Speaker
Description
This study proposes a multi-phase, practice-oriented roadmap to enhance English language education in Vietnam’s specialized and mountainous high schools. Grounded in established theoretical frameworks such as English Medium Instruction (EMI) and Content and Language Integrated Learning (CLIL), the proposed strategy aligns with Vietnam’s National Foreign Language Project 2020–2030 and the May 2025 Draft Proposal on English as a second language. The roadmap responds to persistent challenges in rural education, including limited digital infrastructure, gaps in teacher training, and uneven student outcomes.
Basing on global case studies from India, the Philippines, Malaysia, Rwanda, and Thailand, as well as institutional data from Nguyen Tat Thanh High School for the Gifted in Yen Bai province, the paper outlines a scalable model comprising three stages: foundation, integration, and sustainability. Each phase is supported by digital tools, stakeholder engagement, and strong school leadership. Key policy recommendations include the development of a national certification framework for bilingual educators, the promotion of public–private partnerships, and the creation of localized innovation mechanisms.
This proposal contributes to national conversations on equitable and future-ready education, advocating for systemic reform that empowers both teachers and learners. It underscores the vital role of provincial Departments of Education and Training (DOETs) and People's Committees in translating national visions into context-sensitive action. Ultimately, the paper calls for a shift from fragmented efforts to a coherent and sustainable model of English language education.
Biography
Dr. Bui Thi Hong Minh is the Vice Principal of Nguyen Tat Thanh High School for the Gifted, located in Yen Bai City, Yen Bai Province—a mountainous region in northern Vietnam. She holds a Ph.D. in English Language Education from the University of Göttingen, Germany (2016), and has over 15 years of experience in English language teaching, curriculum design, and educational leadership.
Prior to her current position, Dr. Minh served as a university lecturer and contributed to various national and international initiatives focused on teacher professional development and foreign language policy reform. Her academic interests include English Medium Instruction (EMI), Content and Language Integrated Learning (CLIL), and the integration of digital technologies into English language education. She is particularly committed to advancing equitable access to high-quality English instruction in disadvantaged and rural areas.
