Adjusting foreign language proficiency framework in Vietnam: In line with international trends

More access opportunities

Expressing agreement with this draft, Associate Professor Nguyen Thanh Thuy - Principal of Nam Tu Liem Primary School (Xuan Phuong, Hanoi ) said that the draft basically keeps the same level as before (6 levels), only adding the first level to apply to preschool and early primary school.

Adding the Pre-A1 level is reasonable to introduce English to children from preschool, which will be much more convenient for primary school when English becomes the second language in school and is no longer an elective subject. The Pre-A1 level (equivalent to the Pre-A1 level of the Common European Framework of Reference - CEFR version 2020) helps cover the entire spectrum of foreign language proficiency, from the introductory stage to the level of proficiency.

“Providing descriptions of foreign language competence in accordance with the psychological characteristics and the goal of forming an initial language foundation for preschool and primary school children. The new competence framework, including Pre-A1, will be a synchronous legal basis for implementing teaching, evaluating and developing foreign language programs in the entire education system. This will create more favorable opportunities for students to access English early,” said Associate Professor Nguyen Thanh Thuy.

According to Ms. Le Thi Thu Huong - Principal of Sai Dong Urban Primary School (Phuc Loi, Hanoi), this helps educational institutions, teachers and program development experts have an accurate basis in setting goals, organizing teaching, compiling documents and evaluating the effectiveness of young students. At the same time, providing more detailed competency descriptions for each skill (listening, speaking, reading, writing) at the elementary level, helping teachers orient and implement appropriate teaching methods.

The update of the Vietnamese foreign language competency framework with the addition of the Pre-A1 level helps ensure consistency and compatibility with advanced language education standards in the world . Thereby, creating more favorable conditions for Vietnam in international cooperation, training linkage and recognition of foreign language assessment results between different education systems around the world. The new competency framework is the basis for recognizing foreign language certificate levels equivalent to the levels in the Vietnamese competency framework.

From teaching practice, Ms. Bui Thi Thu Trang - English teacher, An Hung Primary School (Duong Noi, Hanoi) highly appreciated the Ministry of Education and Training's update of the Foreign Language Competency Framework according to CEFR 2020 and the addition of Pre-A1 level in line with the trend of early foreign language teaching and the psychological conditions of primary school students. This adjustment helps educational institutions have clear, scientific teaching goals and approach international standards.

Children at Bac Tu Liem Kindergarten (Tay Tuu, Hanoi) during a classroom activity. Photo: Dinh Tue

Identify the challenges

According to Ms. Bui Thi Thu Trang, the English teaching staff of An Hung Primary School currently basically meets the requirements. Teachers have qualified qualifications, have been trained in the 2018 General Education Program and have experience teaching English to young students. Students are introduced to English from an early age; many have studied in kindergartens and foreign language centers, creating a favorable foundation when approaching the Pre-A1 standard.

The school’s facilities are relatively complete. The school has a foreign language classroom and audio-visual equipment to support new teaching methods. Pre-A1 is suitable for the abilities of students in grades 1-2, helping to reduce the pressure of achieving A1 too early, creating a comfortable mentality and supporting the natural development of language in children.

However, some classes have 45–50 students, making it difficult to organize communication and interaction activities – which are the focus of the Pre-A1 level. There is no unified Pre-A1 document or program. Current textbooks do not clearly define Pre-A1 goals, so teachers have to adjust them themselves, leading to a lack of consistency. The Pre-A1 level requires teaching through games, experiential activities, and assessment through observation, so teachers need additional training.

Ms. Le Thi Thu Huong - Principal of Sai Dong Urban Primary School said that the biggest difficulty in implementing this policy is the problem of the teaching staff. Many schools in remote areas are seriously lacking English teachers in general and teachers with expertise and pedagogical skills to teach English to preschool and primary school children in particular.

“Teaching foreign languages to young children (Pre-A1) requires specific pedagogical methods such as: learning while playing, focusing on children, using images, songs, and movements. Current teachers, including primary school English teachers, need to be retrained/retrained in depth on Pre-A1 teaching methods to achieve high efficiency, avoiding mechanical translation or teaching heavily on grammar,” Ms. Le Thi Thu Huong analyzed.

Sharing the same view, Ms. Tran Thi Lien - Principal of Bac Lenh Primary School (Cam Duong, Lao Cai) shared that teaching English effectively to young children requires a team of quality teachers, functional classrooms, audio-visual equipment, information technology and visual teaching aids. The difference in material conditions between regions can easily lead to differences in training quality.

In terms of solutions, the Ministry of Education and Training needs to issue a detailed description of Pre-A1 competencies, clearly stating the requirements for each listening - speaking - reading - writing skill with illustrative examples and sample lessons; provide or recommend a set of standard documents for Pre-A1 level; organize training courses for primary school English teachers. Teaching methods for young children according to CEFR 2020; Design communication activities; Assess competencies based on observation and learning records.

Commenting on this draft, Ms. Bui Thi Thu Trang - teacher of An Hung Primary School suggested that the Ministry of Education and Training should consider a flexible implementation roadmap from now until 2027. Create conditions for localities and schools to fully prepare human resources and learning materials before officially applying. Suggest reducing the number of students or having teaching assistants for grades 1-2 to ensure effective organization of communication learning activities in accordance with the spirit of the Pre-A1 level.

“The addition of the Pre-A1 level is a scientific and modern adjustment that helps standardize the assessment of foreign language proficiency for preschool and primary school children, creating a solid foundation for implementing the strategy of making English a second language, thereby improving the quality of education and international integration of Vietnam,” said Ms. Tran Thi Lien, Principal of Bac Lenh Primary School.

Source: https://giaoducthoidai.vn/dieu-chinh-khung-nang-luc-ngoai-ngu-o-viet-nam-phu-hop-xu-the-quoc-te-post759283.html