Teaching in English, challenges and solutions

By 2030, it is necessary to add about 22,000 English teachers from preschool to primary school, and train at least 200,000 teachers capable of teaching in English.

To implement the project "Making English the second language in schools", the Ministry of Education and Training emphasized: Regarding resources, the State plays a leading role, using public investment as a driving force, while encouraging, but not only relying on socialization. The division of universalization levels is appropriate for each region, starting from familiarization in preschool, moving towards wider universalization in primary school and the following levels.

The information released by the Ministry of Education and Training has attracted great attention from preschool and primary school teachers and students.

Guests in the online consultation program "Leading the trend of teaching in English" taking place on the afternoon of October 2 at Thanh Nien Newspaper

PHOTO: NGOC DUONG

MISTAKES IN TEACHING ENGLISH TO KINDERGARTEN AND PRIMARY SCHOOL CHILDREN

At the online consultation session on the topic "Foreseeing the trend of teaching in English" held on the afternoon of October 2 at Thanh Nien Newspaper, PhD student Ha Dang Nhu Quynh, Academic Director at DOL English, said that she used to think teaching English to young children was simple until she taught her own child.

"Teaching English to preschoolers requires both expertise in preschool education and English. Preschool expertise is needed to understand children's psychological characteristics and adjust teaching methods. English expertise helps teachers ensure accurate teaching knowledge, especially pronunciation because this age group is very sensitive to imitation, easily "fossilizing" wrong knowledge, difficult to correct later," Ms. Quynh shared.

PhD student Nhu Quynh pointed out the positive factors that affect the effectiveness of preschool children's English learning. First, knowledge must be linked to life. Teachers can introduce language naturally to children, for example, while making cakes, they learn new words describing baking... This helps children learn in phrases and context. Next is the value of questions. Preschool children are very curious about the world around them and ask a lot of questions. Teachers can take advantage of this feature to teach children how to ask questions, interact with teachers and friends, practice question and answer structures and respond naturally in English.

Besides, there are things that negatively affect children's English learning. That is, teachers are either under too much pressure and often scold students or teachers are too rigid, teaching 100% according to the lesson plan. On the contrary, some teachers overuse the "fun" element, letting students watch videos , sing songs, and play games all day. This can make children pay attention but in return does not help train their ability to concentrate or process language more deeply.

Many people are concerned that introducing English early in kindergarten may negatively affect the mother tongue, causing language conflicts. Master Do Thi Ngoc Anh, academic manager at DOL English, said the problem is not "early learning" but "learning properly". Language conflicts occur when children learn by rote, learn to translate "word-by-word", causing the two languages ​​to be mixed. Instead of teaching vocabulary separately, teachers need to teach children the nature of language. When children understand the nature, they will build two independent and solid language systems in their brains, one for Vietnamese, one for English. This not only does not cause conflicts but also helps children's thinking become sharper and more flexible.

Master Tran Xuan Dieu, Master Do Thi Ngoc Anh and PhD student Ha Dang Nhu Quynh (from left to right) share a lot of information about teaching and learning English for students and teachers.

photo: Ngoc Duong

WHEN YOU ARE OLD, HOW TO LEARN ENGLISH EFFECTIVELY?

Many kindergarten and primary school teachers are worried about having to go back to school with their books. When they are "old", can they still learn English effectively?

Master Do Thi Ngoc Anh believes that the biggest obstacle for teachers is not lack of knowledge, but lack of a systematic methodology to effectively convey knowledge and skills. Just providing additional English vocabulary and grammar is not enough. The key solution is that teachers need to be equipped with a system of thinking to teach.

Ms. Ha Dang Nhu Quynh said that her experience is that instead of looking at a goal that is too big, she "breaks it down into stages". For example, teachers today, instead of setting a goal of getting IELTS 7.5, for example, teachers just need to change their perspective that right now I just need to be good enough, impart enough knowledge to my preschool and primary school children; later when I have time, I will improve and develop more. When I change the way I look at the problem, the psychological pressure is relieved.

"Many people think that age is a big barrier. But I think the advantage is that teachers have a lot of experience and will understand many psychological factors and students' thoughts. For example, from worrying about having to learn too much vocabulary and how to remember it all, teachers will find a way to teach thinking and convey it to students. That way, teachers can both teach and learn on their own," said Ms. Nhu Quynh.

Preschool children in Ho Chi Minh City during English introduction class

PHOTO: THUY HANG

T Eagerly Solving Difficulties for Teachers in Teaching Kindergarten Children to Get Acquainted with English

In Ho Chi Minh City, by the end of the 2024-2025 school year, the city has 2,093 out of 4,942 preschools organizing English classes for preschool children according to Circular No. 50/2020 of the Ministry of Education and Training. The number of preschool children being introduced to English is uneven, concentrated in public environments; low in private independent classes (only 858 out of 3,093 in Ho Chi Minh City let preschool children get acquainted with English, a rate of 27.74%). There are 3,900 teachers participating in English classes for preschool children, including 2,883 Vietnamese teachers and 1,017 foreign teachers.

The Ho Chi Minh City Department of Education and Training identified one of the difficulties as the regulations on teachers. According to Circular No. 50, in addition to Vietnamese teachers, native teachers and foreign teachers can teach. However, the regulation is that both native teachers and foreign teachers must have a certificate of preschool pedagogy to teach. However, there is currently no training course for foreign teachers to issue certificates. The Department of Education and Training said it will propose that the Ministry of Education and Training consider adjusting Circular No. 50, creating more favorable conditions for foreign teachers to participate in helping children get acquainted with English.

Improving English proficiency for preschool education students

Dr. Bui Hong Quan, Head of the Department of Preschool Education, Ho Chi Minh City University of Education, said that according to his observations, in preschools in Vietnam (except for international and bilingual programs), English teaching is often done by a separate team of teachers, not by preschool teachers directly teaching in the classroom. The English proficiency of preschool teachers is currently mostly at a basic level, ensuring the output standards of foreign languages ​​according to the regulations of the Ministry of Education and Training. In Ho Chi Minh City, which has the most developed economy in the country, there are many bilingual and international preschools, and preschool teachers who teach in English have much higher incomes than their colleagues.

According to Mr. Quan, at the Faculty of Preschool Education, Ho Chi Minh City University of Education, there are activities related to English training for students. In the coming time, these activities will be more focused on. Such as establishing an English learning club, inviting people who are good at English to share with students; strengthening links with organizations and foreign language training centers, providing students with skills and effective English learning methods. At the same time, the faculty will expand international cooperation, increase opportunities to access foreign students, practice English...

How do preschool teachers in Finland teach in English?

Master Tran Xuan Dieu, Director and Co-founder of RAB Consulting Company, said that teaching is one of the high-class professions in Finland. To become a kindergarten teacher, young Finns must have at least a bachelor's degree and good English skills. To become a primary school teacher, they must have a master's degree or higher; English skills must obviously be very good.

In Finland, Swedish is considered the official national language alongside Finnish, and English is a compulsory second language in the curriculum. Usually, children learn English from grade 1, and by grade 3 at the latest, children must learn English officially.

Finnish children start learning English very early, at the latest when they are 2 and a half years old (when they go to kindergarten). Preschool teachers in Finland are the ones who create the curriculum and teach English (they do not hire outside teachers to teach English). English teaching is integrated into all children's activities: washing dishes, eating, playing, music... and there are no separate lessons.

Source: https://thanhnien.vn/day-hoc-bang-tieng-anh-thach-thuc-va-giai-phap-185251002211223239.htm