تدريب Shadowing: The push for English for All| Vietnam Today - تعلم التحدث بالإنجليزية عبر الفيديو
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It's been quite a bit since the introduction of Politburo Resolution No. 71 on Breakthrough Education Development.
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And among the most notable goals, the resolution sets a target of achieving initial results by 2030 in improving English proficiency at the general education level
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and calling for stronger foreign language teaching and learning.
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So this is a big plan we're talking about, Lina.
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That's right, Dylan.
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And Vietnam needs to make the move right now.
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So far, the government has launched the scheme to make English a second language
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or ESL in schools for 2025 to 2035 with a vision to 2045.
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Already in its first phase of implementation, the scheme spans all levels of education from preschool to higher education,
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vocational training and continuing education, affecting more than 50,000 institutions,
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30 million learners, and 1 million teachers and education managers.
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But it also lays a bear some of the biggest challenges ahead, training more than 200,000 teachers,
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attracting educators to disadvantaged areas,
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and applying new technologies, especially AI in English teaching and in teaching subjects in English, just to name a few.
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And behind all of those challenges lies one critical question.
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Can this ambitious rollout reach every classroom equally?
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From cities to remote areas, how can Vietnam make English a true second language in schools without leaving some students behind?
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Our reporter, Lộc Dương, has more.
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As Vietnam pushes ahead with education reform, English is being positioned as a key pillar of the country's long-term development strategy.
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Researchers say ESL is no longer an academic subject, but a tool that shapes competitiveness, innovation, and access to global knowledge.
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If it's success, Vietnam Education may have a chance to catch up with the top-ranking education system in the world.
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And we aim to have some universities among the top 100 and top 200 universities in the world.
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However, not every school begins this journey journey from the same starting line.
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While urban and well-funded schools are adapting quickly, many rural and public schools are facing limited resources,
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uneven connectivity, and challenges in applying AI-powered learning, widening the equity gap that educators warn must be addressed early.
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Looking at local languages and how that integrates into new education reform,
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societal pressures such as housing and the integration of international students,
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and also quality of teaching and equity of access to all people.
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UNICEF has been working with the Ministry of Education and Training to finalize,
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to develop and finalize the AI competency framework in education for both teachers and students.
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Amid these challenges, Vietnam is increasingly turning to international cooperation as part of its broader ESL rollout,
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with supports focused on teacher capacity, localized curriculum and technology deployment beyond major cities, giving learners a fair chance at English medium opportunities.
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We're looking at capacity building with teachers.
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So we are introducing a new professional development framework
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that we have built alongside with Moet to address particularly the needs of the ESL strategy.
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It's the opportunity to practice their English with an AI environment which they otherwise would not have been able to do.
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Turning English into a true second language will require more than new curricula or slogans.
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It demands long-term investment in teachers, smart using technology and a commitment to equity so that no province is left behind.
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Reporting from Hanoi, Lập Dương, from Vietnam Today.
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So we've established that one of the key components to Vietnam's English project success hinges on teachers.
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Improving teaching quality requires not just initial training but ongoing support, known as CPD, Continuing Professional Development,
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which helps teachers update skills and improve classroom practices.
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Our reporter Lục Dung spoke with Byung Sujarat, Head of English and School Education for East Asia at the British Council,
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on how strong CPD can transform English teaching in Vietnam.
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Mr. Sutraja, thank you for joining us.
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Can you explain how a robust CPD system will transform English teaching at the school level
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and what specific teaching teachers will need to shift from teaching
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English as a foreign language to establishing it as a true second language?
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So I think how the robust CPD system could help improve the teaching quality
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and then later the successful implementations of the ESL strategy is that by having a robust CPD system, teachers know that they have a pathway.
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They have a tool for them to assess where they are at, what areas they need to develop,
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and then what pathways or steps that they can go through to improve their professional practices.
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You have regional languages as well in different contexts such as the mountainous area.
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So the teachers also need to be aware of the students' language
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or linguistics repository so that they can help build their capacity to learn in English.
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Based on your regional experience across East Asia,
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what kinds of CBD support or models have proven most effective in helping teachers sustainably improve their English medium instruction skills?
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Here in Vietnam,
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we have tried to pilot what is called teachers' activity groups with several doets in some provinces in Vietnam
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and that has shown evidence that peer learning groups, such as through TEQTS, can be applied
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so related educational stakeholders can look at the evidence
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that has been generated from those pilots and then maybe consider
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that as one of the means in order to bridge that gap.
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What does it take to ensure this initiative doesn't stall after the first decade
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and how can can Vietnam build institutional capacity so that English proficiency becomes embedded in the educational culture, not just a policy mandate.
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So I think the key to that is to ensure that all educational stakeholders have the ownership towards the policy, that they feel like, oh,
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I have a role to play in this.
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It's not something that is only mandated or instructed to me, but they can see the real value of that strategy.
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And the second point would be continuous improvement through evidence.
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So there has to be a mechanism to evaluate what has been working and then refine that for continuous improvement.
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That, when it's done regularly and then continuously,
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it will then generate the real evidence and the right model that will fit with the Vietnam context
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and makes the ESL strategy a lasting process for schools.
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Thank you so much for your valuable insight.
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Thank you.
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المفردات وملاحظات التحدث لهذا الدرس
هذا الدرس في المحادثة بمستوى B2 مبني على الفيديو “The push for English for All”. أكثر الكلمات تكرارًا في الفيديو: English, teacher, Vietnam, teaching, language. يحتوي هذا الفيديو على 75 جملة و1056 كلمة للتدرب على الترديد. مدة الكلام 7:44. يتكلم المتحدث بسرعة ثابتة، نحو 137 كلمة في الدقيقة، وهي سرعة مريحة للترديد. 80% فقط من الكلمات ضمن أكثر 3,000 كلمة شيوعًا في الإنجليزية، فالمفردات صعبة نسبيًا.
أهم المفردات في هذا الفيديو
أصعب 15 كلمة في الفيديو، مع النطق والمعنى:
| الكلمة | النطق | المعنى |
|---|---|---|
| robust صفة | /ɹəʊˈbʌst/ | قَوِيّ |
| finalize فعل | /ˈfaɪ.nə.laɪz/ | أَنْهَى |
| proficiency اسم | /pɹəˈfɪʃənsi/ | إِمْكَان |
| stakeholder اسم | /ˈsteɪkˌhəʊl.də/ | وكيل الضمان |
| educator اسم | /ˈɛd͡ʒəkeɪtɚ/ | مُعَلِّم, مُؤَدِّب |
| mandate اسم | /ˈmændeɪ̯t/ | اِنْتِدَاب, حُكْم |
| transform فعل | /tɹænsˈfɔɹm/ | تَحَوَّلَ, مَسَخَ |
| curriculum اسم | /kəˈɹɪk.jə.ləm/ | مَنْهَج, مَنْهَج دِرَاسِيّ |
| classroom اسم | /ˈklɑːsɹʊm/ | صَفّ, غُرْفَة التَّدْرِيس |
| instruct فعل | /ɪnˈstɹʌkt/ | لقَّن |
| linguistics اسم | /lɪŋˈɡwɪstɪks/ | لِسَانِيَّات, عِلْم اللُّغَة |
| mountainous صفة | /ˈmaʊn.tɪ.nəs/ | جَبَلِيّ |
| repository اسم | /ɹɪˈpɒz.ɪ.t(ə.)ɹɪ/ | مَخْزَن |
| pillar اسم | /ˈpɪlɚ/ | عمود |
| disadvantage اسم | /ˌdɪsədˈvæntɪd͡ʒ/ | سَيِّئَة |
القواعد في هذا الفيديو
أكثر التراكيب التي يستخدمها المتحدث، مع العبارات نفسها من الفيديو:
| التركيب | في الفيديو |
|---|---|
| المضارع التام المستمر have/has been + -ing — حدث بدأ سابقًا وما زال مستمرًا | has been working |
| المضارع التام have/has + اسم المفعول — حدث ماضٍ ما زال له أثر الآن | It's been · has launched · have built |
| المبني للمجهول be + اسم المفعول — التركيز على ما يحدث لا على من يفعله | being positioned · must be addressed · is left |
نطق يحتاج إلى انتباه
يستخدم المتحدث 4 من الصيغ المختصرة، مثل we're, doesn't, we've. انطقها بصيغتها القصيرة كما تسمعها.
- أصوات “sh” و“zh”: proficiency /pɹəˈfɪʃənsi/, ambitious /æmˈbɪʃ.əs/, institutional /ˌɪn.stɪˈtju.ʃə.nəl/, instruction /ɪnˈstɹʌkʃən/
- الكلمات الطويلة — انتبه لموضع النبر: proficiency /pɹəˈfɪʃənsi/, educator /ˈɛd͡ʒəkeɪtɚ/, curriculum /kəˈɹɪk.jə.ləm/, competency /ˈkɑm.pə.tən.si/, competitiveness /kəmˈpɛtɪtɪvnəs/
أصوات يجدها متحدثو العربية صعبة:
- /p/ — ليس /b/: انطقه مع نفخة هواء: proficiency /pɹəˈfɪʃənsi/, pathway /ˈpæθˌweɪ/, competency /ˈkɑm.pə.tən.si/, competitiveness /kəmˈpɛtɪtɪvnəs/, repository /ɹɪˈpɒz.ɪ.t(ə.)ɹɪ/
- /v/ — ليس /f/: مع اهتزاز الأوتار الصوتية: competitiveness /kəmˈpɛtɪtɪvnəs/, uneven /ʌnˈivən/, disadvantage /ˌdɪsədˈvæntɪd͡ʒ/, evaluate /ɪˈvaljʊeɪt/, provinces /ˈpɹɔv.ɪns.ɪz/
- تتابع الصوامت — لا تضف حركة بينها: robust /ɹəʊˈbʌst/, proficiency /pɹəˈfɪʃənsi/, stakeholder /ˈsteɪkˌhəʊl.də/, transform /tɹænsˈfɔɹm/, classroom /ˈklɑːsɹʊm/
كيف تتدرب بهذا الفيديو
- استمع إلى الفيديو كاملًا مرة واحدة دون أن تتكلم، ودوّن الكلمات التي لا تعرفها.
- ردّد جملة جملة بالسرعة العادية، وكرّر كل جملة حتى يتطابق إيقاعك مع المتحدث.
- سجّل صوتك وقارنه بالأصل، مع الانتباه إلى كلمات مثل robust, finalize, proficiency.
ما هي تقنية التظليل الصوتي؟
التظليل الصوتي (Shadowing) تقنية تعلم لغة مدعومة علمياً، طُورت أصلاً لتدريب المترجمين الفوريين المحترفين. الطريقة بسيطة لكنها قوية: تستمع لصوت إنجليزي أصلي وتكرره فوراً بصوت عالٍ — كظل يتبع المتحدث بتأخير 1-2 ثانية. تُظهر الأبحاث تحسناً كبيراً في دقة النطق والتنغيم والإيقاع وربط الأصوات والاستماع والطلاقة.