Investments in infrastructures, teaching staff to drive English to become second language

THE HANOI TIMES — Vietnam’s ambition to make English a second language in all schools has gained strong support, yet teachers, experts and lawmakers warn that the plan will require major upgrades in infrastructure, staffing and policy to succeed nationwide.

Statistics from Statista show that more than 1.4 billion people speak English globally, including 380 million native speakers. The British Council estimates that around 2.3 billion people speak English as a mother tongue or second language. This makes English the most widely used language in the world.

These figures reinforce the importance of the national plan approved under Decision 2371, signed by Prime Minister Pham Minh Chinh in late October. The plan will be implemented at more than 50,000 educational institutions, involving nearly 30 million students and one million teachers and staff nationwide.

The long-term goal is for 80% of preschools to provide English exposure by 2035, rising to 100% by 2045. By 2030, all primary and secondary schools must teach compulsory English from Grade 1. By 2045, at least half of these schools must reach Level 1 proficiency standards, 20% Level 2 and 15% Level 3.

Key tasks include reforming bilingual curricula and textbooks, training and recruiting teachers, applying technology and artificial intelligence in teaching, assessing student outcomes and standardizing the teaching workforce.

Teachers welcomed the plan, especially in schools that already require compulsory English at primary and high school levels.

“When students start English early, learning becomes more natural and builds a solid foundation,” said Nguyen Phuong Hoa, Principal of Vinh Tuy Primary School in Hanoi’s Vinh Tuy Ward.

She said compulsory English in Grade 3 under the 2018 curriculum has made students more confident and proactive.

At the high school level, teachers expect a bilingual environment to strengthen communication skills.

“Students often learn English for exams rather than communication,” said Cao Thanh Ha, an English teacher at Cau Giay High School.

She said simple daily English-use activities in school would improve fluency, noting that languages thrive only when used consistently.

Infrastructure gaps and teacher shortages

Many teachers, experts and National Assembly deputies said the first priority is upgrading school facilities, especially in disadvantaged regions.

Doan Thi Le An, a National Assembly deputy from Cao Bang, said infrastructure gaps between regions remain large.

Internet access has improved but remains unstable in many areas, limiting digital English-learning tools, she said during a National Assembly group discussion on December 3.

An said nearly 70% of schools in Cao Bang lack the technological standards required for foreign language learning, while many ethnic minority schools still lack permanent classrooms.

She argued that major cities can move faster, but provinces such as Cao Bang, Tuyen Quang and Lai Chau face significant barriers.

Sharing this view, National Assembly deputy Ma Thi Thuy from Tuyen Quang said the plan needs further study to ensure feasibility.

She noted that IT infrastructure and audiovisual equipment in many mountain communes remain extremely limited.

Requiring all schools to meet English-teaching facility standards in the next decade is a difficult target, she added.

Thuy suggested a different roadmap for mountainous provinces and called for stronger use of digital tools, online classes and AI to fill teacher gaps.

She also proposed establishing inter-communal English learning centers to broaden access.

Teacher shortages pose another major challenge.

The Ministry of Education and Training estimates that by 2030, the system will need 22,000 additional English teachers for preschool and primary levels. At least 200,000 current teachers must receive retraining to meet English-medium teaching standards.

Meanwhile, many mountainous areas have only one or two English teachers responsible for multiple schools.

Lieu Thi Kham, Principal of Trang Phai Primary & Lower Secondary School in Lang Son, said her school relies on short-term contract teachers due to limited staffing quotas.

“Frequent personnel changes make long-term planning extremely difficult,” she said.

In Lao Cai Province, the shortage is even more severe.

“When English is compulsory from Grade 3 but we have only one English teacher, everything becomes challenging,” said Pham Duc Vinh, Principal of Phuc Khanh No.1 Primary & Lower Secondary School.

He suggested assigning teachers across schools and using recorded lessons to maintain consistency.

Without more teachers and stronger infrastructure, Vinh said, the plan cannot remain sustainable.

Calls for stronger incentives and long-term teacher development

Deputy An called for stronger incentives to attract high-quality English teachers.

She proposed raising hardship allowances to 70–100% of base salary for teachers in disadvantaged areas, along with housing support and long-term contracts.

Language experts also emphasized the difference between “teaching English” and “teaching in English”.

“Teaching in English means using the language to teach subjects like Math or Science,” said Do Tuan Minh, Council Chairman of the University of Languages and International Studies under Vietnam National University–Hanoi.

He said transformation requires time and must begin with creating a “linguistic ecosystem” where students hear and use English daily.

Minh recommended piloting the model in well-prepared schools, evaluating regularly and expanding gradually.

Regarding teacher supply for compulsory English from Grade 1, educational psychologist Nguyen Tung Lam said Vietnam must combine two approaches: “We need to upskill existing teachers and recruit new ones. Upskilled teachers can progress quickly with one or two years of focused training.”

He stressed the importance of funding and training quality.

“We cannot accelerate training without ensuring standards. Any plan to increase teacher numbers requires clear budgeting,” Lam said.

Deputy Minister of Education and Training Pham Ngoc Thuong said institutional reform and teacher training form the core of the national plan.

Updating training programs and improving incentives will help attract teachers capable of teaching multiple subjects in English, he said.