Vietnam’s EMI success depends on preparing teachers today

In recent years, Southeast Asian nations, including Vietnam, have increasingly recognised the importance of English-medium instruction (EMI) in their educational systems. This shift is largely driven by the desire to enhance global competitiveness and improve English proficiency among students. Traditionally, teaching English as a foreign language, where the focus is on learning English itself, has been common in Vietnam.

However, the government’s plan to make English a second language in schools by 2035 marks a decisive shift towards EMI. This direction has been affirmed in major Party and State policies, particularly Politburo’s Conclusion No. 91-KL/TW on “Promoting international integration in education and training and improving human resource quality to meet the requirements of national development in the new era.” Turning policy into practice, however, will require careful preparation. Success will depend on how well Vietnam prepares its teachers and bridges gaps in resources and training. This shift poses significant challenges for the education sector, particularly in terms of teacher preparation.

According to two educators from RMIT Vietnam’s School of English & University Pathways - Mr Jonny Western, Head of Program, New Initiatives, and Dr Jennifer Howard, Head of Program, Foundation Studies - the success of EMI will depend on how well Vietnam prepares its teachers. In this article, they share their commentary on the challenges and solutions for building teacher capacity to deliver English-medium instruction.

EMI and the evolving role of teachers 

To effectively implement EMI, educators must possess a comprehensive skill set that encompasses language proficiency and subject expertise, as well as an understanding of pedagogical best practice.

Language proficiency is essential for teachers delivering EMI. While a teacher may know their subject thoroughly in Vietnamese, they will need to be able to communicate confidently in this field in English. Without proficiency, teachers may provide inaccurate models of language use, which can impact student success. To ensure the success of students in an EMI classroom, the educator should be well-versed in both conversational and academic English. 

However, language alone is not enough. In addition to language skills, teachers must have deep subject knowledge. A strong grasp of the subject matter enables educators to explain concepts clearly and answer students’ questions confidently. When teaching English as a foreign language, the language is presented within a context to engage learners, but the main aim is to develop their English proficiency. In the EMI classroom, English is the language of communication, but learning the subject is the aim of the course. This is an important distinction, as it requires a more thorough understanding of the topics covered.

Beyond what is taught, how it is taught plays an equally crucial role. Effective teaching methods are vital for engaging students and fostering a conducive learning environment. Techniques such as collaborative learning, active participation and formative assessment can enhance student understanding and retention. Of particular importance is the ability for educators to differentiate instruction to meet the diverse needs of their students. When delivering a class in English to learners with varying levels of language proficiency, teachers need to tailor their materials. This ensures that all students can meet appropriate learning objectives and make meaningful progress. Without differentiation, students with lower English proficiency might struggle, while those with stronger skills may not feel sufficiently challenged.

Building a national training strategy for EMI success

To achieve the goals of the EMI directive, it is crucial to develop the expertise of Vietnamese educators through comprehensive training programmes and quality assurance measures. 

Collaboration with world-leading experts can help design effective teacher training and train-the-trainer programmes. An essential aspect of these programmes is ensuring that training is accessible to teachers across the country. Innovative approaches, such as hybrid and online training models, can help reach educators nationwide, including those in remote areas, and provide access to high-quality professional development.

Yet even the most well-designed training must be accompanied by clear quality standards. A key component of the training is providing teachers with robust language learning experiences. The goal should be to ensure that teachers develop well-rounded language skills, enabling them to communicate confidently and effectively in English. This will facilitate meaningful engagement with learners. Additionally, it is important to foster an institutional culture where the use of English is recognised and encouraged within the teaching community.

Implementing quality assurance measures is vital for maintaining high standards in EMI delivery. This includes setting clear benchmarks for language proficiency, subject knowledge and pedagogical effectiveness. Regular assessments and feedback mechanisms can help ensure that educators meet these standards and continue to improve their skills over time.

While the adoption of EMI in Vietnamese schools presents challenges, it also offers opportunities for growth and development within the education sector. Vietnam's forward-looking mindset, combined with the strategic role of well-established institutions in the Vietnamese education landscape, positions the country for success. The future of EMI in Vietnam will depend not on policy alone, but on how well we support and prepare the teachers at its heart.

Story: Jonny Western, Head of Program, New Initiatives and Dr Jennifer Howard - Head of Program, Foundation Studies, School of English & University Pathways

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