VietTESOL International Convention 2026

As Vietnam repositions English from a foreign to a second language, programmes that integrate content and language are expanding rapidly in primary schools, placing complex new demands on teachers who must assess subject knowledge and language development at the same time. Teachers' capacity to design, enact, and interpret such assessment-often termed assessment literacy-remains poorly understood, especially at the primary level and in systems transitioning toward second-language instruction. This scoping review maps existing research on teachers' assessment literacy in Content and Language Integrated Learning, organised around three dimensions: beliefs, classroom practices, and professional development needs. Following an established scoping review framework, peer-reviewed studies from the past decade were systematically searched across major databases, screened against transparent inclusion criteria, and analysed thematically. The synthesis reveals an emerging but uneven evidence base in which secondary and tertiary settings dominate, while primary classrooms and Asian contexts remain markedly underrepresented. Recurring patterns include a gap between teachers' integrative beliefs and their largely separated assessment of content and language, limited training for dual-focus assessment, and contextual constraints such as washback, large classes, and unclear policy guidance. The review further exposes fragmented understandings of what assessment literacy means in integrated settings. These findings identify priorities for teacher preparation and justify context-sensitive research in Vietnamese primary classrooms, offering a foundation for professional development as the country advances its second-language agenda.