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Vietnam's education system has undergone significant transformations, reflecting the nation's socio-economic and political evolution. Historically influenced by Confucian principles and later by French colonial rule, the current system is overseen by the Ministry of Education and Training and comprises five levels: preschool, primary, secondary, high school, and higher education. Formal education spans 12 years, including five years of primary education, four years of secondary education, and three years of high school. Emphasis is placed on general knowledge enhancement, human resource development, and talent cultivation.
Vietnam boasts high primary school completion rates, strong gender parity, low student-teacher ratios, and a minimal out-of-school rate. The "Fundamental School Quality Level Standards" policy has been instrumental in providing universal access to education and ensuring minimal conditions are met in every primary school.
Despite these achievements, challenges persist. Vietnam's commitment to enhancing English proficiency is evident through various national initiatives and the increasing number of private language centers. However, several challenges persist in the effective teaching and learning of English across the country.
One significant challenge is the prevalence of large, mixed-level classes, particularly in public schools. Class sizes often exceed 45 students, encompassing a wide range of proficiency levels. This diversity makes it difficult for educators to address individual learning needs effectively.
The emphasis on rote learning and grammar-focused instruction further complicates the development of practical communication skills. Traditional teaching methods prioritize grammatical accuracy over conversational proficiency, resulting in students who may excel in written exercises but struggle with speaking and listening in real-world contexts.
Additionally, there is a shortage of qualified English teachers, especially in rural areas. Many educators lack the necessary language proficiency and pedagogical training to deliver effective English instruction, hindering students' overall language development.
Cultural factors also play a role, as students often exhibit a reluctance to speak English in class due to fear of making mistakes or societal emphasis on saving face. This hesitation impedes the practice necessary for achieving fluency and confidence in using the language.
While initiatives like the National Foreign Languages 2020 Project aim to improve English education nationwide, implementation has faced obstacles, and the ambitious goals have yet to be fully realized.
Aung Thurein Latt is an English teacher in Vietnam who has recently been awarded the ‘Excellence in Teaching English’ award at Asian Education Award 2024, for his grit in defying the odds of teaching English in Vietnam where education is still developing.
Asia Education Digest spoke to Mr. Latt for an exclusive interview. The conversation turned out to be an insightful talk worth saving.
AED: What inspired you to pursue the path you're currently on?
Mr. Latt: Growing up in Myanmar, I witnessed firsthand how limited access to quality education can shape a person’s future. The challenges my country faced, especially during the crisis and COVID-19, opened my eyes to the power of English—not just as a language, but as a tool for survival and opportunity. It was English that allowed me to step beyond my circumstances, connect with the world, and ultimately, build a new path in Vietnam.
Coming from an architecture background, I was trained to design solutions, adapt to constraints, and create spaces that serve people. Now, as an educator, I use that same mindset to build lessons that empower students. My goal is not just to teach English but to give my students the confidence and critical thinking skills to shape their own futures.
AED: Vietnamese public schools often have large classes with varying English proficiency levels. How have you tailored your teaching methods to effectively engage all students in such settings?
Mr. Latt: Teaching large classes is like designing a city—every student has different needs, but the system must work for all. I create structured yet adaptable lessons that incorporate storytelling, group discussions, and real-world simulations, ensuring each student is actively engaged. Instead of rigid lectures, I design learning experiences where students interact, think critically, and use English in meaningful ways.
AED: With limited budgets leading to shortages of teaching materials and technology, what innovative strategies have you employed to enhance English learning experiences for your students?
Mr. Latt: From my childhood experience, I know what it’s like to learn with almost nothing but determination. I make the most of what’s available, using storytelling, role-plays, and real-life examples instead of expensive resources. Students describe their surroundings, reenact daily conversations, and practice English in ways that feel natural, making learning accessible and engaging regardless of material limitations.
AED: Traditional English education in Vietnam emphasizes grammar over communication skills. How have you balanced this by integrating communicative practices into your curriculum?
Mr. Latt: Instead of teaching grammar in isolation, I integrate it into discussions, storytelling, and debates, so students learn naturally through real communication. This way, they develop both accuracy and fluency, gaining confidence in their ability to express themselves.
AED: Vietnamese learners are often described as lacking confidence and critical thinking skills. What methods have you implemented to encourage these competencies in your students?
Mr. Latt: Confidence isn’t something you’re given—it’s something you build. I create a classroom where mistakes are stepping stones, not failures. Through problem-solving tasks, student-led projects, and open discussions, I encourage critical thinking and self-expression. Over time, even the quietest students find their voices, realizing that their thoughts and opinions matter.
AED: As a non-native English teacher, how have your personal language learning experiences influenced your teaching methods to better prepare students for real-world communication scenarios?
Mr. Latt: English changed my life—it was my bridge to new opportunities. Learning it in my childhood wasn’t easy, but I discovered that language is best learned through use, not just study. I apply this philosophy in my teaching by focusing on real-world applications. My students don’t just learn English; they practice it through job interviews, travel scenarios, and everyday conversations, ensuring they are prepared for life beyond the classroom.
AED: Vietnam's National Foreign Language Project 2020 aimed to enhance English proficiency nationwide. How have such policy initiatives impacted your teaching practices and student outcomes?
Mr. Latt: This initiative pushes for more practical English use, yet many schools still focus on memorization. I align my teaching with its vision by emphasizing interactive learning and real communication. I’ve seen students transform—not just in their test scores, but in their ability to speak, think, and express themselves with confidence. That is the true impact of meaningful education.
AED: Considering the current challenges and advancements, what is your vision for the future of English education in Vietnam, and how can educators contribute to this evolution?
Mr. Latt : I believe the future of English education should be dynamic, creative, and student-centered. English should be more than a school subject—it should be a gateway to the world. Educators must move beyond passive learning and create environments where students engage, think critically, and apply their knowledge in real-life contexts. If we shift from memorization to meaningful communication, we can equip students with skills that truly transform their futures.