Preparing Teachers for English-Medium Instruction in Vietnam: Challenges and Implications for English-as-a-Second-Language Education

The increasing adoption of English-Medium Instruction (EMI) has become a prominent educational trend in many non-English-speaking countries, including Vietnam. In response to globalization and the growing demand for English proficiency, Vietnam has recently introduced educational policies aimed at gradually transforming English into a second language within the school system. As EMI continues to expand across different educational levels, teachers play a crucial role in ensuring its successful implementation. However, the effectiveness of EMI largely depends on teachers’ readiness to teach academic subjects through English. This paper reviews the current state of teachers’ readiness for EMI in Vietnam and examines the major challenges influencing its implementation. Drawing on previous studies, policy documents, and recent educational developments, the paper explores four key dimensions of teacher readiness: language competence, pedagogical competence, attitudes toward EMI, and institutional support. The review indicates that although many Vietnamese teachers recognize the potential benefits of EMI for students’ language development and future opportunities, they continue to face difficulties related to English proficiency, EMI-specific teaching strategies, limited professional training, and insufficient institutional support. The paper argues that teacher readiness is a critical factor in the success of EMI and the broader national goal of introducing English as a second language in Vietnamese schools. Based on the analysis, several implications are proposed for teachers, educational institutions, and policymakers. Strengthening professional development programs, improving access to teaching resources, and creating supportive educational environments are essential to enhancing teachers’ readiness and promoting more effective EMI implementation in Vietnam.