Primary English language education policy in Vietnam: insights from implementation

TLDR

English is being introduced into primary curricula across many Asian non‑English‑speaking countries, including Vietnam, where the Ministry of Education and Training recently issued guidelines for a compulsory EFL curriculum from Grade 3, yet research on successful implementation remains scarce. This study investigates how the primary English language policy is implemented in two Hanoi primary schools—one private and one public—to shed light on EFL teaching practices at the primary level in Vietnam. The authors conducted an exploratory case study, gathering data through classroom observations and interviews with various stakeholders. Implementation differed between the schools, with the private school achieving better outcomes, but the 2010 program has had little impact on teacher supply, training, resources, methods, or materials, hindering teaching effectiveness, and the study proposes several ways to improve the situation.

Abstract

The introduction of English in primary education curricula is a phenomenon occurring in many non-English-speaking countries in Asia, including Vietnam. Recently, the Ministry of Education and Training (MOET) in Vietnam issued guidelines for the piloting of an English as a foreign language (EFL) primary curriculum in which English is taught as a compulsory subject from Grade 3; however, there is limited research on the practices required to successfully implement this policy. This paper reports on a study that looked at the implementation of the primary English language policy in terms of the policy goals in two primary schools, one private and the other public, in Hanoi to shed light on the practice of EFL teaching at the primary level in Vietnam. The research was conducted as an exploratory case study with data collected from multiple sources, including classroom observations and interviews with different stakeholders. The results revealed variation in the implementation of primary English education between the two schools, with the private school providing better outcomes. The language planning issues discussed in this study, including teacher supply, training and professional development, resourcing, teaching methods, and materials, have been raised in previous educational research in Vietnam. However, despite being a new start to primary English, the 2010 programme seems to have done little to improve policy implementation in these areas, hindering the effectiveness of teaching English in schools. This study suggests a number of ways the current situation might be improved.