MOET’S THREE PILOT ENGLISH LANGUAGE COMMUNICATIONAL CURRICULA FOR SCHOOLS IN VIETNAM: RATIONALE, DESIGN AND IMPLEMENTATION

Abstract

In this paper, Ministry of Education and Training (MoET)’s three pilot English language communicational curricula for schools in Vietnam will be discussed. In doing so, we will organize the article into four main parts. Part 1 states the reason for the choice of the topic. Part 2 examines the rationale for the development of MoET’s three pilot English language communicational curricula for schools in Vietnam. Part 3 is the focus of the article. In this part, we will frst provide an overview of Common European Framework of Reference for Languages: Teaching, Teaching, Assessment (CEFR) and Threshold Level English – two important studies that have laid theoretical grounds for the development of the three pilot English language communicational curricula for schools in Vietnam. Then we will describe in some detail the design of MoET’s three pilot English language communicational curricula for schools in Vietnam and discuss their trial implementation, highlighting the achievements and the problems encountered during the implementation process. In the fnal section, after summarizing the contents discussed, we will recommend the integration of MoET’s three pilot English language communicational curricula for schools in Vietnam into a single text presumably called English Curriculum for Schools in Vietnam and propose some recommendations on what should be done to overcome the problems before putting the Curriculum into use throughout Vietnam.