Vietnam's National Foreign Language 2020 Projet

Chapter 1.
7
Vietnams National Foreign Language 2020 Project:
Challenges, Opportunities, and Solutions
Nguyen Ngoc Hung
Introduction
In 2008, Vietnam embarked on an ambitious project to increase foreign language
proficiency among its people. The National Foreign Language 2020 (NFL 2020)
was initiated with the aim to renovate the teaching and learning of foreign
languages within the national education system (Socialist Republic of Vietnam
2008). Among all foreign languages, emphasis is placed on English and this 12-year
project managed by the Ministry of Education and Training of Vietnam (MOET)
aims to develop the English capacity of its workforce and increase their ability to
engage in a globalized world. In order to achieve this aim, the NFL 2020 will
explore new approaches to make English language teaching and learning in
Vietnam more relevant, efficient, and productive. It is expected that by 2020, most
Vietnamese students graduating from secondary and vocational schools, colleges,
and universities will be able to use a foreign language in their daily communication.
Policies implemented include adopting the Common European Framework
of Reference (CEFR) and establishing a Language Proficiency Framework for
Vietnam. The CEFR was selected because MOET needed a guideline for measuring
and assessing language proficiency. The CEFR provides a guide in setting
curriculum, teaching and learning practices, and evaluation. It is thought to promote
democracy and accountability in education. It is seen to be teacher-friendly, with
there being an abundance of supporting teaching and research material, and it also
empowers students with more independence in learning. As the CEFR is widely
used in Europe and beyond, it is an ideal standard to adopt in Vietnam.
Developing Teachers Competency

With the adoption of the CEFR, teacher proficiency benchmarks are being set and
teachers retrained to meet expected standards. From 2011-2012, a review was
carried out evaluating teachers proficiency in English. Table 1.7-1 shows that 83
percent of primary school teachers, 87 percent of lower secondary school teachers,
and about 92 percent of upper secondary school teachers are under-qualified to
teach English. A survey conducted among 319 college teachers who taught English
found that almost 45 percent were under-qualified to teach English.
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A1
A2
B1
B2
C1
C2
0%
Primary School English Teachers
22.1% 30.6% 30.3%
8.9%
0.3%
Lower Secondary School English

Teachers
14.5% 33.9% 38.7% 7.7%
0.4%
Upper Secondary School English

Teachers
3.6%
17%
47.7% 23.5% 5.2% 0.1%
Table 1.7-1. Review of teacher proficiency in English.

Recognizing that competent teachers are the key to the success of the
project, an English Teacher Competency Framework (ETCF) has been developed. It
is anticipated that the ETCF will be the blueprint for equipping English teachers in
Vietnam with the knowledge needed and methods of implementation. The ETCF
encompasses five domains. The first domain focuses on knowledge of language,
language learning, content, and curriculum. This addresses the teachers language
proficiency as measured by the CEFR. A B2 is required of primary and lower
secondary school teachers, while upper secondary school teachers are expected to
have language skills at C1. Teachers will be expected to have a working knowledge
of CEFR and be able to apply it to their teaching practice. Teachers will also need to
have an understanding of how languages are learned, the cultures of Englishspeaking and ASEAN countries, the academic content in English, and language
curriculum.
The second domain focuses on knowledge of teaching. This addresses the
methodology in teaching languages, preparing lesson plans, conducting lessons, and
assessing how much students have learnt. It also introduces teachers to resources
and technologies available that can be adapted for language teaching. There are
plans to match schools English curriculum to the CEFR and develop new
textbooks. Information and communications technology (ICT) is expected to be
used in English language training, though there are concerns with teachers being
trained well to use technology in their teaching practice. There have also been
attempts to digitalize English textbooks.
The third domain focuses on knowledge of language learners. It seeks to
understand the learners cognitive ability and effective ways to increase motivation.
It also seeks to reflect on learners values and prior learning experiences. Emphasis
is placed on developing learners creativity, autonomy, and critical thinking skills.
Domain four concentrates on professional attitudes and values. Teachers
will be expected to show professionalism in language teaching. This domain will
focus on developing cooperation and teamwork skills, and also provide opportunity
for professional development and life-long learning. It is hoped that teachers will be
able to make a contribution to the language teaching profession. Interest has also
been expressed in learning from Malaysia on how to put a Teacher Mentoring
System in place.
Domain five encompasses the practice and context of language teaching. It
seeks to connect the learning beyond the language classroom and also require
63

teachers to reflect on their own language learning and their own teaching questions,
and use this information in their teaching practice.
Other policies to be implemented include matching the English curriculum
with the CEFR and setting proficiency benchmarks for students. There are plans to
develop new English Teacher Development Programs (Blended Certificate
Programs) based on the ETCF. There are also plans to set up Regional Foreign
Language Centers to build teaching capacity.
Future Direction
Beyond increasing teachers competency, other plans include setting up a National
Language Testing Center. University courses, such as ICT, engineering, tourism,
and business will be offered in English. At the school level, mathematics and
science will be taught in English. Vietnams English proficiency level is increasing
and Vietnam was classified as moderate in proficiency and ranked 28th in the EF
English Proficiency Index (EF EPI 2013).
In terms of working towards a more integrated ASEAN, it would be useful
to have a common Language Framework of Reference for ASEAN for
benchmarking language proficiency levels. Recognition of certificates and degrees
and a common qualification system to allow for higher education visibility and
exchanges would enable for better integration. Having a common employability
skill standard will also facilitate labor mobility.
References
EF English Proficiency Index (EF EPI). 2013. EF English Proficiency Index
2013.
Education
First.
Available
online
at:
http://www.ef.edu/__/~/media/efcom/epi/2014/full-reports/ef-epi-2013report-master-new.pdf.
Socialist Republic of Vietnam. 2008. National Foreign Language 2020 Project.
Article
1.1,
Decision
1400.
Available
online
at:
http://www.scribd.com/doc/237474972/National-Foreign-Language-2020Project-English-Translations.
64

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Chapter 1.

Developing Teachers Competency

Primary School English Teachers

22.1% 30.6% 30.3%

Lower Secondary School English

14.5% 33.9% 38.7% 7.7%

Upper Secondary School English

47.7% 23.5% 5.2% 0.1%

Table 1.7-1. Review of teacher proficiency in English.

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