Turning English into the Second Language in Vietnam: A Critical Policy Analysis

Abstract: This study critically assesses Vietnam’s policy of turning English as a second
language under Resolution 71-NQ/CP (2025). Based on Spolsky’s Tripartite Model and MultiLevel Policy Analysis, this study examines the interplay between national ideology, governance
mechanisms and educational practices. The results show that although the policy demonstrates a
strong commitment to global integration, regional disparities, limited teacher capacity, and
uneven resource allocation reduce implementation effectiveness. Accordingly, the study
proposes feasible recommendations: promoting localization strategies, enhancing teacher
training, ensuring resource equity, leveraging educational technology and promoting social
participation. The study affirms that to achieve long-term success, ESL policy needs to align
national vision with context-specific actions at the grassroots level, promoting equity,
inclusiveness, and sustainability in education reform.