Vietnam’s National Foreign Language 2020

1. General goal
By implementing a new foreign language teaching and learning program at all
educational levels and training degrees, the Vietnamese government aims to achieve significant
progress in the proficiency and ability to use foreign languages among the workforce, especially
in prioritized fields by 2015. Moreover, by 2020, the majority of Vietnamese youth graduating
from secondary, college, and university levels are expected to have sufficient foreign language
proficiency to use independently and confidently in communication, study, and work in the
integrated, multilingual, and multicultural environment. (p.32)
2. Specific goal (for different levels/grades)

The goal is developing and issuing a unified and detailed foreign language proficiency
framework with six levels compatible with widely used international foreign language
proficiency levels. This framework will serve as the basis for designing curricula, teaching
materials, lesson plans, and assessment criteria at each educational level and training degree,
ensuring coherence in foreign language education across levels. The foreign language
proficiency framework must clearly define requirements for listening, speaking, reading, and
writing skills, aligned with the criteria of the six-level framework established by the Association
of Language Testers in Europe (ALTE), abbreviated as CEFR. In this framework, Level 1 is the
lowest and Level 6 is the highest. (p.25-27)

6-level Foreign
Language Competency CEFR Description
Framework
Elementary Can understand and use familiar everyday expressions and basic phrases
aimed at satisfying concrete needs. Can introduce oneself and others and
Level 1 A1 can ask and answer questions about personal details such as where one
lives, people one knows, and things one has. Can interact in a simple way
provided the other person talks slowly and clearly and is prepared to help.
Level 2 A2 Can understand sentences and frequently used expressions related to areas
of most immediate relevance (e.g., very basic personal and family
information, shopping, local geography, employment). Can communicate in
 simple and routine tasks requiring a simple and direct exchange of
information on familiar topics and activities. Can describe in simple terms
aspects of their background, immediate environment, and matters in areas
of immediate need.
Can understand the main points of clear standard input on familiar matters
regularly encountered in work, school, leisure, etc. Can deal with most
situations likely to arise whilst traveling in an area where the language is
Level 3 B1
spoken. Can produce simple connected text on topics that are familiar or of
personal interest. Can describe experiences and events, dreams, hopes, and
ambitions and briefly give reasons and explanations for opinions and plans.
Intermediate Can understand the main ideas of complex text on both concrete and
abstract topics, including technical discussions in their field of
specialization. Can interact with a degree of fluency and spontaneity that
Level 4 B2 makes regular interaction with native speakers quite possible without strain
for either party. Can produce clear, detailed text on a wide range of subjects
and explain a viewpoint on a topical issue giving the advantages and
disadvantages of various options.
Can understand a wide range of demanding, longer texts and recognize
implicit meaning. Can express ideas fluently and spontaneously without
much obvious searching for expressions. Can use language flexibly and
Level 5 C1
effectively for social, academic, and professional purposes. Can produce
clear, well-structured, detailed text on complex subjects, showing
Advanced controlled use of organizational patterns, connectors, and cohesive devices.
Can understand with ease virtually everything heard or read. Can
summarize information from different spoken and written sources,
Level 6 C2 reconstructing arguments and accounts in a coherent presentation. Can
express themselves spontaneously, very fluently, and precisely,
differentiating finer shades of meaning even in more complex situations.

- Foreign language teachers training: in recent years, teacher training at both the primary
and secondary levels has gradually been adjusted to meet the new requirements of the
 curriculum. Currently, teachers are trained to encourage students to communicate,
stimulate their interest in different cultures and languages, and guide them in exploring
external environments. (p.9)
3. Actual situation of teaching and learning a foreign language

For secondary schools, a teacher team has been established for the secondary education
level. 75.4% of foreign language teachers at lower secondary schools hold a college degree in
foreign languages, and 97.3% of foreign language teachers at upper secondary schools hold a
university degree. The majority of teachers are trained annually in terms of professional expertise
and pedagogy. A certain number of teachers have participated in training courses to improve their
foreign language proficiency and teaching skills abroad. However, overall, the teaching staff is
insufficient in both quantity and quality according to the program's requirements. The content
and methods of teaching and learning have not focused adequately on developing students'
authentic communication skills. As a result, after graduating from secondary school, most
students are unable to communicate in a foreign language as intended by the program's
objectives. (p.12)

For universities and non-specialized colleges (non-foreign language majors), lecturers

play a crucial role in determining the quality of foreign language training for both specialized
and non-specialized students. Over 76% of the current foreign language teaching staff are
English teachers, with French teachers making up nearly 10%, Russian teachers 6.5%, Chinese
teachers 4.3%, and teachers of all other foreign languages comprising only 3.3%. The average
student-to-teacher ratio is 163 students per teacher across both specialized and non-specialized
programs, which is quite high. If this ratio is broken down by language, English has the highest
ratio of nearly 200 students per teacher, French has the lowest at 51 students per teacher, and
other foreign languages average 111 students per teacher. The issue of the quantity and structure
of foreign language lecturers is one that requires attention.

In terms of qualification, 88% of the lecturers have a degree of university level or higher,
leaving 12% of foreign language teachers with qualifications below the required standard.
Currently, 18% of teachers have not undergone pedagogical training. The proportion of contract
teachers is 32% of the total teaching staff. The teaching and learning methods still mainly follow
traditional approaches, focusing primarily on grammar and vocabulary. The training of listening,
speaking, reading, and writing skills is very limited due to the large class sizes and the lack of
necessary equipment. Active teaching and learning methods are only applied in specialized
programs. (p.16)

4. Limitations of teaching and learning a foreign language

However, in the current era of globalization and international integration, as Vietnam opens
up to the world and fosters friendships with other countries, the teaching and learning of foreign
languages within the national education system has revealed numerous limitations, most notably
the following:

a. The foreign language proficiency of Vietnamese students is generally still limited; they lack
the competence to use foreign languages as a tool for confident communication.

b. The effectiveness of foreign language use among graduates remains low. The majority of
college and university students are not capable of using foreign languages to consult or research
foreign materials, nor to enroll in programs conducted in foreign languages. In the workplace,
especially in the context of international integration, foreign languages remain a significant
weakness of the Vietnamese workforce. (p.23-24)

INTERPRETING MOET’S2018 GENERAL EDUCATION ENGLISH CURRICULUM

(p.16)

Lower secondary school students (aged 11–14) are transitioning from childhood to
adolescence, during which they develop the ability to think logically and abstractly. At this stage,
they can analyze English more effectively and produce connected sentences correctly. This
developmental stage is essential for fostering communicative competence, as students become
more independent in their social interactions and are capable of handling more complex
cognitive and linguistic tasks. Both teacher-centred and learner-centred approaches play
important roles in successful lessons. However, if lessons are primarily teacher-centred, they
may not provide sufficient opportunities for students to use English in meaningful contexts.
Meaningful use of language is essential for developing communicative competence. The
curriculum emphasizes the need for tasks and activities that engage students in using the
language interactively and meaningfully across all four skills.
 To acquire communicative competence, students must have ample opportunities to use
the language meaningfully in the classroom. This involves interaction not only with peers but
also with the teacher, textbooks, and available electronic resources. Creating these opportunities
is critical for ensuring that students develop real-world communication skills. The adoption of
Communicative Language Teaching (CLT) and a learner-centred approach redefines the roles of
both teachers and students. Teachers take on multiple roles, such as instructor, mentor,
participant, and researcher, while students become active negotiators of their own learning, as
well as collaborators with their peers. This shift emphasizes the importance of active
participation and collaboration in the learning process. Developing communicative competence
requires meaningful interaction that involves all available resources, including the teacher, peers,
textbooks, and electronic tools. Classroom tasks and activities are designed to encourage this
type of interaction, ensuring that students actively engage in communication.

5. Textbooks

The old English textbook, particularly English 9, includes exercises designed to practice
all four language skills, along with a Language Focus section dedicated to grammar. Each unit
revolves around a distinct topic, with themes related to real-life communication scenarios.

For speaking exercises, the primary focus is on practicing sentence structures and pre-
written conversations. These activities often do not require students to draw on their own ideas or
resources to communicate independently. For example, in Unit 2 of English 9, students work in
small groups to ask and answer pre-given questions about clothing. They are then tasked with
creating two additional questions about what people wear for special occasions. In the following
exercise, students use example sentences to report their findings to others.
 The new textbook includes exercises designed to practice the four language skills and
dedicated sections for grammar, vocabulary, pronunciation, and communication. In the
communication section, students are introduced to useful phrases for everyday English, with a
strong emphasis on listening and speaking. They listen to conversations and practice applying
newly learned language in real-life situations. Additionally, they have to use their own ideas and
language resources to ask and answer questions on specific topics (e.g., a favorite place of
interest – Unit 1, Grade 9). After completing the exercises focused on the four skills, students
undertake a project designed to foster collaboration and critical thinking. For example, in the
Unit 1 project for Grade 9, students work in groups to interview their classmates about the
changes they would like to see in their community. The group then compiles their findings and
presents them to the class.
English Language Teacher Training Material

Approach to Development/Composition (p.9)

- The Grade 9 English curriculum is designed with the perspective that communicative
competence is the primary goal of the teaching process, while linguistic knowledge
serves as the means to develop and enhance communication skills through listening,
speaking, reading, and writing.
- The curriculum is structured based on a system of interrelated and meaningful themes
and topics. These are closely aligned with students' learning and living environments and
support the development of communicative competence according to the required
outcomes specified for Grade 9. Through the implementation of this system of themes
and topics, students are also introduced to content from other subjects at an appropriate
and feasible level.
- It also ensures a student-centered approach to teaching and learning. Students'
communicative competence in English is developed through active, proactive, and
creative learning activities. Teachers act as facilitators and guides in the teaching process,
encouraging students to participate in language practice activities to the fullest extent and
gradually improve their ability to learn independently.

Guidelines and Basic Requirements for Innovating Teaching Methods/Organizing

Educational Activities (p.27)

- The main educational approach in the National General Education Curriculum for
English is the communicative language teaching approach. This approach allows for the
use of various teaching methods, emphasizing the development of students'
communicative competence and their ability to apply grammar rules to form correct and
appropriate sentences through the skills of listening, speaking, reading, and writing. The
communicative language teaching approach shares similarities with the learner-centred
approach in educational theory.
 - Another educational method specified in the Curriculum is the competence-based
approach. For teaching foreign languages in general, and English in particular, the
competence-based approach reflects the following key principles and guidelines:

+ the purpose of foreign language learning must be clearly defined, with specific language skills
outlined from the beginning

+ language functions play an important role in the curriculum

+ language can be divided into functional parts that can be taught, tested, and evaluated

+ communicative competence is the central focus