Realizing ESL-oriented Education in the Singaporean Setting: A Scoping Review

As Vietnam contemplates a shift from teaching English as a foreign language to teaching English as a second language, it is essential to examine second language education in linguistically comparable contexts. The current study synthesizes twelve review and empirical studies of English language instruction in Singapore (2019–2025) and uses thematic analysis to identify four interrelated fields: learner knowledge, learner awareness, skill development, and teacher professional development. The study aims to elicit implications that are relevant to Vietnam’s changing English language reforms. It addresses the question: What strategies from Singapore’s experience can inform Vietnam’s transition to second language instruction? Findings have accentuated the importance of culturally responsive teaching, multimodal and socio-phonetic pedagogy, foundational skill alignment across educational stages, and reflective teacher development guided by national language policy. Based on the evidence-based synthesis of insights, the paper hopes to offer practical implications for Vietnam about localized curricula, inclusive teacher training, or policy support for sociolinguistic diversity in the early phase of second language reforms tailored to Vietnam’s context.