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Description
This research delves into the critical need for career readiness among English major students at high schools for the gifted, where English is taught and learned in an academic manner tailored to the demands of an exam-oriented education system. It highlights the challenges encountered by high school students specializing in English academia as they transition into the labor force, particularly the difficulty in applying academic English to real-world scenarios. Recognizing the importance of equipping English majors with the necessary skills and awareness for a smooth transition into the global workforce right from high school, the study emphasizes the acquisition of essential skills such as strong communication, critical thinking, cultural competence, and research proficiency. Furthermore, the research explores the value of an English major, emphasizing its versatility across diverse industries, including marketing, publishing, public relations, and education. Despite the inherent value, English majors face challenges in the workforce, including misconceptions about their employability and skill gaps. To address these challenges, strategies such as integrating practical skills into the curriculum, providing career-oriented support programs, and encouraging interdisciplinary education are proposed. The study also showcases success stories of English majors, illustrating their career paths and the utilization of their skills in various industries. In conclusion, it underscores the importance of prioritizing career readiness for English majors and calls for collaborative efforts from educators, policymakers, and students to ensure their success in the global workforce. With over 68% of students encountering difficulties in transitioning from academic language learning to real-life situations, particularly in future workplace environments, there is an urgent need to find suitable solutions in transitioning teaching methods directly from the classroom to these high-potential, high-quality individuals so that they are prepared right from their secondary education.
Biography
Tran Thi My Dung, M.A. is a senior English language educator at Le Khiet High School for the Gifted in Quang Ngai. With over 22 years of teaching experience, she is widely respected for her deep expertise in curriculum development, exam preparation, and talent training at both provincial and national levels. Ms. Dung is also the head of the English Department at her school and plays an active role in coordinating professional development activities. Her teaching philosophy centers on fostering communicative competence, critical thinking, and a lifelong love of learning in her students.
Ngo Hoang Ry, M.A., is currently an English teacher at Le Thanh Tong High School for the Gifted in Hoi An, Quang Nam. With 14 years of experience, Mr. Ry has built a strong reputation for his innovative teaching methods and dedication to student success. He is especially passionate about project-based learning and integrating cultural content into language instruction. Mr. Ry has mentored numerous students to excel in regional and national English competitions and actively contributes to developing specialized English programs for gifted learners.
Both educators are committed to advancing English language teaching in Vietnam and continuously engage in collaborative efforts to inspire and empower the next generation of English learners.
