Many primary and secondary school teachers have studied English, taken exams, and obtained standard certificates. However, after that, they didn't use the foreign language regularly during their work, leading to a decline in proficiency. In fact, teachers of Literature, History, Chemistry, Geography, etc., rarely have to communicate in English. Therefore, these teachers have few opportunities to practice all four skills: listening, speaking, reading, and writing. With infrequent use of a foreign language, a decrease in reflexes is inevitable.
English - the 'key' to expanding knowledge.
Recently, the City Department of Education and Training, in collaboration with IIG Vietnam, conducted a survey on the English proficiency of over 9,300 secondary school teachers. A notable finding was that many teachers did not perform as expected, despite possessing language certificates. This result highlights a long-standing but often overlooked issue in the education sector: the gap between standardized proficiency and actual usage.
Báo Đồng Nai•28/06/2026The aforementioned problem is not unique to the education sector; other sectors are also facing this situation. This is not due to whether teachers are trying hard or not, but because English is not yet considered a frequently used tool.
For many years, foreign language learning among teachers has followed the familiar cycle of learning - testing - achieving standards - meeting requirements. Meanwhile, the environment for maintaining foreign language proficiency after achieving standards has not been clearly defined. When the use of a foreign language does not become a regular need, it is inevitable that knowledge will gradually fade away.
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Recent surveys have revealed significant changes in the demands placed on teachers. Teachers now work not only with textbooks but also need to access and explore new teaching methods through the application of modern technology to utilize international resources. Many of these technologies and knowledge sources are often updated in English beforehand. Therefore, to effectively utilize modern technology and quickly access new knowledge for professional development, proficiency in English (listening, speaking, reading, and writing) is essential.
The positive aspect is that the Dong Nai education sector does not use surveys as a tool to pressure teachers. This is a suitable approach, avoiding a race for achievements and results that are good but do not accurately reflect the reality. However, for the survey to be meaningful, the Dong Nai education sector needs appropriate solutions for tens of thousands of teachers. These solutions should not only include short-term training courses or setting additional targets and assigning responsibilities to individual teachers. Instead, teachers need to be divided into groups to learn according to their needs, possibly through digital platforms, and more importantly, create opportunities for teachers to use English in their work. Because foreign languages, like other skills, need to be learned, honed, and used regularly.
Dong Nai is among the top provinces nationwide in terms of participating in deep and rapid integration into the global economy. The city is also a major center in Vietnam for attracting foreign investment, import and export, and innovation. The city's goal is to become a knowledge-based economic center, a dynamically developing area with a strong science and technology sector. To achieve this goal, Dong Nai needs a high-quality workforce. The education sector plays a crucial role in training this workforce to meet the city's needs. This must begin with teachers overcoming language barriers and building a solid foundation for a high-quality workforce to contribute to Dong Nai's accelerated and sustainable development.
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Source: https://baodongnai.com.vn/chinh-polit/xa-luan---binh-luan/202606/tieng-anh-chia-khoa-mo-rong-tri-thuc-719152f/
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