シャドーイング練習: The push for English for All| Vietnam Today - 動画で英語スピーキングを学ぶ

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It's been quite a bit since the introduction of Politburo Resolution No. 71 on Breakthrough Education Development.

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

and calling for stronger foreign language teaching and learning.

So this is a big plan we're talking about, Lina.

That's right, Dylan.

And Vietnam needs to make the move right now.

So far, the government has launched the scheme to make English a second language

or ESL in schools for 2025 to 2035 with a vision to 2045.

Already in its first phase of implementation, the scheme spans all levels of education from preschool to higher education,

vocational training and continuing education, affecting more than 50,000 institutions,

30 million learners, and 1 million teachers and education managers.

But it also lays a bear some of the biggest challenges ahead, training more than 200,000 teachers,

attracting educators to disadvantaged areas,

and applying new technologies, especially AI in English teaching and in teaching subjects in English, just to name a few.

And behind all of those challenges lies one critical question.

Can this ambitious rollout reach every classroom equally?

From cities to remote areas, how can Vietnam make English a true second language in schools without leaving some students behind?

Our reporter, Lộc Dương, has more.

As Vietnam pushes ahead with education reform, English is being positioned as a key pillar of the country's long-term development strategy.

Researchers say ESL is no longer an academic subject, but a tool that shapes competitiveness, innovation, and access to global knowledge.

If it's success, Vietnam Education may have a chance to catch up with the top-ranking education system in the world.

And we aim to have some universities among the top 100 and top 200 universities in the world.

However, not every school begins this journey journey from the same starting line.

While urban and well-funded schools are adapting quickly, many rural and public schools are facing limited resources,

uneven connectivity, and challenges in applying AI-powered learning, widening the equity gap that educators warn must be addressed early.

Looking at local languages and how that integrates into new education reform,

societal pressures such as housing and the integration of international students,

and also quality of teaching and equity of access to all people.

UNICEF has been working with the Ministry of Education and Training to finalize,

to develop and finalize the AI competency framework in education for both teachers and students.

Amid these challenges, Vietnam is increasingly turning to international cooperation as part of its broader ESL rollout,

with supports focused on teacher capacity, localized curriculum and technology deployment beyond major cities, giving learners a fair chance at English medium opportunities.

We're looking at capacity building with teachers.

So we are introducing a new professional development framework

that we have built alongside with Moet to address particularly the needs of the ESL strategy.

It's the opportunity to practice their English with an AI environment which they otherwise would not have been able to do.

Turning English into a true second language will require more than new curricula or slogans.

It demands long-term investment in teachers, smart using technology and a commitment to equity so that no province is left behind.

Reporting from Hanoi, Lập Dương, from Vietnam Today.

So we've established that one of the key components to Vietnam's English project success hinges on teachers.

Improving teaching quality requires not just initial training but ongoing support, known as CPD, Continuing Professional Development,

which helps teachers update skills and improve classroom practices.

Our reporter Lục Dung spoke with Byung Sujarat, Head of English and School Education for East Asia at the British Council,

on how strong CPD can transform English teaching in Vietnam.

Mr. Sutraja, thank you for joining us.

Can you explain how a robust CPD system will transform English teaching at the school level

and what specific teaching teachers will need to shift from teaching

English as a foreign language to establishing it as a true second language?

So I think how the robust CPD system could help improve the teaching quality

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.

They have a tool for them to assess where they are at, what areas they need to develop,

and then what pathways or steps that they can go through to improve their professional practices.

You have regional languages as well in different contexts such as the mountainous area.

So the teachers also need to be aware of the students' language

or linguistics repository so that they can help build their capacity to learn in English.

Based on your regional experience across East Asia,

what kinds of CBD support or models have proven most effective in helping teachers sustainably improve their English medium instruction skills?

Here in Vietnam,

we have tried to pilot what is called teachers' activity groups with several doets in some provinces in Vietnam

and that has shown evidence that peer learning groups, such as through TEQTS, can be applied

so related educational stakeholders can look at the evidence

that has been generated from those pilots and then maybe consider

that as one of the means in order to bridge that gap.

What does it take to ensure this initiative doesn't stall after the first decade

and how can can Vietnam build institutional capacity so that English proficiency becomes embedded in the educational culture, not just a policy mandate.

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,

I have a role to play in this.

It's not something that is only mandated or instructed to me, but they can see the real value of that strategy.

And the second point would be continuous improvement through evidence.

So there has to be a mechanism to evaluate what has been working and then refine that for continuous improvement.

That, when it's done regularly and then continuously,

it will then generate the real evidence and the right model that will fit with the Vietnam context

and makes the ESL strategy a lasting process for schools.

Thank you so much for your valuable insight.

Thank you.

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このレッスンの語彙とスピーキングのポイント

このB2レベルのスピーキングレッスンは、動画「The push for English for All」を教材にしています。繰り返し出てくる語は次のとおりです：English, teacher, Vietnam, teaching, language。この動画には、シャドーイング用の文が75文、単語が1056語あります。音声の長さは7:44です。話す速さは1分あたり約137語で安定しており、シャドーイングしやすいペースです。英語の頻出3,000語に含まれる単語は80%だけなので、語彙は難しめです。

この動画の重要語彙

動画の中で特に難しい単語15語を、発音と意味つきで紹介します。

単語	発音	意味
learner 名詞	/ˈlɜɹnəɹ/	学習者
proficiency 名詞	/pɹəˈfɪʃənsi/	上達, 習熟度
stakeholder 名詞	/ˈsteɪkˌhəʊl.də/	競合権利者
educator 名詞	/ˈɛd͡ʒəkeɪtɚ/	教育者, 教育家
mandate 名詞	/ˈmændeɪ̯t/	委任, 指図
transform 動詞	/tɹænsˈfɔɹm/	変形する, 変換する
classroom 名詞	/ˈklɑːsɹʊm/	教室, 教場
linguistics 名詞	/lɪŋˈɡwɪstɪks/	言語学
localize 動詞	/ˈloʊkəlaɪz/	地域化する, ローカライズする
repository 名詞	/ɹɪˈpɒz.ɪ.t(ə.)ɹɪ/	倉庫
connectivity 名詞		接続性
pillar 名詞	/ˈpɪlɚ/	柱
disadvantage 名詞	/ˌdɪsədˈvæntɪd͡ʒ/	不利
slogan 名詞	/ˈsloʊɡən/	スローガン, 標語
stall 名詞	/stɔːl/	馬小屋, 厩舎

動画に出てくる句動詞

単語	意味
leave behind 動詞	置き忘れる

この動画の文法

話し手がよく使っている文型を、動画の実際の表現とともに紹介します。

文型	動画での表現
現在完了進行形 have/has been + -ing — 以前に始まり今も続いている動作	has been working
現在完了形 have/has + 過去分詞 — 過去の出来事が今も関係している	It's been · has launched · have built
受動態 be + 過去分詞 — 誰がするかより、何が起きるかに焦点を当てる	being positioned · must be addressed · is left

注意したい発音

話し手はwe're, doesn't, we'veなど、短縮形や弱形を4回使っています。聞こえたとおりの短い形で発音しましょう。

「sh」と「zh」の音: proficiency /pɹəˈfɪʃənsi/, ambitious /æmˈbɪʃ.əs/, institutional /ˌɪn.stɪˈtju.ʃə.nəl/, instruction /ɪnˈstɹʌkʃən/
長い単語（アクセントの位置に注意）: proficiency /pɹəˈfɪʃənsi/, educator /ˈɛd͡ʒəkeɪtɚ/, curriculum /kəˈɹɪk.jə.ləm/, competency /ˈkɑm.pə.tən.si/, competitiveness /kəmˈpɛtɪtɪvnəs/

日本語話者が苦手な音：

/r/ と /l/ の区別 — /l/ は舌先を歯茎につけ、/r/ はどこにもつけない: learner /ˈlɜɹnəɹ/, curriculum /kəˈɹɪk.jə.ləm/, classroom /ˈklɑːsɹʊm/, preschool /ˈpɹiːskuːl/
/v/ — /b/ にならないように、上の歯を下唇に当てる: competitiveness /kəmˈpɛtɪtɪvnəs/, uneven /ʌnˈivən/, disadvantage /ˌdɪsədˈvæntɪd͡ʒ/, evaluate /ɪˈvaljʊeɪt/, provinces /ˈpɹɔv.ɪns.ɪz/
/f/ — 「フ」ではなく、上の歯と下唇で出す: finalize /ˈfaɪ.nə.laɪz/, proficiency /pɹəˈfɪʃənsi/, transform /tɹænsˈfɔɹm/, refine /ɹɪˈfaɪn/

この動画での練習方法

まず声を出さずに動画を最後まで聞き、知らない単語をメモします。
通常の速度で一文ずつシャドーイングし、話し手のリズムに合うまで繰り返します。
自分の声を録音して元の音声と比べます。learner, proficiency, stakeholderなどの単語に特に注意しましょう。

シャドーイングとは？英語上達に効果的な理由

シャドーイング（Shadowing）は、もともとプロの通訳者養成プログラムで開発された言語学習法で、多言語習得者として知られるDr. Alexander Arguelles によって広く普及されました。方法はシンプルですが非常に効果的：ネイティブスピーカーの英語を聞きながら、1〜2秒の遅延で声に出してすぐに繰り返す——まるで「影（shadow）」のように話者を追いかけます。文法ドリルや受動的なリスニングと異なり、シャドーイングは脳と口の筋肉が同時にリアルタイムで英語を処理・再現することを強制します。研究により、発音精度、抑揚、リズム、連音、リスニング力、そして会話の流暢さが大幅に向上することが確認されています。IELTSスピーキング対策や自然な英語コミュニケーションを目指す方に特におすすめです。

シャドーイングのやり方: ステップ別の完全ガイドを読む →

シャドーイング練習: The push for English for All| Vietnam Today - 動画で英語スピーキングを学ぶ

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