Some places have begun to encourage teachers of subjects to use English in teaching, creating more environment for students to access and use foreign languages more regularly.
This is a remarkable shift.
Because for a long time, English in schools has mainly been seen as a foreign language with students learning vocabulary, grammar, listening, speaking, reading, and writing in separate lessons.
But when English is used to learn Math, Science or access other professional content, the role of foreign languages has changed. Students not only learn, but begin to use English as a tool for learning.
And that is also an important step for English to gradually become the second language in schools.
However, from learning a foreign language to learning a foreign language is not a simple step.
Because the requirements set for teachers at this time are not just to know another language. They must be able to use that language as a professional tool, to accurately convey professional knowledge, explain concepts, ask questions, interact and handle situations arising in the classroom.
In other words, a teacher who can communicate in English does not necessarily mean that they can immediately teach their subject in English.
The project sets out a vision to 2045, which also shows that this is a long journey, requiring commensurate investment in people, programs, learning materials and the language environment. Therefore, implementation needs to have an appropriate roadmap.
It is not necessary for all teachers to immediately teach a full lesson in English. You can start from professional terms, simple questions, an activity in the lesson and gradually increase the level when both the teacher and the learner are ready. A Math or Science lesson in English is only truly meaningful when students still understand the nature of the problem. If students do not understand the lesson because they have to keep up with the language, then no matter how much English they use, the educational goal has not been achieved.
Expanding teaching subjects in English also needs to take into account the difference in conditions between schools in cities, mountainous areas, rural areas and between groups of students.
If there is a lack of roadmap and support resources, learning in English can increase the gap in access to knowledge between students with different conditions. Therefore, along with the goal of integration, it is necessary to ensure fairness in education from the beginning.
Making English a second language in schools is a long-term and necessary goal.
But on that journey, English is still first of all a means. Knowledge, ability and progress of learners are the ultimate goal.
