English Language Education in Vietnam

The English language has majorly been accepted in the world as an active universal language. By studying English, there is an expectation on learners to absorb and keep up with developments in science, technology and art. In Vietnam, English is taught from levels six through twelve. The teaching of the English language is based mainly on the learners’ ability to master the four language skills in listening, reading, writing and speaking (Sadiku, 2015). However, in Vietnam, the curriculum is designed to engage only the written skill while allowing learners to learn basic vocabulary and grammar to participate in the national examinations. Vietnamese people consider this important because of the thought that more and more people need to learn writing for academic and occupational purposes. It is not possible to divorce the teaching of a language`s standard varieties both from the teacher`s role and also from the relationship between the learner and he teacher in that process. For instance, do native speakers of one of the standard national varieties best teach a language? English is at the centre in the development of both learning materials and also in the education of the teachers. For the study to be effective, it would be necessary to include the study of written and spoken texts. In comprehending how a language is applied in authentic context, the corpora of authentic language plays a critical role and it is also possible to use such corpora as a resource for teaching and also in the development of teaching materials. Grammatical competence`s nature plays an important role and appropriate grammatical theories are necessary for informing the research on Second Language Acquisition and also classroom practice.

The course is designed because English is a very vital foreign language. It seeks to educate learners are aged between 18 and 25 years with pre-intermediate English proficiency level. The course is taught by a teacher with a very high English language proficiency and three years’ experience teaching English as a second language. The language academy is publicly funded and located in Ho Chi Minh City, Vietnam. The academy plays host to fourteen university DSA students both males and females all from Vietnam. With comparison to other Asian countries, the people of Vietnam find themselves to be less confident in speaking English, this is because they seldom exercise or have contact with English speakers outside the classroom, this, therefore, makes effective communication in different situations difficult (Banothu, 2018). Moreover, the English language is not included at entrance examination in many universities in Vietnam, this further shows that the actual level of English language proficiency in many universities is lesser than reported by the media (Nguyen and Maib 2015). When a textbook is being considered to be used, materials that will increase the level of students confidence in all four language skills is carefully considered. After studying, learners can use their acquired skills in an extended range of unknown topics without supervision.

Learning objectives

The learning objectives are set by the teacher based on the requirements of the students concerning their application of the English language. The students will be able to do the following:

Improve their comprehensive English skills in pronunciation.

Speak common and familiar topics fluently and confidently.

Read and gather information whenever necessary from a manuscript.

Use good vocabulary in their writing skills and manage to create credible documentation in formal and informal settings.

Develop grammatical knowledge in different contexts.

The learners and their needs analysis

We define needs analysis as a gradual process that aids in the acquisition of information about the problems of the learner and their preferences together with their preferences that are identified with both objective and subjective opinions such that they suit the learners learning requirements. It is not disputable that the acquisition of speaking skills could not be apart from the components of language mastering like grammar, pronunciation and grammar. The foundation of communication skills among these components is vocabulary. The reasoning behind this is that vocabulary is a tool that is used for the illustration of interpretation, self-expression, translation and thought. Healey (2018), argues that while people are capable of describing different things without grammar necessarily, nothing could be expressed without vocabulary. It is evident that in any forms of language teaching, a very important role is played by the vocabulary that is regarded as the key that opens the door to the acquisition of any new language. Another important element in language learning, in addition to vocabulary, is pronunciation. In teaching English to the speakers of other languages, it is very important to identify the learning needs of the learners which involve identification of their learning attitudes and learning problems. this type of information helps the methods and strategies that could prove most effective for teaching initial speaking skills, that were used both for the minimisation of the effects of learning problems and also for the achievement of more desirable learning outcomes. Learning problems can only be identified by carrying out a thorough analysis of the perception of the learner of those obstacles they encountered in learning speaking skills.

An increase in the number of English language learners means that their purposes for learning the language differ (Walqui, 2001). The English language might be learnt for different purposes which may include academic, business or touristic purposes. The students in this course are at an A2 level of English language, and after proper questioning, it was discovered that although most of the learners have studied English for over six years, they are not interested in expressing themselves in English, lack the knowledge of how to express their ideas logically with structures.

Explain the design of the course

The course is designed to be well sought after and to improve the language skill of learners in the four language divisions namely: listening, speaking, reading and writing. It goes beyond the one size fits all approach to learning. This will help learners master the language in all of its ramifications, adding value to both academic and life skill of learners. The class is set to suit each learner, this is to make learners more efficient. The course will be taught over 13 weeks and up to level 2. There will be two sessions weekly, over three months, this totals to 26 sessions. The whole course will be taught over 52 hours, with enough time given to learners to fully grasp and apply the learnt language skill. According to the needs of the classroom arrangement, every student has a chair that is easily moveable and easily adjustable, this enables learners to interact with one another and the teacher too, it makes group discussions easy (Juan, 2014). The classroom also has a whiteboard, learners are also recommended an outside reading material to improve their language skill while out of class.

The chosen textbook

The second edition of the book American English, a book comprised of five-level series was used. This book is used for students in the lower level (starters) or in the pre-intermediate level who seek to improve their speaking, writing, listening, reading skills. It also intended to improve the study of the word list, academic vocabulary building, intensive and extensive readings, topics, grammar skills and strategies recycling. The book contains majorly: outlined syllables, introductions, lesson plans, photocopiable activities, workbook answer keys, accessible study link, I-Checker CD-ROM, internet-based exercises and useful study apps which assist learners in using the techniques.

The appropriateness of the textbook

The book comprises of fresh digital materials that provide more choice and flexibility to learners. It offers the opportunity to either learn in the classroom or on the move with its online exercise and I-Checker. Its concise teaching syllabus clearly states important teaching points such as grammar, vocabulary, pronunciation practice in all the lessons which keeps learners attentive while speaking. The textbook also consists of a range of topics which are related to the lives of the learners, this inspires them to read on and gives them the motivation to be involved in session discussions. The books also go hand in with supplementary materials and additional practice, this enables students to use the textbook to the maximum (Elena and Deborah, 1998). The textbook embraces the principle of communicative language teaching methods with emphasis on learners utilizing the CLT techniques to learn and practice the target language through interaction with their instructor and classmates. This is both the method and the goal of the study (Liu and Dai 2003). This also reflects the teacher-led, student-centred teaching philosophy (Doolittle and Lusk, 2007).

Adaptations

According to (Harris and Hodges, 1995), a textbook is defined as a book that is used for instruction, especially in schools and colleges. Choosing the correct textbook for tutoring learners at all levels is important. This is because not all books can be perfect for all at certain levels. Adaptation, therefore, is the tool used to achieve this objective.

Adaptation I

How to adapt

An extension can be defined as an activity that is lengthened to add the necessary materials, this is done by expanding to put into context the pattern for the students while making use of the same material as the starting point for the class (Alibakhshi, 2007). An extension of grammatical activity, for example, is meant to present a clearer idea of what a grammatical structure is to the student and how paragraphs and sentences are clear, logical and precise by it.

Why make this adaptation

It can be challenging for authors and publishers to present textbooks that entirely meet the readers’ needs. Due to individual differences in contemporary society, a perfect match between the materials, teachers and students will never be possible (Maley, 2009). In 3A "plans and dreams" session of the textbook, students receive only a few exercises from the grammar task, this involves filling in the blanks with the future simple test from an interview carried out from an airport. This, however, does not take into careful consideration how the concept is defined by students at the beginning of their lesson, how future simple tense will be introduced to the students with clear step by step examples and the role grammar plays in this course. Students are finally given a lot of time to practice in groups or paired to consolidate their knowledge. These questions will be of help in rethinking and drawing up a new lesson plan (Appendix 1), this will enable this grammar extensive strike a balance between different students to meet their needs which can be both external and psychological (Grant, 1987).

What I have adapted

Firstly, I have adapted a clear goal of learning future simple tense for students and introduced the future simple tense, this is shown in the slides (Appendix 1). Secondly, I have introduced the future simple tense with the positive form structure, examples are shown in the slides. Thirdly, I have also introduced the future simple tense with the negative form structure. Fourthly, I have introduced the future simple tense with its interrogative form structure.

Why the adaptation is beneficial

The outlined activities will grant students the ability to understand how to use the future simple tense in predicting or guessing the future events, this will also show them how the negative form of the future simple tense can be used by them in expressing things that they are not going to do in future. More so, using an interrogative form gesture and also asking for information politely, students can form questions using the interrogative form structure of the future simple tense. This activity I believe can be of help to Vietnamese students to improve their grammatical analysis, to enable them to learn to develop their grammatical analysis so they can correct the grammar so that important sentences can be made to maintain their motivation in English language learning.

Adaptation II

How to adapt

Suggested material replacement/substitution occurs when an original textbook or exercise material which is insufficient for whatever reason is replaced by a material or classroom activity more suitable for learners to accomplish their interest and targets (Alibakhshi, 2007).

Why making this adaptation

In 2B, a story is shown behind the American English. Here in the speaking section, students are asked to discuss each question based upon the provided picture. Since the story occurred in 1949, it doesn't resonate with the life of contemporary students. Stories like this which are not in touch with the times make it difficult for students to form associations. Since the majority of students seek to pass the IELTS test, obtaining a global qualification certificate which may be needed by many foreign establishments, speaking design, therefore, speaking design should be able to meet students' actual needs, also keeping in touch with modern times. This, therefore, means that speaking can be designed to be of immense importance and purposeful to a students' future life especially the job requirements (Grant 1987).

3What I have adapted

Firstly, the clear objectives for students in speaking, enabling the students to use the laid out business vocabularies or phrase for the expression of their business ideas and plans in confidence. Secondly, In part 1, a warm-up style question between an examiner and a student has been chosen. Here, the student is asked a basic question concerning his status and /ideal job. Thirdly, In part 2, style task, students are asked by the examiner to talk about a business he /she knows or admires. They should explain what the business is, the product the business sells, the duration of knowing the business and likes/dislikes about the business. Fixed structures and expressions are given to students before the exercise is carried out. Lastly, definitions of business English vocabulary is provided to the students.

Why this adaptation is beneficial

A wider range of opportunities will be offered to students through the above adaptation. Students can key into this to refine their English skills for their workplace and increase their knowledge of international business philosophy and methodology, and also international business policy practice needed to succeed. This adaptation gives students the competence needed to solve English problems independently in an odd working environment that may be encountered in the future. And in the end, students will be able to use what they have learnt to develop business plans or be involved in business negotiations.

Conclusion

Textbooks play a huge role in language classrooms in all educational situations. They sometimes serve as the basis for a lot of the language input learners receive and the practice of language that happens in the classroom. Textbooks also provide the basis for the content of the lessons, the skills balance taught and the kind of language practice the student participates in. Therefore, Textbook adaptation should be able to address the needs of the students, gain their curiosity and attract their interest (Tomlinson, 1998). Adaptation should, therefore, have novelty, variety, modern outlook, informative teaching layout, interesting content. Teachers will consider and adopt the textbook that meets the needs of students who are both culturally and linguistically multifarious and are at different levels of language proficiency. The difficulty arises if the chosen textbook is out of fashion or ill-designed as students might lose their interest in studying the English language. It is believed that a lot of the language teaching that happens throughout the world today would have been impossible without the use of textbooks (Lin, 2006).

References

Alibakhshi, G. (2007). On the Important of Material Adaptation in EFL Classroom‘ InRoshd FLT, 82(21), 23-29.

Banothu, M. (2018). Using Content-Based Language Teaching to Develop Speaking Skills of Banjara Students at +2 Level in Telangana. Journal of Advanced Research in English & Education, 03(01), pp.21-23.

Elena, B. and Deborah, J. (1998). Scaffolding emergent writing in the Zone of Proximal Development. Literacy Teaching and Learning, 6, 12-18.

Harris, T., & Hodges, R., (Eds) (1995). The Literacy Dictionary: The Vocabulary of Reading and Writing’, Newark: International Publishers.

Healey, D., (2018). TESOL technology standards. The TESOL Encyclopedia of English Language Teaching, pp.1-6.

Krajewski, S. (2011). Developing intercultural competence in multilingual and multicultural student groups. Journal of Research in International Education, 10(2), pp.137-153.

Lin, A.Y. (2006). The application of small group discussion in integrated English teaching in university classroom (Unpublished master’s degree thesis). Fujian Normal University, China.

Liu, R. Q. and Dai, M. C. (2003). Research on the teaching reform of foreign languages teaching in the Chinese colleges and universities: Status quo and development strategies. Beijing, Foreign Language Teaching and Research Press.

Maley, A. (2009). ELF: a teacher's perspective. Language and Intercultural Communication, 9(3), pp.187-200.

Sadiku, L. (2015). The Importance of Four Skills Reading, Speaking, Writing, Listening in a Lesson Hour. European Journal of Language and Literature, 1(1), p.29.

Walqui, A. (2001) Accomplished teaching with English Learners: A conceptualization of teacher expertise. Multilingual Educator 1 (4), 51-55.