VIETTESOL INTERNATIONAL CONVENTION 2025

Many kindergarten teachers in Vietnam face a common concern from parents: their children rarely speak English at home, hesitate when interacting with foreigners, and show limited language use in daily contexts. These issues often stem from classroom practices that teach vocabulary and sentence patterns in isolation, without meaningful real-life application. For example, teaching the question ""What do you see?"" without a supporting context can leave children uncertain about when and how to use it naturally.

This poster illustrates a transformation in classroom practice through contextualized, play-based learning environments that support authentic language use. Drawing on early childhood education principles and language acquisition theories such as Krashen’s Input Hypothesis and Vygotsky’s sociocultural theory, the approach focuses on creating rich, student-centered settings—such as a ""toy store"" corner or nature-based play areas—that immerse children in purposeful English use.

Key strategies include continuous provision of English-language resources, multisensory input, songs and chants, and interactive storytelling. These methods foster engagement, support developmental needs, and promote spontaneous language use.

Positive outcomes include increased participation in class, children initiating English conversations at home, and improved confidence in speaking with foreigners. This poster offers evidence-based, practical recommendations for early childhood educators seeking to design immersive English environments that promote natural language acquisition and address parental concerns."