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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Woordenschat en spreektips bij deze les
Deze spreekles op niveau B2 is gebaseerd op de video “The push for English for All”. Deze woorden komen het vaakst terug: English, teacher, Vietnam, teaching, language. Deze video bevat 75 zinnen en 1056 woorden om na te spreken. Het gesproken deel duurt 7:44. De spreker praat in een gelijkmatig tempo van ongeveer 137 woorden per minuut, prettig om te shadowen. Slechts 80% van de woorden hoort bij de 3.000 meest gebruikte Engelse woorden, dus de woordenschat is pittig.
Belangrijke woorden in deze video
De 15 moeilijkste woorden uit de video, met uitspraak en betekenis:
| Woord | Uitspraak | Betekenis |
|---|---|---|
| robust bijvoeglijk naamwoord | /ɹəʊˈbʌst/ | robuust, degelijk |
| proficiency zelfstandig naamwoord | /pɹəˈfɪʃənsi/ | competentie, vakkundigheid |
| stakeholder zelfstandig naamwoord | /ˈsteɪkˌhəʊl.də/ | belanghebbende |
| mandate zelfstandig naamwoord | /ˈmændeɪ̯t/ | mandaat |
| curriculum zelfstandig naamwoord | /kəˈɹɪk.jə.ləm/ | curriculum |
| classroom zelfstandig naamwoord | /ˈklɑːsɹʊm/ | klaslokaal |
| competency zelfstandig naamwoord | /ˈkɑm.pə.tən.si/ | bekwaamheid, competentie |
| competitiveness zelfstandig naamwoord | /kəmˈpɛtɪtɪvnəs/ | concurrentievermogen |
| instruct werkwoord | /ɪnˈstɹʌkt/ | instrueren |
| linguistics zelfstandig naamwoord | /lɪŋˈɡwɪstɪks/ | linguïstiek, taalkunde |
| localize werkwoord | /ˈloʊkəlaɪz/ | lokaliseren |
| mountainous bijvoeglijk naamwoord | /ˈmaʊn.tɪ.nəs/ | bergachtig |
| repository zelfstandig naamwoord | /ɹɪˈpɒz.ɪ.t(ə.)ɹɪ/ | opslagplaats, depot |
| uneven bijvoeglijk naamwoord | /ʌnˈivən/ | oneven |
| societal bijvoeglijk naamwoord | [səˈsaɪ.ɪ.tɫ̩] | maatschappelijk |
Phrasal verbs die je zult horen
| Woord | Betekenis |
|---|---|
| leave behind werkwoord | achterlaten |
Grammatica in deze video
De structuren die de spreker het meest gebruikt, met de exacte woorden uit de video:
| Structuur | In de video |
|---|---|
| Present perfect continuous have/has been + -ing — iets dat eerder begon en nog bezig is | has been working |
| Present perfect have/has + voltooid deelwoord — iets uit het verleden dat nu nog telt | It's been · has launched · have built |
| Lijdende vorm be + voltooid deelwoord — het gaat om wat er gebeurt, niet om wie het doet | being positioned · must be addressed · is left |
Uitspraak om op te letten
De spreker gebruikt 4 samentrekkingen en verkorte vormen, zoals we're, doesn't, we've. Spreek ze kort uit, zoals je ze hoort.
- De klanken “sh” en “zh”: proficiency /pɹəˈfɪʃənsi/, ambitious /æmˈbɪʃ.əs/, institutional /ˌɪn.stɪˈtju.ʃə.nəl/, instruction /ɪnˈstɹʌkʃən/
- Lange woorden — let op de klemtoon: proficiency /pɹəˈfɪʃənsi/, educator /ˈɛd͡ʒəkeɪtɚ/, curriculum /kəˈɹɪk.jə.ləm/, competency /ˈkɑm.pə.tən.si/, competitiveness /kəmˈpɛtɪtɪvnəs/
Klanken die Nederlandstaligen lastig vinden:
- Stemhebbende eindmedeklinker — /b/, /d/, /g/, /z/, /v/ niet verscherpen: finalize /ˈfaɪ.nə.laɪz/, localize /ˈloʊkəlaɪz/, disadvantage /ˌdɪsədˈvæntɪd͡ʒ/, amid /əˈmɪd/, provinces /ˈpɹɔv.ɪns.ɪz/
- /æ/ — opener dan de Nederlandse “e”: pathway /ˈpæθˌweɪ/, mandate /ˈmændeɪ̯t/, transform /tɹænsˈfɔɹm/, disadvantage /ˌdɪsədˈvæntɪd͡ʒ/, ambitious /æmˈbɪʃ.əs/
- /g/ — een harde plofklank, geen Nederlandse “g”: linguistics /lɪŋˈɡwɪstɪks/, slogan /ˈsloʊɡən/, integrate /ˈɪn.tɪ.ɡɹeɪt/
Zo oefen je met deze video
- Luister de hele video één keer zonder te spreken en noteer de woorden die je niet kent.
- Spreek zin voor zin na op normale snelheid en herhaal elke zin tot je ritme gelijk is aan dat van de spreker.
- Neem jezelf op en vergelijk met het origineel; let daarbij op woorden als robust, proficiency, stakeholder.
Wat is de Shadowing-techniek?
Shadowing is een wetenschappelijk onderbouwde taalleermethode die oorspronkelijk is ontwikkeld voor professionele tolkentraining en gepopulariseerd door polyglot Dr. Alexander Arguelles. De methode is eenvoudig maar krachtig: je luistert naar native Engelse audio en herhaalt het onmiddellijk hardop — als een schaduw die de spreker volgt met slechts 1–2 seconden vertraging. In tegenstelling tot passief luisteren of grammaticadrills, dwingt shadowing je hersenen en mondspieren om echte spraakpatronen tegelijkertijd te verwerken en te reproduceren. Onderzoek toont aan dat het de uitspraaknauwkeurigheid, intonatie, ritme, verbonden spraak, luisterbegrip en spreekvaardigheid aanzienlijk verbetert — waardoor het een van de meest effectieve methoden is voor IELTS Speaking-voorbereiding en echte Engelse communicatie.