VietTESOL International Convention 2026

The transition towards an ESL-oriented education system should be viewed not merely as a reform of language education, but as a systemic transformation of the wider education system. Its success depends heavily on the coordinated readiness of key stakeholders, including government agencies, educational institutions, school leaders, teachers across disciplines, students, parents, and industry partners. Preparing these stakeholders is, therefore, essential for navigating the complex and long-term transition from English as a Foreign Language (EFL) towards a more English as a Second Language (ESL)-oriented model. At the policy level, the government and educational leaders need to establish clear policies, implementation guidelines, and institutional support mechanisms. Teachers must be equipped with sufficient English proficiency, appropriate pedagogical knowledge, and the ability to integrate English into disciplinary teaching. Students, meanwhile, need opportunities to develop learner autonomy, communicative confidence, digital literacy, and other competencies required to use English effectively in academic, professional, and social contexts. Parents should also be provided with adequate information to strengthen their awareness and realistic expectations of ESL-oriented education. Finally, employers and industry partners can contribute by communicating their actual language needs, collaborating with educational institutions, and creating English-rich environments within their organizations. A whole-system approach is, therefore, essential for translating policy aspirations into sustainable educational practice.