VietTESOL International Convention 2026

As Vietnam continues shifting from English as a Foreign Language (EFL) toward English as a Second Language (ESL), English education is often framed around Vietnamese as the common language of schooling and English as the second language to be developed. This frame, however, does not fully reflect the experiences of many ethnic minority learners. For these learners, an indigenous language may be acquired first, Vietnamese is often learned and used as an additional national language, and English becomes a third or further language. Drawing on language policy documents and existing discussions of multilingual education, this paper examines how English is positioned in relation to ethnic minority learners in Vietnam’s ESL transition. Using a qualitative and interpretive approach, the paper argues that viewing English only through an ESL framework may overlook the multilingual realities, identity-related experiences, and educational challenges faced by minority learners. It highlights the need for a more inclusive approach to English education, one that recognises the interaction among indigenous languages, Vietnamese, and English in learners’ educational experiences. The paper contributes to current discussions on language policy by suggesting that Vietnam’s ESL transition should take greater account of linguistic diversity and the learning experiences of ethnic minority communities.