in primary and secondary schools in Bangladesh. These children start learning the language as a required subject in Grade 1 and continue learning it if they don't drop out until Grade 12, and later at the tertiary level. Officially, they are taught English communicatively using Communicative Language Teaching CLT methodology, as it was envisaged that CLT would develop learners' communicative competence’, and thereby strengthen the human resource development efforts of the Government of Bangladesh NCTB, 2003. Nearly a decade has passed since CLT was first introduced in the national curriculum. It now seems appropriate to ask to what extent has it developed learners' competence and improved the declining standards of English in the country Rahman, 1991.P. A. DENHAMVietnam's linguistic history exemplifies the close relationship between language and politics, with the latter influencing not only the choice of medium of instruction but also the foreign languages studied in Vietnam's schools and tertiary institutions. From 1975 until approximately 1989, the main foreign language was Russian; now it is English. This means that Vietnam, with a population of over 66 million may be added to the Expanding Circle. The ascendancy of English in Vietnam coincides with the decline in power of the rouble-block countries and has occurred during a period when the Vietnamese government has promoted a freer market economy. As in other norm-dependent countries, Vietnam's teachers of English attach great status to materials and methods developed by Inner Circle applied linguists, even though these may not be appropriate for Vietnamese conditions. At present, the English curriculum in Vietnamese schools aims primarily at developing reading skills, while at the tertiary level the focus depends on the type and purpose of the institution offering the program. The grammar–translation method is widely used. With the normalization of relations between Vietnam and Inner and Outer Circle countries, it is anticipated that linguists from these areas will have a greater influence than at present on English language teaching in KangThe continued interest in better EFL pedagogy for elementary school students has led to many interesting suggestions, one of which is TETE, Teaching English through English. Notwithstanding the importance of the method policy, though, few studies have been conducted to describe and explain a non-native EFL teacher’s practice of TETE in the elementary school classroom. The present study, a case study of a Korean elementary school EFL teacher undertaken to fill the empirical gap, found that the teacher used both L1 and TL for many pedagogical reasons among which her attention to her students’ interest was principal. The study also revealed that her language use reflected the students’ perspectives. Minglin LiThis article explores the relationship between the national English language policy and its implementation at the local level in Chinese schools through the eyes of in-service teachers. Interviews were conducted to examine the policy awareness of EFL teachers in various primary and secondary schools in one province in China. Content analysis was employed to analyze the data to show that EFL teachers were not following the instructions in the national English curriculum to guide their classroom teaching, but were rather critical to the objectives and requirements described in the curriculum. The reason for this was revealed to be the gap between the curriculum policy and practical teaching situations. The results suggested that involving classroom teachers in policy making may help the national language curriculum more applicable and implementable. This may shed light on the question of whether teachers are just implementers or whether they help to shape and develop policy. Yes Yes Hoa Thi Mai NguyenFrom a critical perspective, in the educational context, it is obvious that there is unequal power relationship between teacher and students. According to Freire 1972, traditional education is an act of depositing, of transferring, of transmitting values and knowledge, and leads the students to the mechanical memorisation of the subject matter taught. It is possible to say that this type of education makes students more passive. Teaching English in general and speaking in particular in Vietnam is not an exceptional case, where the students try to get more knowledge from the teacher and less develop their critical consciousness which is necessary to help them to “enter reality, increase their capacity to make choices, the threat to privilege would increase as well ”Freire, 1973, This book chapter discusses the application of Freire ’s philosophy about problem-posing education in teaching speaking for adult learners of English at tertiary level in Vietnam and reports teacher and students’ reflections on several sample speaking activities employing the basic steps in applying problem-posing approach to teach speaking to adult learners of English at tertiary level in a specific context in Vietnnam Robert B. KaplanRichard B. Baldauf JrIn organising this survey of the language situation in the Pacific Basin, we have tried to justify the choices we have had to make. In the end, these choices may be seen as somewhat arbitrary, based on a restricted definition of the Pacific Basin and at least in part on our collective experience. Essentially, we want to differentiate between countries of the Pacific Rim, which generally have a continental orientation including great nations of vast size and substantial wealth—the United States, Canada, the west coast of Central and South America on the eastern rim, and the Russian Federation, China and mainland south-east Asia on the western rim and the Pacific Basin—which includes the thousands of islands suspended between the two vast continental enclaves of North and South America and CTypescript. Thesis Ed. D.-University of Massachusetts at Amherst, 2003. Includes bibliographical references leaves 185-197.Matthew B. MilesA. Michael HubermanLibro de metodología cualitativo para investigación en las ciencias sociales. La utilización de la computadora, el uso de datos y la recolección de los mismos. Se describen detalladamente numerosos métodos de datos y planning in Korea The new elementary english program Language Policies in Education Critical Issues MOeT strategies for teaching foreign languages at primary levelK JungB NortonJung, and Norton, B. 2002 language planning in Korea The new elementary english program. in Tollefson ed. Language Policies in Education Critical Issues pp. 245–265. Mahwah, NJ erlbaum. loc, N. 2005 MOeT strategies for teaching foreign languages at primary level. paper presented at the Teaching english language at primary level conference, Hanoi, planning and policy recent trends, future directions. paper presented at the american association for applied linguistics conference, portland, Oregon, usa. cameron, l. 2003 challenges for elT from the expansion in teaching childrenBaldauf B JrBaldauf Jr, 2005 language planning and policy recent trends, future directions. paper presented at the american association for applied linguistics conference, portland, Oregon, usa. cameron, l. 2003 challenges for elT from the expansion in teaching children. ELT Journal 57 2, 105– the teaching of English at primary level in Vietnam A summary ReportJ MoonMoon, J. 2005, January. Investigating the teaching of English at primary level in Vietnam A summary Report, Paper presented at the Teaching English language at primary level, Ha current situation of primary EL Tin Vietnam. Paper presented at the Teaching English Language at Primary Level ConferenceT Q ThaiMOET strategies for teaching foreign languages at primary level. Paper presented at the Teaching English Language at Primary Level ConferenceN LocLoc, N. 2005, January. MOET strategies for teaching foreign languages at primary level. Paper presented at the Teaching English language at primary level, Ha planning and policy Recent trends, future directions. Paper presented at the American Association for Applied Linguistics ConferenceR B BaldaufRealistic or unattainable and a waste of resources Primary EFL programs in AsiaR B BaldaufJrC Ai-HuaC S K CatherineO HamidH LeeM LiL NorBaldauf, Jr., Ai-Hua, C., Catherine, Hamid, O., Lee, H., Li, M., … Nor, L. 2010, December. Realistic or unattainable and a waste of resources Primary EFL programs in Asia. Paper presented at the Colloquium in The Asian EFL conference, Hanoi, and failures in language planning for European languages in Asian nationsR B BaldaufJrS K C Yeo-ChuaT M H NguyenO HamidM LiL HanaH WuBaldauf, Jr., Yeo-Chua, Nguyen, Hamid, O., Li, M., Hana, L., … Wu, H. 2007, August . Successes and failures in language planning for European languages in Asian nations. Paper presented at the 5th Nitobe Symposium, European Languages and Asian Nations History, Politics, Possibilities, Sophia University, from CouncilBritish Council. 2010. Retrieved from in primary school Gem in the mud, Indonesia, Paper presented at the The way forward Learning from international experience of TEYLI ChodijahChodijah, I. 2008, January. English in primary school Gem in the mud, Indonesia, Paper presented at the The way forward Learning from international experience of TEYL, Bangalore, S K ChuaR B BaldaufJrChua, & Baldauf, Jr. 2011. Microlanguage planning. In E. Hinkel Ed., Handbook of research in second language teaching and learning Vol. 2, pp. 936-951. New York, NY Routledge. Reprints and Corporate Permissions Please note Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content? To request a reprint or corporate permissions for this article, please click on the relevant link below Academic Permissions Please note Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content? Obtain permissions instantly via Rightslink by clicking on the button below If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. 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The forum also enjoyed the attendance of leading experts in English teaching, representatives of publishing houses, employers, managers of businesses from cities and provinces in forum aimed to gather teachers of English language in Vietnam; investigate the demand for teaching and leaning the English language in Vietnam; discuss challenges and opportunities in teaching and learning the English language in the country in order to constantly improve the quality of English teaching; share experience and success stories in teaching and learning the English language of educational facilities; identify the trends of teaching and learning the English language in the world, in the region and in Vietnam in the coming time as well as proposing policies, projects, and encouraging educational facilities, research institutes, businesses, publishing houses to provide support and training together with technology transfer in teaching the English language. The overall objective of the forum was to foster the quality of education and training for human resource with competitive English proficiency for the society and the labor the opening speech, Dr. Nguyen Huu Do - Deputy Minister of Education and Training reiterated that the forum is one of the first significant events on teaching and learning the English language in Vietnam. He added that the Covid-19 pandemic is a challenge, but also an opportunity to foster the teaching and learning of the English language in Vietnam. United States Ambassador to Vietnam Marc Knapper expressed his delight as he joined the forum. Witnessing strong economic, cultural and social growth in Vietnam, Ambassador Marc Knapper said the demand for teaching the English language should see comparable development. Dr Pham Lan Dung, DAV Acting President, shared that the academy is proud to be the host of this event. She wished that the event is held annually to give attention to the teaching and learning of the English language. She added that the most urgent need in the teaching and learning of the English language at the DAV in particular and Vietnam in general is to increase the value of each hour in which English is taught and learnt. Such value is given not only to teachers but also for learners and students. Dr. Dung reiterated that in order to bring the spirit of “teaching and learning of the English language in Vietnam” overseas, there needs to be wise leadership and direction of pioneers. Prof, Dr. Nguyen Hoa, President of VietTESOL, also affirmed that the forum did not take place at an earlier time, but was of great value, especially when online teaching and learning is no longer a situational resort, but has become an indispensable part of the teaching and learning of the English language in the forum, delegates pointed out a great number of noticeable issues in the teaching and learning of the English language in Vietnam. Dr. Nguyen Thi Mai Huu, Head of the NFLP delivered her remarks and stressed that the policies by the Party and the State regarding the teaching and learning of the English language in Vietnam has shown sufficient interest in an increasing demand in Vietnam; but challenges remain to accomplishing the targets set by the Party and the State. MA. Nguyen Nhat Quang, Director of HQT Education Co., Ltd., Deputy National Director at International Society of Teachers, Administrators and Researchers shared his observation, saying teachers are in dire need from the society in educating a student in the new era, as aside from teachers’ efforts, there must be also support in terms of facilities and technology, as well as directions, orientation policies, together with consent and support from parents. Assoc Prof, Dr. Lam Quang Dong, Vice President of the University of Languages and International Studies ULIS in Hanoi, also shared experience and success stories in the teaching and learning of the English language in educational facilities nationwide. Speaking about the improvement of quality of foreign language proficiency tests, he advised reducing the level of commercialization for these tests. Assoc Prof, Dr. Lam Quang Dong also added that educational facilities must be in alignment with the demand for the teaching and learning of the English language in the new era. A representative from Duc Hop high school in Hung Yen province, MA. Tran Thi Thuy also presented her paper on “Renovation in English Language Teaching at High Schools”. She believed the renovation process in the teaching and learning of the English language needs to be continuous, both before and after the Covid-19 pandemic. “Connection; Collaboration; Cultivation are three essential elements of that process”, she event also heard opinions about trends of the teaching and learning of the English language in the world and solutions for Vietnam, from which the role of teachers in the era is discussed. Delegates agreed that teachers’ role is not only to present knowledge, but also to ignite inspiration, create interesting and useful playgrounds for students. Participants of the forum shared the view that the current biggest challenge in the online teaching and learning of the English language is the financial gap among students, and the attitude of learners as they attend online classes. Delegates affirmed that changes need to be made for the adaptation to the new era, and to the post-pandemic situation so that each lesson achieves maximum efficiency. Seeking a suitable learning model after Covid-19, and creating favorable conditions for students to attend lessons more effectively, were the mutual goals of forum participants. Also at the event, Dr. Le Truong Tung, President of FPT University has his assessment of the quality of English language education in university perspective. Accordingly, not only FPT University but also other universities need to offer their students more opportunities for English language education and application. Dr. Tung believed that the most prioritized goal of the teaching and learning of the English language in Vietnam is to get Vietnam out of the “disparity in English competence” in the region, with the vision to establishing exclusive English speaking zones in destinations that attract a large number of tourists such as Sapa, Danang, Nha Trang, etc. These are preparations to make Vietnam one of the countries with English as the second language. MA. Le Duc Thien, Deputy Director of the Personnel and Organization Department - Ministry of Foreign Affairs also delivered a speech, sharing employers’ expectations on English language training. On behalf of employers, Mr. Thien shared that English is required not only for communication, but also to promote the knowledge of applicants. He wished that educational and training facilities continue to provide the Ministry of Foreign Affairs with high quality human the event, Dr. Pham Lan Dung, Acting President of the Diplomatic Academy of Vietnam expressed delight at the success of the forum. She added that the dedication and sharing of delegates throughout three main discussions and parallel sessions, as well as future policies and initiatives will steer the teaching and learning of the English language in Vietnam across challenges towards continuous development. Le Khanh - Quang Thanh

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