VietTESOL International Convention 2026

The transition of English from a foreign language to a second language (L2) within Vietnamese educational institutions emphasizes the integration of English into everyday school operations rather than just isolated classroom subjects. To date, there have been limited studies analysing this policy through a desk-based research approach rather than by listening to teachers themselves. This study explores Vietnamese teachers’ perspectives on this structural shift and the challenges it entails. Grounded in Spolsky’s (2004) tripartite model of language policy and adapted version of Strevens’s ELT model, an explanatory sequential mixed-methods design was employed. The study surveyed 103 English teachers using a 30-item Likert scale, followed by semi-structured interviews with six teachers across public, private, bilingual schools, and language centers. The quantitative findings revealed five major barriers: dominant exam washback, paradoxical teacher readiness, inadequate professional development, classroom constraints and inadequate exposure to the language, all of which might potentially contribute to a pronounced policy-practice gap. Interview data further highlighted substantial differences of policy feasibility across educational contexts, while additional findings also emerged, namely the triple language barrier among ethnic minority students, parental washback reinforcing exam-oriented teaching and a socioeconomic motivation paradox in English learning. These findings highlight the complexity of ESL implementation and imply that authentic reform necessitates context-sensitive teacher support and potential examination overhaul rather than mere top-down guidelines.