English becomes a compulsory subject from grade 1: Opening the door to the future

THE WHOLE POLITICAL SYSTEM IS INVOLVED

Making English a compulsory subject cannot be the task of the education sector alone. It is the responsibility of the entire political system, because education is the cause of all people. Local authorities, businesses, and social organizations need to join hands to support and create conditions for all students - whether in urban or mountainous areas, remote areas or islands - to have the opportunity to learn foreign languages well.

A country can only truly develop when children in the highlands can learn to speak English like children in the city; when people in coastal and border areas can also use foreign languages to connect, do tourism and trade. This policy will only be successful if it is accompanied by a scientific , synchronous and humane implementation roadmap - leaving no one behind.

THE FOUNDATION FOR BREAKTHROUGH

It can be said that Vietnam has a relatively solid foundation for implementing this policy: The rate of English teaching from primary to high school has accounted for the majority. The number of teachers with qualifications, professional competence and international certificates is increasing. Some localities have native teachers teaching, creating a lively learning environment with accurate pronunciation. The developed internet system and digital technology help learners access resources, courses, videos, and online chat with foreigners - something that was previously unimaginable.

- Ảnh 1. — Vietnam has a relatively solid foundation for implementing the policy of making English the second language in schools.

These advantages are the launching pad for a comprehensive reform. If invested in the right direction, Vietnam can shorten the language gap with advanced countries, especially in global human resource training.

DIFFICULTIES AND CHALLENGES

However, the project will not become a reality if we do not face and resolve the existing paradoxes. Currently, although there is a shortage of English teachers in many localities, many English pedagogy students do not want to pursue this profession. The underlying reasons are low income, limited opportunities for tutoring, and the difficult life of teachers.

In addition, the civil service entrance exam is too strict, while many schools are seriously lacking teachers. The gap between demand and policy causes human resources to not be allocated properly.

Hiring native teachers is highly effective, but the cost is very high, beyond the capacity of most public schools, especially in remote areas. In addition, facilities - such as foreign language classrooms, labs, internet access - are still limited in many places, making the implementation of online teaching or technology application ineffective.

LET POLICY COME TO LIFE

For this policy to be truly successful, not just in form, a system of synchronous, sustainable and creative solutions is needed:

First, build a special incentive policy mechanism for English teachers.

Second, strengthen training and professional development, encourage English teachers to study abroad for short periods to improve teaching methods and update international standards.

Third, promote the socialization of education, mobilize resources from businesses, organizations, and scholarship funds to invite native teachers to teach in rotation at schools. It is not necessary to hire long-term, but can implement the "teach and tour" model - foreign teachers come to teach short-term, exchange culture, and motivate students.

Fourth, invest in physical facilities and digital infrastructure - especially in remote areas. Each school needs to have at least one standard foreign language lab, a stable internet connection, and an online learning software system so that learning can be done anytime, anywhere.

Fifth, give the principals the right to recruit so that they can be proactive and flexible in contracting teachers. This will save budget (because contract work costs less than the payroll), and help attract talented, dynamic staff, instead of waiting for rigid administrative procedures. When leaders are trusted, they will know how to balance resources in accordance with local realities.

IMPLEMENTATION ROADMAP

A good policy is only valuable when it is implemented fairly and feasiblely. Therefore, a reasonable implementation roadmap is needed, stratified by region.

In large cities, where facilities and staff are ready, it is possible to deploy comprehensively immediately, combining international proficiency tests (IELTS, TOEFL, CEFR).

In rural and mountainous areas, it is necessary to follow a roadmap for each level of education and each school cluster; combine online learning, television, and teacher rotation.

In border and island areas, priority should be given to investing in technology, opening online English classes with remote teachers, and training local teachers to ensure sustainability.

Thus, from North to South, from lowland to highland, all students have access to foreign languages with equivalent quality, narrowing regional gaps and creating a fair foundation for development opportunities.

The decision to make English a compulsory subject from grade 1 opens the door to the future, but to get there, we must have the consensus of the whole society.

If every Vietnamese child can speak, write and think in an international language, the future of the country will be many times brighter.

Education today not only teaches knowledge, but also instills the desire to reach out to the ocean. Each foreign language lesson is not just a grammar lesson, but a bridge that brings students to the world - where Vietnam confidently stands shoulder to shoulder with friends from all over the world.

Impacting about 50,000 educational institutions with nearly 30 million learners

The Government's project "Making English the second language in schools for the period 2025-2035, with a vision to 2045" was announced at the end of October, in which the major change is that at the general education level, all schools must teach English compulsorily from grade 1.

According to estimates by the Ministry of Education and Training, the project will impact about 50,000 educational institutions with nearly 30 million children, pupils, and about 1 million managers and teachers at all levels, fields of study, and training sectors.

The project implementation period is 20 years (2025 - 2045), implemented in 3 main phases. In which, phase 1 (2025 - 2030) will build the foundation and standardize so that English is used regularly and systematically in the educational environment. The goal is that 100% of general education institutions teach English compulsory from grade 1 (currently this regulation applies from grade 3 but many localities still lack teachers); 100% of preschool education institutions in cities, urban areas... for children to be familiar with English...

Phase 2 (2030 - 2035) expands and strengthens, promoting the use of English more frequently...

Phase 3 (2035 - 2045) is to complete and improve, English is used naturally, developing an ecosystem of using English in the educational environment, communication and school administration...

Source: https://thanhnien.vn/tieng-anh-tro-thanh-mon-hoc-bat-buoc-tu-lop-1-mo-canh-cua-cho-tuong-lai-18525111600444965.htm