Teaching English as a Second Language: Many Concerns for Pedagogy Students

After the project to make English a second language in schools was officially approved, some students who aspire to become teachers expressed mixed hopes and worries.

English class at Nguyen Thi Minh Khai High School taught by young teachers

PHOTO: NHAT THINH

The Prime Minister recently issued Decision No. 2371/QD-TTg approving the Project "Making English the second language in schools for the period 2025 - 2035, with a vision to 2045" (abbreviated as the project). This is a great opportunity for Vietnamese students to integrate, but at the same time, it is also a challenge that requires serious preparation in language skills and teaching methods for pedagogical students.

English as a second language, both waiting and worrying

For example, Nguyen Thi Thanh Huong, a student of the Faculty of Natural Sciences at Ho Chi Minh City University of Education, worries that her English is "not good enough" to teach in class, especially when she has to use specialized natural science terms. "Teaching in English is a big challenge, but if there is a modern bilingual environment, a flexible program and full support equipment, I believe teaching in class will become more lively and effective," Huong shared.

According to Huong, when English becomes a second language, the role of teachers becomes even more important because they not only play the role of imparting professional knowledge but also have to help students use English in daily communication.

Similarly, Nguyen Ngoc Duong, a primary education student at Hue University of Education, shared her joy at hearing the news of English becoming a second language, but also her concerns. "I am happy because students will have the opportunity to access international knowledge, but I am also worried because this means teachers will have to meet higher English proficiency standards," she said.

"Teachers will be the bridge between two languages ​​and two learning cultures. If well supported, this will be an opportunity to help the teaching profession become more professional. On the contrary, if we are not well prepared, we will be under a lot of pressure when teaching," Duong said. She added that the role of language teachers will also become more important when primary school will be one of the first "doors" leading students into a bilingual environment.

Meanwhile, Ngo Cam Giang, a student at Lap Vo 2 High School (Dong Thap), who is nurturing the dream of pursuing a career in geography education, is worried: "I don't know if teacher training schools will soon add criteria for English certificates or entrance exams because my current English ability is not good."

According to Giang, if Vietnamese students learn English as a second language from a young age, they will be more confident and have easier access to world knowledge.

Young teachers attend a teacher training workshop organized by the University of Social Sciences and Humanities (Vietnam National University, Ho Chi Minh City) in 2024

PHOTO: NGOC LONG

Looking for bilingual training

Faced with the above concerns, Bui Hoang Tuan, a student of English Pedagogy at Dong Thap University, said that the current teacher training program still does not meet the requirements of bilingual teaching.

That is why Tuan expects the training program to integrate more content on bilingual teaching methods, bilingual classroom management and technology applications in English teaching. In addition, Tuan also suggests that pedagogical students should participate in internships in schools that are applying the bilingual model to learn directly.

"The school can also organize short-term exchange programs or cooperate with foreign language centers to enhance practical experience. In addition, the teaching staff also needs to be trained in English. Because when teachers can use English in teaching, students will also be trained more regularly," Tuan shared.

Sharing the same view, Ngoc Duong believes that teacher training colleges need to design a curriculum with gradually increasing levels and a reasonable amount of time between Vietnamese and English so that primary school students can easily adapt. In addition, she also proposed adding new subjects, such as teaching methods in English, primary school English, bilingual teaching psychology, and application of educational technology in English...

To prepare in advance, Duong added that she is actively practicing listening and speaking every day, learning specialized vocabulary, joining an English club and teaching volunteer children. She also learned more about the Content and Language Integrated Teaching (CLIL) method to familiarize herself with modern teaching trends.

"Although there are still many challenges, if well prepared, I believe young teachers can completely adapt to the bilingual environment in the future," Duong confidently said.

From the perspective of the special education industry, Hoang Thi Minh Linh, a student at Ho Chi Minh City University of Education, hopes to teach in a modern, friendly environment that encourages creativity from both teachers and students. According to Linh, the curriculum needs to harmoniously combine Vietnamese knowledge such as ethics and social skills with critical thinking and creativity from international programs.

She also hopes that the school can equip interactive screens, smart boards, a bilingual library, and experiential spaces such as reading corners or STEAM corners (science, technology, engineering, arts and mathematics). "If students can study in such an environment, they will be able to both study and play more enthusiastically," Linh shared.

Source: https://thanhnien.vn/dua-tieng-anh-thanh-ngon-ngu-thu-hai-sinh-vien-su-pham-nhieu-noi-lo-18525111115573497.htm