VietTESOL International Convention 2026

As English becomes increasingly important in Vietnam’s education, employment, media, and global integration, students should not only learn English as a language skill but also critically examine what English means in their own lives. In the context of Vietnam’s gradual repositioning of English from a foreign language to a second language, English education needs to move beyond linguistic competence to include critical reflection on the social meanings of English. This paper discusses how a course on Language, Society and Power can help English-major students examine English as a site of identity, privilege, social mobility, and power. Drawing on classroom teaching experience, the paper describes selected learning activities in which students analyze their own language histories, media representations of English, accent ideologies, and the relationship between English proficiency and educational or professional opportunities. These activities encourage students to question common assumptions about English as a neutral tool for communication and to recognize its role in shaping social inclusion, exclusion, and self-positioning. The paper argues that critical language awareness is an important component of English education in Vietnam’s EFL-to-ESL transition, particularly for students who will use English in intercultural, academic, and professional settings.