Speakers
Description
In response to global integration, the Vietnamese government launched a pivotal initiative to establish English as a second language in schools (2025–2035). While this policy marks a significant shift for the national education system, how teachers actually interpret these mandates remains under-researched. Grounded in sense-making theory, this qualitative study examines how teachers’ understanding of the new policy is shaped by individual cognition, situated context, and policy representation. Data were collected through semi-structured interviews with eight teachers working at a public lower-secondary school in the Mekong Delta region of Vietnam. The findings indicate that while teachers endorse the policy’s long-term goals for global integration, they simultaneously expressed reservations about its practical implementation. These concerns are attributed to contextual challenges such as inadequate facilities, insufficient top-down instructions, large class size, and disparity in students’ proficiency. Furthermore, pressure regarding rapid professional development and the demand to fundamentally alter daily teaching practices contribute to teachers’ psychological barriers. The study concludes that for the macro-level policy to successfully translate into micro-level practice, the implementation process urgently requires systematic, localised guidance supported by specific instructional materials. Ultimately, a coordinated effort from all stakeholders is essential to support teachers to transition from “teaching the language” to confidently “teaching by the language”.
Key terms: policy interpretation, English as a second language, teacher cognition, lower-secondary education, Vietnam
Biography
I graduated from An Giang University in 2024 with a BA in English Linguistics and Literature. After graduation, I recognised my passion for ELT, which led me to my current role as an English language teacher. Acknowledging that I am still early in my career, I knew I needed to expand my horizons to equip myself with the essential skills and knowledge required for the field. For that reason, I completed a 150-hour TESOL program held by Arizona State University to study the fundamentals of ELT. Additionally, I enrolled in a Master’s program in TESOL at Dong Thap University to continue my academic journey. During my graduate studies, I discovered a strong interest in scientific research, and I have dedicated significant effort to enhancing my research competencies. This is the second time I have registered for VietTESOL—the first being in 2024—and I believe it will be another excellent opportunity to refine my research skills. Ultimately, I hope my team’s research will make a meaningful contribution to the literature, especially at a time when Vietnam’s national education system is undergoing a major shift in ELT.
| Affiliate type | Vietnamese public school |
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