Speaker
Description
The national initiative to reposition English from a foreign language to a second language in Vietnamese education has created important implications for universities under the Ministry of Public Security (MPS). Traditionally, English instruction in these institutions has mainly followed an EFL-oriented approach emphasizing language knowledge and examination performance. However, growing demands for international law enforcement cooperation, academic mobility, and digital transformation require more communicative, intercultural, and professionally oriented uses of English in public security education. This paper discusses the development of a second-language ecosystem in MPS universities within the broader context of educational reform and international integration. Drawing on perspectives from TESOL, intercultural communicative competence, and technology-enhanced language learning, the paper examines challenges related to curriculum design, assessment practices, teacher development, and institutional language environments. Particular attention is given to preparing future security officers for intercultural communication in international professional contexts where English functions as a lingua franca for cooperation, negotiation, and information exchange. The paper also highlights the role of blended learning ecosystems in extending English learning beyond traditional classrooms through online platforms, AI-assisted tools, multimedia resources, and digitally mediated communication. It is argued that repositioning English in MPS universities should move beyond curriculum reform toward the creation of an integrated linguistic, intercultural, and digital ecosystem supporting communicative competence and international readiness in Vietnam’s public security education sector.
Biography
Đặng Nghiêm Thu Nga is an English lecturer and educational administrator at the Vietnam People’s Security Academy. She holds an MA in English Language Teaching Methodology from the University of Languages and International Studies, Vietnam National University, Hanoi. Her professional expertise includes language testing and assessment, curriculum and materials development, computer-based language assessment, and technology-enhanced language teaching. She has participated in developing English test item banks, language training programs, and digital assessment systems aligned with the Vietnamese National Foreign Language Project. Her recent work focuses on communicative language assessment, integrated-skills testing, and the modernization of English proficiency testing in digital environments. She has published research papers in the areas of applied linguistics, English language teaching, and language assessment in various academic journals and conference proceedings.
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