Speaker
Description
This transition reflects a strategic language policy direction aimed at equipping learners with practical communicative competence for global participation. Rather than positioning English as an isolated academic subject, the ESL perspective emphasizes its role as a functional medium for interaction in educational, professional, and social contexts.
A critical factor supporting this shift is the integration of technology into language teaching and learning. Digital tools such as learning management systems, mobile applications, and AI-powered platforms enable more interactive, learner-centered, and context-rich experiences. These technologies provide learners with access to authentic input, real-time communication, and personalized feedback, thereby fostering greater language immersion even in traditionally EFL environments. For teachers, technology also offers innovative ways to design communicative tasks and monitor learner progress.
However, the transition to ESL in Vietnam presents several challenges, including gaps in teacher training, inconsistencies in policy implementation, and unequal access to technological infrastructure across regions. Without addressing these issues, the effectiveness of this shift may be limited.
This paper proposes that aligning language policy with technological innovation and teacher development is essential for successful implementation. It further highlights practical implications for classroom practices that promote communicative competence. By embracing an ESL-oriented framework supported by technology, Vietnam can better prepare learners to engage confidently in the globalized world.
Biography
My name is Tran Thi Van Ha, and I have dedicated more than 23 years of my life to teaching English at Quoc Hoc High School in Qui Nhon Ward, Gia Lai Province. Growing up in a rural village, I quickly realized that learning English was not just an academic requirement but a vital skill for the future. From an early age, I developed a strong determination to master the language despite the limited learning conditions around me.
During my university years, I was very aware that my English proficiency was not as strong as that of many of my classmates. While others seemed more confident and fluent, I often struggled with my language skills. However, instead of feeling discouraged, I used this challenge as motivation to work harder. Through persistence, self-discipline, and continuous practice, I gradually improved and achieved results that I am proud of today.
My long teaching career has allowed me to share not only knowledge but also my personal learning journey with generations of students. I always encourage them to believe that effort and determination can overcome any starting disadvantage.
I strongly believe that in today’s era of global integration, English should be considered a second language. It opens doors to knowledge, communication, and opportunities worldwide. For me, teaching English is not just a profession, but a lifelong mission to inspire and empower young learners.
| Affiliate type | Vietnamese public school |
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