VietTESOL International Convention 2026

Despite ongoing reforms in English language education in Vietnam, a persistent gap remains in primary classrooms: students are exposed to English instruction, yet have limited opportunities to use the language meaningfully. This paper addresses the gap by proposing a practical, classroom-based approach to reposition English from a subject of study to a medium of everyday use.
The study draws on an action research project conducted over one semester in a Vietnamese public primary school. The intervention integrates English into daily classroom routines, structured interaction, and task-based learning activities, enabling continuous and accessible language use. Rather than relying on ideal conditions, the approach is designed for real classrooms with typical constraints such as large class sizes and limited exposure.
Data were collected through classroom observations, student work samples, and recordings of learner interactions. The findings show a clear increase in spontaneous language use, student participation, and communicative confidence. Notably, students began to initiate English use beyond teacher prompts, indicating a shift from passive learning to active language engagement.
Based on these findings, the paper proposes the L.I.V.E Model (Language Integration for a Vital Ecosystem), consisting of four interconnected components: Language Routines, Interactional Scaffolding, Value-driven Tasks, and Experiential Reflection. The model provides a feasible and scalable framework for teachers seeking to create language-rich environments within public school contexts.
This study offers both theoretical insight and practical implications for repositioning English in early education, particularly in resource-constrained EFL settings.