In Conclusion No. 91, regarding the continued implementation of Resolution 29 of 2013 by the Party Central Committee on "fundamental and comprehensive reform of education and training, meeting the requirements of industrialization and modernization in the context of a socialist-oriented market economy and international integration," the Politburo emphasized the need to enhance students' foreign language proficiency, aiming to gradually make English the second language in schools.

Professor Nguyen Minh Thuyet, former Deputy Chairman of the National Assembly's Committee on Culture, Education, Youth, and Children, acknowledges the difficulty of this task but asserts its inevitability.

"Nearly a decade ago, some ministry leaders proposed making English Vietnam’s second language, given its status as the global lingua franca and its critical role in international integration. As a member of ASEAN, where English is the common language, Vietnam must eventually adopt English as the second language in schools and, later, nationwide," Thuyet explained.

However, Thuyet highlighted that making English the official second language of the country would require constitutional amendments, which are beyond the government's authority. Nonetheless, the government can develop strategies to establish English as the second language in educational institutions. According to Article 11 of the Education Law, the government is responsible for regulating the teaching and learning of foreign languages within schools.

One significant challenge in Vietnam is the limited use of English among the general population. Therefore, establishing English as the second language in schools will require a long-term plan with practical, concrete steps.

"There are several critical issues to clarify, such as: What defines a second language? What roles does a second language play? For ethnic minority children, how does learning their mother tongue fit in? These questions need to be addressed through legal documents," Thuyet noted.

The Prime Minister’s Decision No. 72 from 2014, which governs the teaching and learning of foreign languages in schools, may need to be reviewed and revised to align with Conclusion No. 91 from the Politburo. For instance, the policy could be updated to include teaching certain subjects in English, rather than merely promoting general foreign language education.

Professor Thuyet also suggested that authorities should determine which educational levels or areas of study should first adopt English instruction.

"In the short term, we could develop two parallel programs: one teaching all subjects in Vietnamese and another teaching some subjects (such as Math, Science, and Technology) in English, with the rest in Vietnamese. Local authorities can decide which program to implement in their areas. In regions with both programs, students can choose the one that suits them. If a local area doesn’t offer the English-taught program, students should be allowed to attend schools in other areas that do," Thuyet proposed.

"Even in mountainous areas, some schools could begin teaching certain subjects in English. While remote regions may not be able to implement this immediately, a gradual, well-planned rollout is necessary. We cannot remain stagnant under the guise of ‘gradual implementation’ without making actual progress."

Thuyet also emphasized the need for clear regulations on assessing and evaluating the effectiveness of English language teaching and learning.

An uphill task

Ha Anh Phuong, an English teacher at Huong Can High School in Thanh Son District, Phu Tho Province, agrees that making English the second language is a necessary but challenging goal that must be pursued gradually.

"In the current context, it will take time to establish English as a second language," Phuong noted.

As an English teacher in a mountainous area, Phuong has seen firsthand the difficulties of making English an elective subject in the high school graduation exam. In many provinces, English is not even a mandatory subject for entrance exams.

"With the mindset of only studying what is tested, students, especially those in mountainous areas, often neglect English if it’s not on the exam. This lack of interest and motivation hinders efforts to establish English as a second language, widening the gap between urban and rural areas in terms of foreign language proficiency," Phuong observed.

To gradually make English the second language in schools, Phuong believes that local authorities must foster a strong learning environment, change assessment methods, and incorporate English into entrance exams. Revising how English is tested and evaluated will naturally influence how it is taught and learned.

Phuong also advocates for exam structures that focus more on practical English skills rather than just language knowledge. This approach will help students develop real-world language abilities rather than merely passing tests without being able to effectively communicate in English.

Moreover, Phuong suggests that schools should create language-learning environments that connect students with local culture. For example, she often engages her students in projects like “I am Muong Ethnicity,” where they produce bilingual content to preserve and promote Muong culture. This includes creating Spotify playlists and radio programs in both Vietnamese and English and connecting with international friends to share Muong culture globally. Such activities make English learning more relevant and engaging.

For ethnic minority students, Phuong emphasizes the importance of distinguishing between a "foreign language" and a "second language," as their mother tongue is typically their first language, followed by Vietnamese, with English as an additional language.

Thuy Nga