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Abstract: As Vietnam deepens its global integration and pursues digital transformation, the national education system is witnessing a strategic shift from English as a Foreign Language (EFL) to English as a Second Language (ESL). This transition is particularly significant for public security training institutions, where English language competence has evolved from an academic requirement into an essential operational tool for professional communication, international cooperation, combating transnational crime and facilitating international peacekeeping. This paper examines the implications of this transition through a qualitative, policy-informed analysis, focusing on such key areas as curriculum design, pedagogy, assessment, and learning environments. The findings argue that an ESL-oriented approach requires the integration of English for Specific Purposes (ESP) in policing contexts, alongside communicative and task-based teaching methods that reflect real-world professional demands. Despite its potential benefits, the transition faces challenges, including limited opportunities for authentic language use and constraints related to resources and implementation capacity. These opportunities and challenges lay the foundation for practical recommendations to support a coherent and sustainable shift toward ESL-oriented training in public security education.
Keywords: ESL Transition; Public Security Education; English for Specific Purposes (ESP); Task-Based Learning; Educational Policy.
Biography
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