Some schools in Ho Chi Minh City organize simulated classes for teachers to practice teaching in English, and then be assigned to competency groups to have appropriate training methods.
That is a practical approach, teachers do not step onto the podium in English when they are not confident enough.
Teachers practicing teaching in English is a serious approach, towards meeting standards in the pedagogical environment.
To make students use English naturally, first of all, schools must create an environment for teachers to use this language naturally.
Teaching English is already difficult, using English to teach Math, Science or other professional content is even more difficult.
Teachers not only need to know English but also understand specialized terms, methods of communication and how to organize a lesson so that students still firmly grasp the subject knowledge.
Therefore, it is not possible to just assign tasks and then require teachers to "self-study, self-improve".
Schools need to have a systematic training program, standard materials, time for teachers and commensurate incentive policies.
Achieving the goal of English becoming a second language in schools is not about "adding English", but first of all about preparing the capacity of the teaching staff.
There are many ways to improve English proficiency for teachers, each place has creative ways of doing things.
Tran Dai Nghia Secondary and High School (HCMC) creates an environment for using English through tables, study corners, learning products, extracurricular activities, experiences and international exchanges.
Creating space for practicing English is a "military" and scientific method. A language is only truly a "bilingual" when used outside of textbooks and outside of a fixed lesson.
But we must avoid a trap, turning English into a formality.
It is not that just hanging more English boards, organizing a few bilingual activities or asking teachers to say some English sentences will form a foreign language environment.
The deciding factor is still the quality of teaching and the actual English proficiency of teachers and students.
To have good students, teachers must be prepared to have enough conditions to be good. It is impossible to demand teachers to be confident if they are always afraid of being wrong, it is impossible to require teaching in English if there is a lack of learning materials and training.
And, one cannot take an administrative requirement instead of professional capacity.
English only becomes a second language in schools when it becomes a truly used language.
To have students who actually use English, first of all, there must be teachers who are capable, confident and have enough conditions to teach in English.
Standard teachers, good students.
