Are foreign language teachers 'unemployed' when English becomes the second language?

TPO - When English becomes the second language in schools, what will foreign language teachers do? This question poses to English teachers the problem of finding a new approach to this subject in the school environment.

Today, September 20, the University of Foreign Languages ​​(Vietnam National University , Hanoi ) organized a workshop to share experiences in teaching, learning and using English as a second language in high schools in Vietnam.

Speakers exchanged at the workshop.

From September 2024, the University of Foreign Languages ​​will proactively develop and implement a plan to make English the second language in schools (ESL) at two affiliated general education units: Foreign Language Specialized High School and Foreign Language Secondary School.

The process of building a school using English as a second language does not stop at teaching and learning in the classroom, but needs to form an ecosystem where English is present in all daily activities. This includes designing communication spaces, tables, study corners, as well as organizing extracurricular activities, clubs, seminars... to create a lively environment, encouraging all members to participate in using English naturally and effectively.

As a Literature teacher at Foreign Language Secondary School, Ms. Nguyen Thi Mai Anh said that the initial implementation had certain difficulties for teachers who were not specialized in subjects other than foreign languages.

To achieve the goal of creating an environment for students to get acquainted with English; arouse curiosity; arouse love for the subject, English is "embedded" into the subjects through 3 levels. The basic level, applied to social science subjects such as History, Geography, Civic Education , uses English words in parallel with Vietnamese. The intermediate level, applied to natural subjects, teachers provide subject keywords, learning materials prepared by teachers are designed bilingually. The highest level applies to Math - English and STEM, teachers use English or use original textbooks to teach in class.

In her subjects, Ms. Mai Anh integrates English into videos and games. In parallel, last year, Foreign Language Secondary School designed a system of learning cards in English, for example, Math-TA has 100% learning cards in English, natural subjects have bilingual learning cards, social subjects have some terms in English. English is integrated into all of the school's experiential activities. Questions in the test have English sentences interspersed. English is also included in learning projects.

In addition to building teaching, learning and assessment programs for subjects using English, each school needs to pay more attention to creating a learning environment rich in foreign languages, where English is not only a subject but also becomes a part of daily school life. This is clearly demonstrated through the standardization and bilingualization of the system of signs, banners, class signs, regulations, administrative notices and communication documents in schools.

"Regular exposure to English through visual images in the school space has contributed to forming the habit of recognizing and using English naturally for students. Students not only learn grammar or vocabulary, but also "live" in an environment where English is present everywhere. This helps them develop thinking in English and build confidence in communication, especially when participating in activities with international elements," said Ms. Mai Anh.

English in every space of Foreign Language Secondary School and Foreign Language Specialized High School

Ms. Pham Thi Mai Huong, English teacher at Foreign Language High School, said that the implementation of the ESL model initially encountered difficulties. But after a year of implementation, there have been significant results.

Ms. Mai Huong asked, when the ESL model is most effective, where will English teachers go in the future?

Ms. Huong said that foreign language teachers are also ready for innovation. English teachers in schools will be pioneers and key people to support their colleagues and students. English teachers will then be the ones who create the environment, the ones who create conditions for students to use English in the educational environment. At that time, the role of English teachers is no longer to teach grammar and vocabulary, but to connect students, immerse students in many activities, requiring them to use English like native speakers.

Ms. Mai Huong believes that the ESL model aims at 3 pillars of value: language ability, adaptability, and emotional intelligence for students.

The workshop also heard the presentation "Program development strategy, solid teaching staff and information technology in teaching in the roadmap to bring English as a second language at Phenika High School" by MSc. Nguyen Thi Huong and MSc. Tran Thi Quynh Le from Phenika High School.

Speaking at the workshop, Deputy Director of Hanoi National University Dao Thanh Truong said that the University of Foreign Languages ​​has issued and implemented a Resolution to pilot the construction of an ESL school model at two affiliated high schools, and has coordinated with the People's Committee of Ba Vi district (old), Hanoi to pilot the implementation of ESL at three primary schools in 2024.

On this occasion, the launching ceremony of the ESL-oriented school club in Vietnam was held with the participation of more than 20 secondary and high schools in Hanoi and other localities.

Source: https://tienphong.vn/foreign-language-teacher-co-e-khi-tieng-anh-tro-thanh-ngon-ngu-thu-2-post1779842.tpo