Vietnam faces steep climb in training thousands of English teachers for early education

The push reflects the government's long-term ambition to establish English as a second language in classrooms, but experts say the challenges are complex, from teacher qualifications to methodology and even cultural mindset.

At Ho Chi Minh City University of Education, Dr. Bui Hong Quan, dean of the early childhood education faculty, said the English skills of most preschool teachers remain at a "basic level."

Preschool educators, he explained, focus largely on child development and pedagogy, while foreign language instruction is often handled by separate staff.

"When our students graduate from college or university, they meet the ministry's minimum language standards," Quan said.

"But it is not enough to confidently teach young children in English.

"That is why we encourage students to join academic clubs, apply for language scholarships, and connect with training centers to strengthen their skills."

Teachers who do master English can expect significantly higher salaries and wider opportunities, especially in Ho Chi Minh City's booming international school sector.

"Many preschools contact us directly to recruit students who can teach in English," Quan added.

"But not every graduate is ready for that demand."

The challenge, educators say, is not just skills but also motivation.

Students often lack effective learning methods, consistent practice environments, and the drive to persevere.

A matter of method

Beyond training more teachers, experts argue Vietnam must also rethink how English is taught, particularly to very young learners.

"Teaching English to preschoolers requires both early childhood expertise and linguistic knowledge," said Ha Dang Nhu Quynh, an academic director at DOL English and holder of a perfect 9.0 IELTS score.

"If a teacher misunderstands how children acquire a second language, they risk mixing languages, or worse, passing along incorrect pronunciation that becomes fossilized."

Quynh stressed that effective lessons embed English in daily life – baking, playing outside, moving around – rather than memorizing isolated words.

She highlighted approaches like encouraging children to sketch simple diagrams to organize knowledge, a practice tied to Linearthinking, a method developed in Vietnam that emphasizes logical structuring of ideas.

"Linearthinking helps children build good habits early on, while their natural curiosity makes them eager to ask questions like 'What is this?' or 'What does it do?'" she said.

But pitfalls are just as real. Rigid lesson plans, overreliance on games or videos, or scolding children for mistakes can create negative associations with learning, experts warn.

Linearthinking and the teacher gap

For older students and teachers themselves, advocates say Linearthinking offers a crucial framework.

Rather than memorizing vocabulary and grammar, the method trains learners to understand the underlying logic of English.

"The biggest barrier for teachers is not knowledge, but methodology," said Do Thi Ngoc Anh, an academic manager at DOL English with an 8.5 IELTS score.

"Adding more grammar and vocabulary is not enough. Teachers need a systematic way to transmit ideas.

"Linearthinking provides a logical backbone to design lessons, making them both clear and empowering."

Ngoc Anh said DOL has digitized the approach through its online platform, which combines artificial intelligence with personalized learning paths.

Students in remote provinces, far from big-city centers, can still access structured training that corrects mistakes and builds habits step by step.

In an age of artificial intelligence, she added, the goal goes beyond language proficiency.

"Linearthinking turns English class into a thinking class," she said.

"Analyzing the structure of a reading passage or arranging arguments in a persuasive essay, these are exercises in critical thinking.

"That is the skill machines cannot replace."

Lessons from abroad

Vietnam is not alone in this effort. Finland, a country long admired for its education model, integrates English early despite Finnish and Swedish being the official languages.

According to RAB Consulting, which helps Vietnamese students study abroad, Finnish teachers typically hold master's degrees and speak excellent English.

Vietnamese children accompanying their parents to Finland often integrate faster if they already have strong English skills, said Tran Xuan Dieu, the company's director and co-founder.

With Finnish universities seeking deeper partnerships in Vietnam, experts say stronger English capacity among teachers could unlock not only classroom improvements but also international collaboration.

The road ahead

For now, Vietnamese universities are experimenting with practical steps: forming English clubs, inviting alumni to mentor students, partnering with training centers, and expanding international exchange.

But the numbers remain stark: tens of thousands of new teachers must be trained within five years, and hundreds of thousands more must be retrained.

"The proposal to add 12,000 preschool English teachers is the right direction," said Dr. Quan.

"When children are exposed to English early, it opens doors.

"But only if the teachers themselves are prepared."