This paper is an analysis of the “Decision on approval of the project: Teaching and learning foreign languages in the national education system period 2008-2020 signed by the Vietnamese Deputy Prime Minister Nguyen Thien Nhan to find out: 1. the position of English in Vietnamese language policy; 2. the extent which the article reflects the official pronouncements of the Vietnamese Government about English; 3. the assumptions about English language which the article reflects.
Thinh(2006, p.1) asserts that “Vietnam did not have its own language for a long time. Foreign interventions and the subsequent use of foreign languages as the national or official language overwhelmed most of the nation’s 4000-year history.” On September 2, 1945 the former president Ho Chi Minh declared the independence of Vietnam, Vietnamese became the official and national language. It became the official language in April 1975, when the whole country was quite liberated. And once again the Education Law (2005: Article 7) reassures that “Vietnamese is the official language to be used in schools and other educational institutions.” The history of Vietnam reveals that this country was divided into two parts: the communist North and the capitalist South during the two resistant wars from 1954 to 1975. It leads to the difference on foreign language policy between the two parts. Russian and Chinese were promoted by Government in the North while English and French were focused as the main foreign languages in the South. Russian became the dominant foreign language in the whole country after the national reunification in 1975. This policy caused limited in communication and cooperation with the rest of the world. English, however, got its reemergence in 1986 since the Vietnam’s open-door policy-“doi moi”(Thinh. 2006, p.1). English becomes the compulsory and number one foreign language in Vietnam. French, Chinese, Korean, Russian can be the second foreign language since the project “Teaching and Learning Foreign Languages in the National Education System, Period 2008-2020” in 2008.(1)
Thinh (2006: 1) also reveals that English has become the broader communication and cooperation language in Vietnam since the Government’s open-door policy (Doi Moi) in 1986. In other words, English has taken its role as the main foreign language taught and used in Vietnam for 26 years. However, English was not a compulsory foreign language and was taught only to students from grade 6 to grade 12 for only seven years of general education. Under the decision signed by the deputy Prime Minister Nhan in 2008, English has become the first compulsory foreign language for students from elementary level (grade 3) to high school level (grade 12) since the school year 2010- 2011 (1). More than that, in this article the Government also requires that most of graduates of colleges and universities must have English proficiency well enough for independent use, confidence in communication and working in the integration, multi-cultural environment with variety of languages by the year 2020. Besides, the young generations have to know how to make the foreign languages becomes their strength to serve the Vietnamese industrialization and modernization. (Nhan. 2008: 1) It can be inferred that English is specially paid attention in the globalization national education system by the Vietnamese Government in nowadays globalization. This challenge and great project in the Vietnamese history has been carried out by the 10-year program of English teaching for general education from grade 3 which was implemented around 20% in the whole country in the academic year 2010 – 2011. This rate will reach 70% in the school year 2015- 2016 and 100% in 2018-2019.
Thinh (2006: 1) also reveals that English has become the broader communication and cooperation language in Vietnam since the Government’s open-door policy (Doi Moi) in 1986. In other words, English has taken its role as the main foreign language taught and used in Vietnam for 26 years. However, English was not a compulsory foreign language and was taught only to students from grade 6 to grade 12 for only seven years of general education. Under the decision signed by the deputy Prime Minister Nhan in 2008, English has become the first compulsory foreign language for students from elementary level (grade 3) to high school level (grade 12) since the school year 2010- 2011 (1). More than that, in this article the Government also requires that most of graduates of colleges and universities must have English proficiency well enough for independent use, confidence in communication and working in the integration, multi-cultural environment with variety of languages by the year 2020. Besides, the young generations have to know how to make the foreign languages becomes their strength to serve the Vietnamese industrialization and modernization. (Nhan. 2008: 1) It can be inferred that English is specially paid attention in the globalization national education system by the Vietnamese Government in nowadays globalization. This challenge and great project in the Vietnamese history has been carried out by the 10-year program of English teaching for general education from grade 3 which was implemented around 20% in the whole country in the academic year 2010 – 2011. This rate will reach 70% in the school year 2015- 2016 and 100% in 2018-2019.
Implementing the “Enhanced English teaching programs” to improve English proficiency in professional education of 10% vocational students in the 2010-2011, 60% in 2015-2016 and 100 % in school year 2019 - 2020; Carrying out the “Advanced English teaching programs” at universities for 10% of college students and universities in the school year 2010 – 2011, reaching 60% by the year 2015 to 2016 and achieving 100% in 2019-2020;
Renewing the English teaching and learning method in regular education programs in a way that its content is appropriate with educational and training levels. It will contribute to the fostering and improving English competence in human resources, staff, and officials. At the same time it will help diverse the learning styles to meet learner needs.
Renewing the English teaching and learning method in regular education programs in a way that its content is appropriate with educational and training levels. It will contribute to the fostering and improving English competence in human resources, staff, and officials. At the same time it will help diverse the learning styles to meet learner needs.
Striving to get 5% of officials and public staffs in state agencies having their English proficiency at level 3 or higher in 2015 and reaching 30% in 2020. (Nhan. 2008: 1-5)
Based on the crucial objectives mentioned above, it can be seen that English has been the officially compulsory and first foreign language in Vietnam since 2009 for grade 3 students. Other languages as French, Russian and Chinese are encouraged to be taken as second foreign languages. It is Nunan (2002) who is quite reasonable when he argues that English globalization considerably impacts on Vietnamese language policy and practice. He has some collected data to prove that English is the key for success in both studying and working in Vietnam nowadays. (p.17) By this way, English will soon become the Lingua Franca in Vietnam.
In shorts, this article can be seen as an official declaration of Vietnamese government about the current foreign language policy of this country. If this project is successfully implemented 80%, English will be the Vietnamese second language by the year 2020.
Note:
(1): The project “Teaching and Learning Foreign Languages in the National Education System, Period 2008-2020”: http://jpf.org.vn/LinkClick.aspx? fileticket=niaDqNqomT4%3D&tabid=334
Bibliography
Nhan, Nguyen Thien (2008). Decision on approval of the project: Teaching and learning foreign languages in the national education system period 2008-2020 (pp.1-7) http://vanban.moet.gov.vn/?page=1.15&script=viewdoc&view=708&opt=brpage
Nunan, David (2002). The impact of English as a global language on educational policies and practices in the Asia-Pacific region (pp.1-25). TESOL QUARTERLY Vol. 37, No. 4, Winter 2003.
This paper shows the results of a study of the position of English in some countries’ curriculum in the Asia Pacific as Mainland China, Hong Kong, Japan, Korea, Malaysia, Taiwan, and Vietnam. It reveals that the globalization of English considerably impacts on is having policies and practices in the countries investigated.
Thịnh, Đỗ Huy (2006). The Role of English in Vietnam’s Foreign Language Policy. 19th Annual EA Education Conference 2006. www.englishaustralia.com.au/ ea_conference2006 /proceedings/ index.html
In this conference article, Thinh(2006) has a research to trace back the origin of Vietnamese language throughout the 4000-year Vietnamese history. He offers the data about Vietnamese foreign language policies in many certain periods of Vietnam like the French colony, American colony, Vietnam’s reunion in 1975 to the open-door policy in 1986 and lastly from 1986 to 2006. He points out the role of foreign languages especially English in Vietnam. He also clarifies the impact of the globalization of English in Vietnamese’s lives in the last few years.
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