Shadowing Practice: The push for English for All| Vietnam Today - Learn English Speaking with Video
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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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Vocabulario y notas de pronunciación para esta lección
Esta lección de conversación de nivel B2 se basa en el vídeo “The push for English for All”. Las palabras que más se repiten: English, teacher, Vietnam, teaching, language. Este vídeo tiene 75 frases y 1056 palabras para practicar shadowing. La parte hablada dura 7:44. El hablante mantiene un ritmo constante de unas 137 palabras por minuto, cómodo para el shadowing. Solo el 80 % de las palabras está entre las 3.000 más comunes del inglés, por lo que el vocabulario es exigente.
Vocabulario clave de este vídeo
Las 15 palabras más avanzadas del vídeo, con su pronunciación y significado:
| Palabra | Pronunciación | Significado |
|---|---|---|
| robust adjetivo | /ɹəʊˈbʌst/ | robusto |
| finalize verbo | /ˈfaɪ.nə.laɪz/ | finalizar |
| learner sustantivo | /ˈlɜɹnəɹ/ | aprendiz, aprendedor |
| proficiency sustantivo | /pɹəˈfɪʃənsi/ | suficiencia, pericia |
| stakeholder sustantivo | /ˈsteɪkˌhəʊl.də/ | apostador, baratero (chapas, juego de apuestas) |
| educator sustantivo | /ˈɛd͡ʒəkeɪtɚ/ | educador, educadora |
| pathway sustantivo | /ˈpæθˌweɪ/ | camino, sendero |
| mandate sustantivo | /ˈmændeɪ̯t/ | mandato, comandamiento |
| transform verbo | /tɹænsˈfɔɹm/ | trasformar, transformar |
| curriculum sustantivo | /kəˈɹɪk.jə.ləm/ | currículo |
| classroom sustantivo | /ˈklɑːsɹʊm/ | aula, sala de clases |
| competency sustantivo | /ˈkɑm.pə.tən.si/ | competencia |
| competitiveness sustantivo | /kəmˈpɛtɪtɪvnəs/ | competitividad |
| instruct verbo | /ɪnˈstɹʌkt/ | instruir |
| linguistics sustantivo | /lɪŋˈɡwɪstɪks/ | lingüística, glotología |
Gramática en este vídeo
Las estructuras que más usa el hablante, con las palabras exactas del vídeo:
| Estructura | En el vídeo |
|---|---|
| Present perfect continuous have/has been + -ing — una acción que empezó antes y continúa | has been working |
| Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora | It's been · has launched · have built |
| Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace | being positioned · must be addressed · is left |
Pronunciación a tener en cuenta
El hablante usa 4 contracciones y formas reducidas, como we're, doesn't, we've. Dilas en su forma corta, tal como las oyes.
- Los sonidos de “sh” y “zh”: proficiency /pɹəˈfɪʃənsi/, ambitious /æmˈbɪʃ.əs/, institutional /ˌɪn.stɪˈtju.ʃə.nəl/, instruction /ɪnˈstɹʌkʃən/
- Palabras largas — cuida el acento: proficiency /pɹəˈfɪʃənsi/, educator /ˈɛd͡ʒəkeɪtɚ/, curriculum /kəˈɹɪk.jə.ləm/, competency /ˈkɑm.pə.tən.si/, competitiveness /kəmˈpɛtɪtɪvnəs/
Sonidos difíciles para hispanohablantes:
- s + consonante al inicio — sin añadir una “e” delante: stakeholder /ˈsteɪkˌhəʊl.də/, slogan /ˈsloʊɡən/, stall /stɔːl/, span /spæn/
- /v/ — no es /b/: los dientes tocan el labio inferior: competitiveness /kəmˈpɛtɪtɪvnəs/, uneven /ʌnˈivən/, disadvantage /ˌdɪsədˈvæntɪd͡ʒ/, evaluate /ɪˈvaljʊeɪt/, provinces /ˈpɹɔv.ɪns.ɪz/
- /z/ — sonora, no /s/: finalize /ˈfaɪ.nə.laɪz/, localize /ˈloʊkəlaɪz/, repository /ɹɪˈpɒz.ɪ.t(ə.)ɹɪ/, provinces /ˈpɹɔv.ɪns.ɪz/
Cómo practicar con este vídeo
- Escucha el vídeo entero una vez sin hablar y anota las palabras que no conoces.
- Haz shadowing frase por frase a velocidad normal, repitiendo cada una hasta que tu ritmo coincida con el del hablante.
- Grábate y compara con el original, prestando atención a palabras como robust, finalize, learner.
¿Qué es la Técnica de Shadowing?
Shadowing es una técnica de aprendizaje de idiomas respaldada por la ciencia, desarrollada originalmente para la formación de intérpretes profesionales y popularizada por el políglota Dr. Alexander Arguelles. El método es simple pero poderoso: escuchas audio en inglés nativo y lo repites en voz alta de inmediato, como una sombra que sigue al hablante con solo 1-2 segundos de retraso. A diferencia de la escucha pasiva o los ejercicios de gramática, el shadowing obliga a tu cerebro y músculos de la boca a procesar y reproducir simultáneamente patrones de habla reales. Las investigaciones muestran que mejora significativamente la precisión de la pronunciación, la entonación, el ritmo, el habla conectada, la comprensión auditiva y la fluidez al hablar, convirtiéndola en una de las metodologías más efectivas para la preparación del IELTS Speaking y la comunicación en inglés en el mundo real.