VietTESOL International Convention 2026

In many remote ethnic minority schools in Vietnam, English is still mainly taught for tests and textbook completion rather than for real communication. For students in geographically disadvantaged communities, this often creates a disconnect between classroom learning and daily life. This presentation reflects on how English was reimagined as a more meaningful tool for communication, participation, and future opportunities in a remote primary school in Central Vietnam.
Drawing on reflective teaching practice and classroom observations, the presentation explores how English lessons were adapted to students’ linguistic and cultural realities. Lessons were redesigned around local culture, familiar experiences, and opportunities for interaction so that English felt more relevant and accessible to learners. Students’ mother tongue was also used strategically to support comprehension and participation in classroom activities.
In one classroom, simple AI-supported tools such as pronunciation models and visual prompts were introduced to encourage students to speak English more actively despite limited resources. Over time, students became more willing to participate in pair work, short speaking activities, and classroom interaction in English.
The presentation suggests that English teaching in marginalized communities needs to begin with learners’ realities, identities, and communicative needs. From the perspective of an ethnic minority educator working in a low-resource setting, this session contributes to ongoing discussions on more inclusive and context-sensitive approaches to English language education.