English as a Second Language in Schools: Consensus and Voluntary

Tiếng Anh là ngôn ngữ thứ 2 trong nhà trường: Phải có sự đồng thuận, tự nguyện - Ảnh 1. — An English class of class 12A2, Tran Phu High School, Tan Phu District, Ho Chi Minh City – Photo: NHU HUNG

Dr. Ali Ahamd, former lecturer of the English department, IBG Kamus Pendidikan Islam – a teacher training institute in Malaysia, recently had a session to share experiences with a number of education managers, teachers, and principals in Hanoi, Ho Chi Minh City, Hue and Binh Duong on teaching math and science in English from the experiences and lessons of Malaysia.

Ho Chi Minh City must prepare all the necessary factors, especially forming a set of criteria to select schools to participate in implementing the policy of making English the second language in schools. In particular, it is necessary to pay attention to the consensus and voluntary factors of parents and students.

Dr. Ali Ahmad

* What is your comment on Vietnam's policy of making English the second language in schools?

– In my opinion, this policy is very good for the people and society, helping students have more opportunities to access English. When students’ English is better, they will have more opportunities to access the world. After graduation, students will also have more job opportunities, opportunities to master the domestic and international labor market.

* From the practice of teaching math, science and technology in English in public schools in Malaysia, what do you think Vietnam needs to prepare when officially implementing this policy?

– Teaching math and science in English in Malaysia has so far taken place in two stages: In 2003, the Malaysian Government implemented reforms in the public education system: English is used to teach math, science and technology subjects.

By 2010, the Malaysian Government decided to stop teaching mathematics, science and technology subjects in English. Since 2012, mathematics, science and technology subjects are taught in Bahasa Malaysia.

But from 2016 to present, Malaysia is bringing back the teaching of math and science in English with a new way and approach and now this program is well received and successful with many schools applying as well as many students studying and still continuing to develop.

In my opinion, the most important thing Vietnam needs to have when implementing the policy of making English the second language in schools, includes: teacher and student resources.

The teacher factor is the key issue to implement this policy. The teacher resource must be sufficient in quantity and meet quality standards. The student factor I mentioned here is that the students who benefit from the introduction of English as a second language in school must receive the consent of their parents.

In Malaysia, since 2003, when teaching math, science, and technology in English began, students were not ready to learn math and science in English and many parents did not agree (especially parents in rural areas), so this policy failed.

Later, in 2016, Malaysia changed its approach to introducing a second language in schools and was successful thanks to the consensus of parents as well as the readiness of students.

* Sir, how should teacher resources be prepared to implement the policy of making English the second language in schools?

– In Malaysia, the source of teachers teaching mathematics and science in English is prepared by retraining those who are not qualified. These courses help teachers improve their language skills as well as their professional knowledge so that they can teach in English.

Specifically, English teachers who are not yet qualified to teach math and science will be trained in math and science to be able to teach these subjects in English. Meanwhile, teachers who teach math and science but are not yet qualified in English to teach in English will be trained in English...

Therefore, I think Vietnam also needs to prepare resources based on teacher qualification assessment and retraining to prepare for program implementation.

* Ho Chi Minh City is expected to be the first city in Vietnam to pilot the policy of making English the second language in schools. What advice do you have for Ho Chi Minh City?

– Malaysia failed the first time when it tried to introduce math, science, and technology into public schools using English, but succeeded the second time.

To be successful the second time, the Malaysian Ministry of Education has issued a set of criteria that schools must meet: the school must have enough resources; the principal and teachers must be ready to implement the program; the program must receive the consent of parents and the school must achieve training performance when implementing the program before continuing.