HỌC SINH VIỆT NAM SẴN SÀNG CHO GIÁO DỤC BẰNG TIẾNG ANH NHƯ THẾ NÀO: TỔNG QUAN NGẮN VỀ THÀNH TÍCH HỌC TẬP CỦA HỌC SINH
Nội dung chính của bài viết
Tóm tắt
Năm 2025 đánh dấu một giai đoạn mới trong hệ thống giáo dục Việt Nam, đặc biệt là với giáo dục tiếng Anh. Kết luận số 91 của Bộ Chính trị nhấn mạnh tầm quan trọng của việc nâng cao năng lực ngoại ngữ của học sinh và hướng tới việc dần đưa tiếng Anh trở thành ngôn ngữ thứ hai trong trường học - một mục tiêu được coi là vừa thách thức vừa cần thiết (Vietnamnet, 2024). Để chuẩn bị cho cuộc cải cách quan trọng này, nhiều cuộc đối thoại chính sách, các chương trình đánh giá và báo cáo đã được thực hiện nhằm xây dựng nền tảng pháp lý vững chắc. Từ thực trạng giảng dạy và học tập tiếng Anh tại Việt Nam hiện nay cùng với những kỳ vọng đối với giáo dục bằng tiếng Anh (EME), chúng ta, gồm tất cả các bên liên quan tới chính sách, cần đánh giá mức độ sẵn sàng của giáo viên và học sinh trong việc đảm nhận vai trò của mình để thực hiện công cuộc cải cách này. Việc học sinh được chuẩn bị kỹ lưỡng sẽ đóng vai trò quyết định trong việc đạt được mục tiêu hội nhập quốc tế và phát triển kinh tế. Bài tổng quan này sẽ xem xét một cách hệ thống các chính sách ngoại ngữ của Việt Nam, thành tích học tập của học sinh, cũng như các cơ hội và thách thức trong giáo dục tiếng Anh; qua đó, cung cấp những hiểu biết sâu sắc về năng lực hiện tại của học sinh, làm cơ sở cho các bước phát triển chính sách EME trong tương lai.
Chi tiết bài viết
Từ khóa
giáo dục bằng tiếng Anh, đánh giá, cơ hội, thách thức, thành tích học tập của học sinh
Tài liệu tham khảo
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Do, D. L. (2024). Teaching Maths and Science in Schools. VNIES Conference paper.
Ha, T. T. (2024) The Implementation of E- Materials in Schools. VNIES Conference paper.
Ho, M. H. T., & Nguyen, H. T. (2019). English as a lingua franca for Vietnam. In V. C. Le, H. T. M. Nguyen & R. Barnard (Eds.), Building teacher capacity in English language teaching in Vietnam: Research, Policy and Practice (pp. 166-183). Routledge.
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Ho, T. B. (2024). The Feasibility of Teaching English from Grade 1. VNIES Conference paper
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Lam, L. T. (2018). General English for non-majors in Higher Education. In J. Albright (Ed.), English tertiary education in Vietnam (pp. 86-101). Routledge.
Le, A. V., & Luong, T. G. (2024). Implementing Integrated Programs in Schools. VNIES Conference paper.
Le, T. K., Tran, L. H. N. (2023). The Contribution of English Language Education to Students’ Development of Soft Skills and Personal Attributes. In English Language Education for Graduate Employability in Vietnam (pp. 207-232). Singapore: Springer Nature Singapore.
Le, T. T. H., Nguyen, T. T. Q., Nguyen, T. N., & Nguyen, M. D. (2021). Applying the Lesson Study Model in Developing Teaching Capability for Young Teachers in Vietnam. European Journal of Educational Research, 10(4), 1755-1768. EJ1318417.pdf
Le, V. C. (2017). An Evaluation of the Project to Improve School Teachers’ Language Proficiency and Pedagogic Competency. NFLP report, Hanoi.
Ly, C. K. (2022). English as a Global Language: An Exploration of EFL Learners’ Beliefs in Vietnam. International Journal of TESOL & Education, 3(1), 19-33. https://doi.org/10.54855/ijte.23312
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Nguyen, D. T., & Tran, D. (2023). High school mathematics teachers’ changes in beliefs and knowledge during lesson study. Journal of Mathematics Teacher Education, 26(6), 809-834. https://doi.org/10.1007/s10857-022-09547-2
Nguyen, T. T. T., & Hamid, M. O. (2018). Bilingualism as a resource: Language attitudes of Vietnamese ethnic minority students. Current Issues in Language Planning, 19(4), 343-362.
Nguyen, T. T. T., & Hamid, M. O. (2019). Language choice, identity and social distance: Ethnic minority students in Vietnam. Applied Linguistics Review, 10(2), 137-161.
Nguyen, V. C. (2024). Policies to Use English as the Second Language in School as adopted by authorities at various levels and by school management. VNIES Conference paper.
Nguyen, T. C., & Ho, B. N. (2023). Using lesson study for teacher development: A case study of Vietnamese EFL teachers’ reflections. CTU Journal of Innovation and Sustainable Development, 15(3), 72-80. https://doi.org/10.22144/ctujoisd.2023.052
Nguyen, T. P. L., & Vu, Q. (2020). Alignment of curriculum, outcomes, and standards in Vietnamese English language teacher education. Literacy Information and Computer Education Journal, 11(2), 3443-3449.
Nguyen, T. B., & Lo, Y. H. (2022). Perceptions of Vietnamese EFL High School Teachers and Students towards English as a Lingua Franca. International Journal of TESOL & Education, 2(1), 327-348. https://doi.org/10.54855/ijte.222120
Nguyen, T. T. T., & Nguyen, H. T. M. (2017). Thinking globally or “glocally”? Bilingual identity of Vietnamese international school students. International Journal of Educational Research, 85, 24-32.
Ngo, X. M. (2022). English assessment in Vietnam: status quo, major tensions, and underlying ideological conflicts. Asian Englishes, 26(1), 280-292. https://doi.org/10.1080/13488678.2022.2132128
Phung, N. O. (2024). Current situation, solutions to improve the quality of teaching and learning English in Primary schools in Bavi. Report at Ba Vi’s Conference on English Teaching and Learning.
Quốc hội. [National Assembly] (2019). Luật Giáo dục (Education Law). Law No. 43/2019/QH14 issued on 14/6/2019.
Thủ tướng Chính phủ. [The Prime Minister] (2008). Decision No. 1400/QĐ-TTg of September 30,2008, approving the scheme on foreign language teaching and learning in the national education system in the 2008-2020 period.
Thủ tướng Chính phủ. [The Prime Minister] (2014). Decision No. 72/2014/QĐ-TTg dated December 17, 2014, providing for teaching and learning in a foreign language at schools and other educational institutions.
Thủ tướng Chính phủ. [The Prime Minister] (2017). Decision No.2080/QĐ-TTg dated December 22, 2017, on approval of the adjustments and supplements to the Project on Foreign Language Teaching and Learning in the National Education System for the 2017–2025 Period.
Thủ tướng Chính phủ. [The Prime Minister] (2024). Decision No.1600/QĐ-TTg dated December 19, 2024 on approval of scheme for international integration in education and training till 2030.
Thủ tướng Chính phủ. [The Prime Minister] (2024). Decision No. 1705/QĐ-TTg dated December 31, 2024 on approval of education development strategy by 2030, orientation toward 2045.
Tran, M. N. (2024). Evaluating the Effectiveness of Supplementary or Intensive Teaching and Learning of English in Schools. VNIES Conference paper.
Tran, T. H. G. (2024). Learning Foreign Languages and Assessment of Learning in General Education Schools in Vietnam. VNIES Conference paper.
Tran, L. H. N., Nguyen, T. P. A., Nguyen, T.A., & Nguyen, T. M.D., (2023). Graduates’ Feedback on the Contribution of General English Courses to Their English Skills for Work Purposes. In English Language Education for Graduate Employability in Vietnam (pp. 207-232). Singapore: Springer Nature Singapore.
Tran, L. H. N, Tran, T. L., & Ngo, T. M. (2023) English Language Education for Graduate Employability in Vietnam. Singapore: Springer Nature Singapore.
Viện Khoa học Giáo dục Việt Nam [VNIES]. (2023). Báo cáo tổng kêt tình hình dạy và học tiếng Anh tại Viet Nam năm 2023 (Summary report on teaching and learning English in Vietnam 2023).
Viện Khoa học Giáo dục Việt Nam [VNIES]. (2024). Báo cáo tổng kêt tình hình dạy và học tiếng Anh tại Viet Nam năm 2024 (Summary report on teaching and learning English in Vietnam 2024).
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Bộ Giáo dục và Đào tạo. [Ministry of Education and Training] (2014). 6-level foreign language proficiency framework for Vietnam. Circular 01/2014/TT-BGDDT of Ministry of Education and Training date issued 24/01/2014
Bộ Giáo dục và Đào tạo. [MoET] (2018). Circular No. 21/2018/TT-BGDDT dated August 24, 2018 prescribing the regulation on organization and operation of foreign language and computer training centers
Bộ Giáo Dục và Đào tạo. [MoET] (2019). Giáo dục Ngoại ngữ: Báo cáo thường niên năm 2019 (Foreign language education: 2019 annual report).
Dang, T. (2022). A Mediated Learning Experience Perspective on Engagement with Feedback Through a Sequence of Tasks. International Journal of TESOL Studies, 4(4), 125-145. https://doi.org/10.46451/ijts.2022.04.08
Do, D. L. (2024). Teaching Maths and Science in Schools. VNIES Conference paper.
Ha, T. T. (2024) The Implementation of E- Materials in Schools. VNIES Conference paper.
Ho, M. H. T., & Nguyen, H. T. (2019). English as a lingua franca for Vietnam. In V. C. Le, H. T. M. Nguyen & R. Barnard (Eds.), Building teacher capacity in English language teaching in Vietnam: Research, Policy and Practice (pp. 166-183). Routledge.
Ho, T. B. (2024). The Feasibility of Teaching English from Grade 1. VNIES Conference paper.
Ho, T. B. (2024). The Feasibility of Teaching English from Grade 1. VNIES Conference paper
Hoang, V. V. (2020). The Roles and Status of English in Present-day Vietnam: A Sociocultural Analysis. VNU Journal of Foreign Studies, 36(1), 1-21. https://doi.org/10.25073/2525 2445/vnufs.4495
Hoang, V. V. (2022). Interpreting MOET'S 2018 General Education English Curriculum. VNU Journal of Foreign Studies, 38(5), 1-22.
Kien, L. T., & Nghia, T. L. H. (2023). The Contribution of English Language Education to Students’ Development of Soft Skills and Personal Attributes. In English Language Education for Graduate Employability in Vietnam (pp. 165-184). Singapore: Springer Nature Singapore.
Lam, L. T. (2018). General English for non-majors in Higher Education. In J. Albright (Ed.), English tertiary education in Vietnam (pp. 86-101). Routledge.
Le, A. V., & Luong, T. G. (2024). Implementing Integrated Programs in Schools. VNIES Conference paper.
Le, T. K., Tran, L. H. N. (2023). The Contribution of English Language Education to Students’ Development of Soft Skills and Personal Attributes. In English Language Education for Graduate Employability in Vietnam (pp. 207-232). Singapore: Springer Nature Singapore.
Le, T. T. H., Nguyen, T. T. Q., Nguyen, T. N., & Nguyen, M. D. (2021). Applying the Lesson Study Model in Developing Teaching Capability for Young Teachers in Vietnam. European Journal of Educational Research, 10(4), 1755-1768. EJ1318417.pdf
Le, V. C. (2017). An Evaluation of the Project to Improve School Teachers’ Language Proficiency and Pedagogic Competency. NFLP report, Hanoi.
Ly, C. K. (2022). English as a Global Language: An Exploration of EFL Learners’ Beliefs in Vietnam. International Journal of TESOL & Education, 3(1), 19-33. https://doi.org/10.54855/ijte.23312
Nguyen, C. D., & Ha, X. (2023). ‘Even studying higher, we just end up with earning a living by picking coffee cherries’: challenges to educational equity for ethnic minority students in Vietnam. Compare: A Journal of Comparative and International Education, 53(6), 967-985.
Nguyen, C. D., & Tran, T. N. T. (2024). Languages and Ethnic Minority Students’ Access to Education in Vietnam: Problems Turned into Opportunities from the Perspective of Translanguaging. In L. H. Phan, B. Dat, J. Windle (Eds.), Vietnamese Language, Education and Change in and Outside Vietnam (pp. 159-180). Springer Nature Singapore.
Nguyen, D. T., & Tran, D. (2023). High school mathematics teachers’ changes in beliefs and knowledge during lesson study. Journal of Mathematics Teacher Education, 26(6), 809-834. https://doi.org/10.1007/s10857-022-09547-2
Nguyen, T. T. T., & Hamid, M. O. (2018). Bilingualism as a resource: Language attitudes of Vietnamese ethnic minority students. Current Issues in Language Planning, 19(4), 343-362.
Nguyen, T. T. T., & Hamid, M. O. (2019). Language choice, identity and social distance: Ethnic minority students in Vietnam. Applied Linguistics Review, 10(2), 137-161.
Nguyen, V. C. (2024). Policies to Use English as the Second Language in School as adopted by authorities at various levels and by school management. VNIES Conference paper.
Nguyen, T. C., & Ho, B. N. (2023). Using lesson study for teacher development: A case study of Vietnamese EFL teachers’ reflections. CTU Journal of Innovation and Sustainable Development, 15(3), 72-80. https://doi.org/10.22144/ctujoisd.2023.052
Nguyen, T. P. L., & Vu, Q. (2020). Alignment of curriculum, outcomes, and standards in Vietnamese English language teacher education. Literacy Information and Computer Education Journal, 11(2), 3443-3449.
Nguyen, T. B., & Lo, Y. H. (2022). Perceptions of Vietnamese EFL High School Teachers and Students towards English as a Lingua Franca. International Journal of TESOL & Education, 2(1), 327-348. https://doi.org/10.54855/ijte.222120
Nguyen, T. T. T., & Nguyen, H. T. M. (2017). Thinking globally or “glocally”? Bilingual identity of Vietnamese international school students. International Journal of Educational Research, 85, 24-32.
Ngo, X. M. (2022). English assessment in Vietnam: status quo, major tensions, and underlying ideological conflicts. Asian Englishes, 26(1), 280-292. https://doi.org/10.1080/13488678.2022.2132128
Phung, N. O. (2024). Current situation, solutions to improve the quality of teaching and learning English in Primary schools in Bavi. Report at Ba Vi’s Conference on English Teaching and Learning.
Quốc hội. [National Assembly] (2019). Luật Giáo dục (Education Law). Law No. 43/2019/QH14 issued on 14/6/2019.
Thủ tướng Chính phủ. [The Prime Minister] (2008). Decision No. 1400/QĐ-TTg of September 30,2008, approving the scheme on foreign language teaching and learning in the national education system in the 2008-2020 period.
Thủ tướng Chính phủ. [The Prime Minister] (2014). Decision No. 72/2014/QĐ-TTg dated December 17, 2014, providing for teaching and learning in a foreign language at schools and other educational institutions.
Thủ tướng Chính phủ. [The Prime Minister] (2017). Decision No.2080/QĐ-TTg dated December 22, 2017, on approval of the adjustments and supplements to the Project on Foreign Language Teaching and Learning in the National Education System for the 2017–2025 Period.
Thủ tướng Chính phủ. [The Prime Minister] (2024). Decision No.1600/QĐ-TTg dated December 19, 2024 on approval of scheme for international integration in education and training till 2030.
Thủ tướng Chính phủ. [The Prime Minister] (2024). Decision No. 1705/QĐ-TTg dated December 31, 2024 on approval of education development strategy by 2030, orientation toward 2045.
Tran, M. N. (2024). Evaluating the Effectiveness of Supplementary or Intensive Teaching and Learning of English in Schools. VNIES Conference paper.
Tran, T. H. G. (2024). Learning Foreign Languages and Assessment of Learning in General Education Schools in Vietnam. VNIES Conference paper.
Tran, L. H. N., Nguyen, T. P. A., Nguyen, T.A., & Nguyen, T. M.D., (2023). Graduates’ Feedback on the Contribution of General English Courses to Their English Skills for Work Purposes. In English Language Education for Graduate Employability in Vietnam (pp. 207-232). Singapore: Springer Nature Singapore.
Tran, L. H. N, Tran, T. L., & Ngo, T. M. (2023) English Language Education for Graduate Employability in Vietnam. Singapore: Springer Nature Singapore.
Viện Khoa học Giáo dục Việt Nam [VNIES]. (2023). Báo cáo tổng kêt tình hình dạy và học tiếng Anh tại Viet Nam năm 2023 (Summary report on teaching and learning English in Vietnam 2023).
Viện Khoa học Giáo dục Việt Nam [VNIES]. (2024). Báo cáo tổng kêt tình hình dạy và học tiếng Anh tại Viet Nam năm 2024 (Summary report on teaching and learning English in Vietnam 2024).
Vietnamnet. (August 17, 2024). Making English Vietnam’s second language: A challenging but necessary task.https://vietnamnet.vn/en/making-english-vietnam-s-second-language-a-challenging-but-necessary-task-2312817.html