Speaker
Description
This paper examines the transition from English as a Foreign Language (EFL) to an English language ecosystem through a policy-driven approach in An Giang province, Vietnam. Drawing on provincial policy and implementation data, the study analyzes how a structured ecosystem is being developed to support sustainable language use in schools.
Empirical evidence from early implemntation indicates initial progress and emerging challenges, including a teaching workforce of 2,915 English teachers with a shortage of 832, and 74.8% meeting required standards. Initial implementation of CLIL and the expansion of English learning environments reflect a gradual shift toward more integrated language use.
Findings from early implementation suggest that sustainable English education requires a shift beyond curriculum reform toward a systemic ecosystem approach, in which policy, teaching, environment, and technology are aligned. This perspective is consistent with contemporary language policy frameworks emphasizing the interaction between policy and practice (Spolsky, 2004; Shohamy, 2006).
Biography
Pham Xuan Binh works at the Department of Education and Training in An Giang Province, Vietnam. She has been involved in education for more than 20 years, with experience in teacher training and education management. Her work mainly focuses on supporting schools and teachers in their daily practices, including efforts to improve English language teaching and learning.
She has an interest in exploring practical ways to strengthen the use of English in school contexts, especially through small-scale and context-based initiatives. Her recent work pays attention to how local policies may support these efforts in a gradual and sustainable manner.
She has also joined several professional development programs, including a course in New Zealand, which provided useful perspectives on education systems and policy work.
She hopes to contribute, in a small way, to ongoing efforts to improve English education in Vietnam.
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