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Primary English language education policy in Vietnam: Insights from

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Article  in  Current Issues in Language Planning · May 2011

DOI: 10.1080/14664208.2011.597048

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Teaching English in Primary Schools
in Vietnam: An Overview
Nguyen Thi Mai Hoa
School of Education, The University of Queensland, Australia, and
English Department, College of Foreign Languages, Vietnam
National University
Nguyen Quoc Tuan
National Institute of Educational Strategy and Curriculum, Vietnam

This paper examines the English language situation at primary school level in Vietnam
from a language planning perspective. It examines language policy for foreign
­language teaching in Vietnam to provide a picture of the role of English in foreign
language education. It analyses language-in-education policy, curriculum and teaching­
materials, and teaching conditions and discusses the future of ELT in primary schools
in Vietnam.

doi: 10.2167/cilp106.0

Keywords:  Vietnam, language planning, primary English language education, ELT

Introduction
It is widely accepted that English has now become the international lingua
franca, and is playing a more and more dominant role in people’s lives, ranging
from politics, economics, and health care to education and entertainment. This
makes the provision of English language teaching and learning an important
issue in educational systems world-wide, including countries such as Vietnam
where it is a foreign language. In an attempt to boost skills in this language,
English language education was introduced into primary schools in Vietnam 
10 years ago. In this paper the current English language teaching situation in
primary­ schools in Vietnam is investigated with a view to suggesting ways in
which it might be improved. More specifically, this paper looks at four key
issues:
• What is the language policy for teaching foreign languages and teaching
English at primary schools in Vietnam?
• What curriculum and materials for teaching and learning English exist
across the country, and what is their adequacy?
• What information is available about conditions of English language
­teaching (ELT) at the primary level in terms of teachers, teaching methodo­
logy, and facilities?
• How can policy and practice in ELT be improved at the primary level in
Vietnam?

1466-4208/07/02  162-12  $20.00/0  2007 N.T.M. Hoa & N.Q. Tuan

current issues in language planning Vol. 8, No. 2, 2007

162
Teaching English in Vietnamese Primary Schools 163

The aim of the study is to conduct a thorough document analysis to provide a

picture of the current situation of English language teaching and learning in
primary schools in Vietnam from a language planning perspective.

Foreign Language Teaching in Vietnam

In non-English speaking countries in general and in Vietnam in particular,
learners’ acquisition of English can be dramatically influenced by government
policy toward the role of English in the society. The position of English in
­foreign language education in Vietnam has been treated differently at different
historical stages.
Vietnam was under the rule of the Chinese for more than 1000 years, from
111 bc to 938 ad. During this time, ‘education was in Chinese and followed the
Chinese model’ (Wright, 2002: 226). Even after Vietnam became independent in
939, Chinese was still the most influential language in the society. Therefore, 
for centuries the teaching and learning of foreign languages was restricted to
classical Chinese, which aimed at producing administrators, governors and
eductors for a feudal society. Subsequently, in the middle of the 18th century,
French colonialists began to invade Vietnam. In the 1880s, the French established­
a protectorate and a colonial government that controlled the whole territory of
Vietnam. The French brought the teaching of French as a second language to
parts of the country. According to Wright (2002), by 1878 French as well as
Quoc Ngu (national language) was permitted in official documents. English
was taught in only a few schools at that time.
English language teaching became more widespread only after the French
were forced to withdraw at the end of the colonial period (1954). However, 
it did not have an important status in education, except in the South. In the
post-1954 period, there were four foreign languages taught in Vietnamese
schools: English, Russian, Chinese and French. From 1954 to 1975, the North of
Vietnam was greatly supported by China and Russia with military and civilian
aid. Thus in the post-1954 period, political influence meant that French was
replaced by Chinese and Russian at secondary and tertiary colleges in the
North, with these two languages being more important than English and
French. During this period, English language teaching was not given much
attention in the North.
However, English and French were important in the south. The American
war took place in the South during the period 1955–1975, which meant that
English was emphasised in language education. ‘The foreign language learning
statistics for South Vietnam for the period 1958 to 1968 revealed the shift from
French to English’ (Wright, 2002: 235). In 1975, the Vietnamese Communist
Party led the Vietnamese people to end the American war and reunited the
country. English and French virtually disappeared at the end of the American
war in 1975. By 1979, the Chinese war had broken out along the border between
Vietnam and China, which worsened diplomatic relations between the two
countries. Thus Chinese together with French and English ‘almost completely
disappeared’ (Wright, 2002: 237), replaced by Russian in the education system.
ELT in Vietnam only started developing in 1986 when the Vietnamese govern-
ment decided to change political direction and attract foreign investment.
English language centres have mushroomed all over the country, especially in
164 current issues in language planning

Ho Chi Minh city, Hanoi and other big cities, because of the demand for English
language proficiency in jobs, business and communication.
English was widely used for international communication, especially in the
1900s, so that the position of English and attitudes to it have changed greatly.
English is now the preferred foreign language in Vietnam. The teaching and
learning of English has become much more significant and widespread, and at
the current time, ELT in Vietnam is gaining higher status. Data from a recent
survey show that of all junior secondary schools, 99.1% teach English, while
only 0.6% teach French, 0.2% Russian, and 0.1% Chinese (Loc, 2005).
In the national curriculum for junior and senior secondary schools, foreign
­language is usually taught in three 45-minute periods a week from Grade 6 to
Grade 12 as a compulsory subject, except in Grade 9 with only two periods a
week. English is also one of the five compulsory subjects for the national final
exams.
The acceptance of English as a compulsory subject in the education system
does not deny the opportunity to learn other foreign languages at school. The
policy encourages the teaching and learning of a variety of foreign languages,
with an emphasis on English. According to Loc (2005), by 2010 Russian, French
and Chinese will be available as a second language in regions which have good
learning and teaching conditions and wish to teach them. The ­ teaching and
learning of a second language will start from Grade 6 and continue to Grade
12, with two lessons per week. Now Japanese and German are being piloted in
some schools as part of the extra curricular programme on an experimental
basis from 2004, depending on different conditions for socio-economic devel-
opment in different regions. By 2015 these two languages will have been offi-
cially taught as the foreign languages along with English, Russian, French and
Chinese. However, English is currently recognised as the most popular and
important foreign language introduced in all levels of education in Vietnam.

Language Policy on Primary English Teaching in Vietnam

Teaching English as a foreign language in primary schools is gaining popu-
larity throughout the world. It is reported that English has been an elective
­subject at the primary level in over 50 countries, 25 of which have made it a
compulsory subject (Ko, 1993, cited in Jung & Norton, 2002). The dominant role
of English in current international communication increases the status of English
teaching and learning in the educational system of Vietnam, and prompts
English education starting at an early age. Language policy and implementa-
tion are believed to ‘influence, if not change, ways of speaking or literacy
­practices within a society’ (Baldauf, 2005: 1). How the language education policy
is perceived and implemented has profoundly impacted on the culture of
English education in Vietnam.
Since the 1990s in big cities such as Hanoi and Ho Chi Minh, English for
­primary pupils has been taught in a pilot programme at language centres and
some primary schools. Some private language schools throughout the country
offer English to children as young as five or six (Nunan, 2003). In response to
society’s demands, the Ministry of Education and Training (MOET) issued 
the Note No. 6627/TH dated 18 September 1996, which provided guidance on
Teaching English in Vietnamese Primary Schools 165

foreign language teaching in primary schools. English was introduced as an

elective subject starting from the second semester of Grade 3, with two 
40-minute periods a week. English teaching was piloted in several primary
schools in big cities in Vietnam. The policy received widespread support
throughout the country from primary schools, parents and pupils. Consequently,
the teaching of English in primary schools has been expanded nationwide,
­initially from big cities to many other towns, localities and even to rural areas.
The demand from society, parents and pupils for learning English at primary
level has increased significantly. In response to this demand, MOET issued
Decision No.50/2003 QD-BGD&DT on 30 October 2003, on the introduction of
an optional English language programme at primary level, in place of the pilot
programme of 1996. According to the Decision, from 2003 until the present,
pupils in primary schools are to learn a foreign language as an elective subject
from Grade 3 to Grade 5 for two 40-minute periods per week, where there are
adequate teaching conditions as well as demand from pupils and parents. From
2006 it will become compulsory with four 40-minute periods per week.
Teaching English as an elective subject in primary schools serves the following­
purposes:
• Forming basic English communicative skills in listening, speaking, reading,­
and writing for students to be able to communicate in English at schools,
at home and familiar social environments.
• Providing students with a fundamental knowledge of English to gain
­primary understanding of the country, people, and culture of some English
speaking countries.
• Building positive attitudes to English, and better understanding and love
for Vietnamese through learning English. Furthermore, students’ intelli-
gence, personality, and learning method will have also been gradually
formed (Ministry of Education and Training, 2003).
The policy has brought about revolutionary changes in the teaching of English
in Vietnam. Reports by 25 Departments of Education and Training indicate
the number of primary schools teaching English as shown in Table 1 (Thai,
2005: 44).

Curriculum and Teaching Materials

In the school year 2003–2004, MOET introduced an English curriculum for
primary schools. The curriculum emphasises the development of the four skills,
in which speaking and listening are initially stressed. The curriculum imposes
strict restrictions on the number of the words to be learned in each grade so that
pupils can enjoy the English class without feeling the ‘burden’ of the subject.
The specific numbers of words to be learnt are: Grade 3, 120–140 words; 
Grade 4, 140–160 words; and Grade 5, 180–200 words.
Although the guidelines allow individual schools some freedom in how
they implement the introduction of English, the curriculum needs to be com-
municated to principals and teachers in primary schools to avoid the situation
where teachers consider the textbook as the curriculum. It reflects the fact that
they are not very clear about the aims or goals and the direction of English
166 current issues in language planning

Table 1    Reports on primary English language teaching from 25 provincial

departments of education and training

No. Province Classes Schools Students Teachers Books and

materials

1 Hanoi 3286 262 113,713 628 Books published

by Educational
Publishing House
Let’s Go

2 Hai 4041 121 128,431 89 Books published

Phong by Educational
Publishing House
Books published
by Centre for
Educational
Technology

3 Ha Tay 134,589 699

4 Bac Ninh Books published

by Educational
Publishing House

5 Nam Dinh 1086 106/293 36,647 199 Books published

by Educational
Publishing House

6 Thai Binh 3250 292 98,294 486 Books published

by Educational
Publishing House

7 Lang Son 384/2462 50/226 11,044/79,175

8 Thai 680/2111 18,302/56,278 Books published

Nguyen by Educational
Publishing House
Educational

9 Phu Tho 946/5088 170/299 23,640/119,031 106

10 Quang 96 31/156 3750 34 Books published

Ninh by Educational
Publishing House
Let’s Go

11 Quang 320 53 12,505 57 Books published

Binh by Educational
Publishing House

12 TT - Hue

13 Da Nang 1555/2017 94/95 54,091/67,656 Books published

by Educational
Publishing House
Let’s Go

14 Quang 273 61/230 23,889 95

Ngai

(Continued)
Teaching English in Vietnamese Primary Schools 167

Table 1    Continued

No. Province Classes Schools Students Teachers Books and

materials

15 Khanh 237/3758 36/182 8102/113,783 Let’s Go Books

Hoa published by
Centre for
Educational
Technology

16 Lam Dong 590/2583 42/266 19,840 Let’s Go

17 Ho Chi 312 10,186 Let’s Go Books

Minh published by
cityC Centre for
Educational
Technology

18 Binh 1425 125 42,815 192 Let’s Go

Duong

19 Dong Nai 1231/4471 90/300 43,418 138 Books published

by Centre for
Educational
Technology Books
published by
Educational
Publishing House
Let’s Go

20 BR - V.Tau 331 11,000 57 Let’s Go

21 Dong Thap 2343/5726 306/306 72,893/153,368 326 Books published

by Educational
Publishing House

22 Tien Giang 531 60 18,478 58 Let’s Go

23 Can Tho 80 23,264 Let’s Go

24 Thanh 12.704 62/729 16.368/325.510 76/17.523 Books published

Hoa by Educational
Publishing House

25 Nghe An 135 2348 Books published

by Educational
Publishing House

Source: Thai (2005: 44)

education at primary level. Thus, less effective implementation in some

regions is unavoidable.
However, there are no official English textbooks or other materials; conse-
quently, different schools use different materials for English language teaching
and learning.
There have been three sets of textbooks used in primary schools in Vietnam.
First, there is a series of textbooks for Grades 3, 4 and 5 published by the
Educational Publishing House, Teaching English in Primary School, consisting of
168 current issues in language planning

Books 1, 2 and 3 and a teachers’ guide and workbook (by Pham Dang Binh and
Nguyen Quoc Tuan, 1987). Thai summarises the assessment on these books by
the Provincial Department of Education and Training:
The books are small size with few black and white pictures, not clear, not
attractive, lack games and pronunciation practice exercise. The topics are
consistent in terms of vocabulary and grammar throughout the three
books. Cassette tapes attached to the books are not enough in quantity
and not of good quality. (Thai, 2005: 42)
These opinions are supported by the research on primary ELT in Vietnam
c­ arried out by Moon for the British Council in March 2005 which shows that the
textbooks are not suited to children’s needs in terms of their focus (grammar
rather than communication), types of input and activities. Despite these
­drawbacks, these books are widely used because of their low cost (Moon, 2005).
This series is no longer being published. From 2005 on, a new series, Let’s Learn
English, Books 1, 2 and 3, (including textbook, a teachers’ guide and workbook)
written by Nguyen Quoc Tuan, Phan Ha, Dao Ngoc Loc and Do Thi Ngoc Hien,
has been published by Educational Publishing House. This series is written and
published in cooperation between Educational Publishing House of Vietnam,
Panpac Education Singapore, and the British Council in Vietnam. This series of
books will replace the previous books published in 1987.
Second, textbook series published by the Centre for Educational Technology
in the 1990s had five books (English 1–5) for Grades 1 to 5, written by Ngo Thi
Tuyen. These books were used in some experimental programmes in Vietnam.
These books are ‘big size, with colourful pictures, the content is suitable to
­primary pupils at Grade 3, but a little too high at Grades 4 & 5’ (Thai, 2005: 42).
Several primary schools in Ho Chi Minh city, Dong Nai, Khanh Hoa and Hai
Phong used these books. This series of textbooks is no longer used in Vietnam.
The third textbook, Let’s Go, published by Oxford University Press, is
­preferred by many primary schools for its colourful pictures, great variety of
activities, suitability to children in terms of its level, its theme, and learning
characteristics. However, it is rather expensive; MOET does not financially
­support teachers’ salary or books so the costs have to be borne by the schools
themselves or passed on to the parents. Another problem is that Let’s Go may
not be suited to the National Curriculum. This is the main reason Let’s Go is
only used in 11 out of 25 provinces in Vietnam.
Primary teachers of English generally lack the knowledge to develop the
­materials themselves, yet the textbook is still the major source of basic materials.
However, MOET’s textbooks for English education at primary level do not seem
appropriate for children’s language acquisition. Moon (2005: 53) suggests that
there is ‘a need to develop new textbooks and supporting materials which are
grounded in an understanding of children’s learning and language learning’.

Teaching Conditions
Since 1996, when English education at primary level was introduced in
Vietnam, ‘there has not been a legislative system regarding policy for teachers
and no instruction and guideline on English language teaching and learning for
Teaching English in Vietnamese Primary Schools 169

primary level’ (Thai, 2005: 41). There was no national curriculum until 2003.
This leads to the fact that the implementation of English teaching has not been
systematic and is less effective than expected. In responding to this issue, the
primary curriculum promulgated in accordance with Decision No 50/2003/
QD-BGD & DT by MEOT states that ‘schools which have prepared adequate
resources such as teachers and teaching and learning facilities and which have
received agreement from parents can start foreign language’. From September
2003, primary schools have been expected to move towards implementing the
National Curriculum: the objectives, the teaching methods, teaching principles,
teaching contents, specific requirements. On the one hand, the decision allows
primary schools opportunities to exercise their freedom in the practice of
English language teaching and learning. On the other hand, these guidelines
are not specific enough in the context of Vietnam where there is a lack of
­expertise in the field of language education at primary level (Moon, 2005).
Teachers are one of the most important factors in ensuring the effective
implementation of English education at primary level because they can make
a great contribution to motivating children to learn English. Besides, it is not
easy to teach younger children effectively; teaching children a foreign 
language may be more demanding at primary level than higher levels because
of the children’s greater reliance on oral language (Cameron, 2003). Several
researchers agree that teachers should possess a high level of language profi-
ciency with wide knowledge of vocabulary (Cameron, 2003; Halliwell, 1992;
Slattery & Willis, 2001) and good understanding of English teaching methods
for children (Halliwell, 1992; Slattery & Willis, 2001). While advocates of
English teaching and foreign-language study praise the increasing attention
to primary English programmes, concern is widespread that the efforts are
haphazard. The greatest concern is in the quality and number of teachers to
carry out these efforts.
In Vietnam there is still a mismatch between the expected quality of teachers
and the reality. In an investigation into this issue, Moon’s (2005) research
revealed three main problems: status and motivation, lack of suitable training,
and language competence. The primary teachers who are familiar with children’s­
learning characteristics cannot teach primary English because of their low level
of English proficiency. Besides, there is no quota for primary teachers of English.
Therefore, primary schools hire teachers of English on contract. They are not
committed to the school and their pay is low. In Moon’s research (2005: 50), 
‘out of ten primary English teachers interviewed, five had not chosen to teach at
primary school’. It can be seen that the low status and motivation of primary
English teachers is an obstacle to improving the practices of teaching and
­learning English at primary level. Apart from that, primary English teachers
come from different sources. There is no benchmark for ensuring the quality of
teachers. This is the reason their proficiency in English and ability to teach it are
far from satisfactory. However, the most serious problem is that they are not
trained to teach English to primary age children. Most primary teachers inter-
viewed in Moon’s research had graduated from the College of Foreign
Languages (training foreign language teachers) so they were trained to teach
adults and adolescents, not primary children. Moreover, English is not a
­compulsory subject so teachers do not have opportunities to attend yearly 
170 current issues in language planning

in-service training. This reflects the lack of proper training for primary English
teachers. The quality of their English teaching leaves much to be desired. 
In terms of language competence, Nunan (2003), Moon (2005) and Thai (2005)
share the opinion that primary English teachers do not have a good command
of English. ‘Many teachers have problems with their pronunciation, particu-
larly wording endings’ and ‘their spoken fluency’ (Moon, 2005: 52).
Teaching methods being used in primary schools also play an important role
in effective implementation of English education. Moon (2005) sheds light on
the methodology currently used by primary teachers, finding that the teaching
methods are ‘adult-oriented’. More specifically, the teaching methodology has
the following features:
• A focus on form of the language and on accuracy rather than fluency.
• Emphasis on reading and writing skills from the beginning stages.
• Heavy use of repetition drills and whole class chorus work with the aim of
helping children to learn the word perfectly.
• Lack of attention to and opportunities for using the language more freely
and for communicative or imaginative purpose (Moon, 2005: 51).
This is partly because teachers teach the way they have been trained and few
teachers have been trained specially to teach children, but in addition, classroom
organisation and class size can be obstacles to innovative teaching methods for
children of primary age.
Some 25 provinces in Vietnam are reported as implementing primary English
programmes (Thai, 2005). Most of the cities and provinces declare that they
have adequate resources (teachers, facilities, parents’ needs and children’s
interests) to introduce English language in their programmes. However, the
reality seems different. The implementation of English education is not as effec-
tive as expected although expectations are very high among stakeholders. Based
on an investigation of the situation with regard to teaching English to primary
level, Moon suggests that ‘the conditions are not yet suitable to allow any
­successful expansion of teaching at primary level’ (Moon, 2005: 54). She further
adds that ‘there is no clear awareness of the aims, means, and outcomes of
teaching English for primary pupils’ (Moon, 2005: 54). In addition, the teachers
are not adequately trained to teach primary English and do not have a good
command of English. Existing textbooks and materials are not ‘fully appropriate’­
(Moon, 2005: 54) for primary pupils. With these insufficient conditions, the
effectiveness of primary English education hardly meets its purposes.

The Future of English in Primary Schools in Vietnam

Although the policy on language teaching at primary level in Vietnam has
been widely accepted and supported, there is an urgent need to take further
action to improve the current situation. MOET should play a full role in the
production, implementation, and communication of policies, not only through
issuing policy, but also through meetings with school principals and teachers,
and extensive training for all primary English teachers, and direct observation
of teaching and learning.
First, despite the efforts that have gone into curriculum development 
and planning over recent years, more specific curriculum guidelines on the
Teaching English in Vietnamese Primary Schools 171

requirements and implementation of primary English education are needed.

There need to be more detailed plans, showing the work to be covered in each
half term; this should then be broken down into very clear and practical
descriptions of what is to be taught and the standards for which the school
aims. The curriculum should particularly emphasise the development of oral
ability from an early age to avoid the problems with grammar and reading
and writing based teaching to young children.
Curriculum planning for primary English education is more successful if
instructional materials are in readiness for the implementation of the policies.
Moon’s (2005) study shows that the current textbooks are not suitable for
English language learning and teaching at primary level, and that foreign
­textbooks are too expensive for local schools. At the current time, textbooks are
the basic materials for primary English language teachers in Vietnam. In this
regard it would be more helpful for MOET to develop a series of multimedia
textbooks, accompanied by audio tapes, videotapes, and a guide for teachers.
To improve the quality of textbooks, MOET could introduce an open competi-
tion among publishers and should have an approved list of textbooks from
which local schools may choose. In addition, instruction on the use of text-
books and teaching materials would be of practical value in effective primary
English education.
As Moon (2005) suggests, there is a need to build local expertise in primary
English education among trainers, curriculum developers, and local education
staff through training. With the introduction of the new primary English policy,
there has been much concern about primary English language teachers. Teacher
training is indispensable in the process of curriculum planning and develop-
ment. Training at both pre-service and in-service levels needs to be provided.
Professional development programmes for primary English teachers need 
to offer skills training on the one hand and language awareness on the 
other. Training in language teaching methodology specifically for children is
necessary. MOET should include diverse communicative language teaching
methods in teacher training and encourage teachers to use a variety of hands-on
activities, such as games, songs, chants and art. Besides training in teaching
skills, teacher education needs to include raising teachers’ level of language
competence. Teachers’ limited English proficiency is the most obvious ­challenge
to successful classroom teaching and in this regard, MOET should provide
more English classes with English native speakers as a part of teacher training.
In addition, there should be a more appropriate policy to improve the current
status and motivation of primary English teachers so that they are treated
equally with teachers of other subjects. The commitment to staff development
is a significant strength, which will improve the quality of teaching English as a
foreign language in Vietnam.
With many countries in the region expanding English instruction, the demand
is outpacing the availability of well-trained and competent teachers (Nunan,
2003). The shortage of primary English teachers is a serious problem in Vietnam.
According to Dr Nguyen Loc, Vice Director of National Institute of Educational
Strategy and Curriculum, from now until the year of 2008–2009 at least 16,600
primary English teachers will be needed. The shortage of English teachers at
­primary level will force the continued recruitment of teachers with inadequate
172 current issues in language planning

linguistic and teaching competencies. Without an adequate pool of qualified

teachers, the English programme has not been implemented well. MOET should
develop two different English teacher systems: the classroom English teacher
system and the English special teacher system. The classroom English teacher
system can be developed by increasing the number of primary teachers who can
teach English. They should be able to attend in-service training in primary
English language teaching methodology and English language proficiency. 
In addition, the hours of English instruction should be increased in the curricu-
lum for primary pre-service teachers so that those who are familiar with the
characteristics of primary pupils can teach primary English. The number of
English special teachers can be increased by increasing the number of students
specialising in primary level English teaching at teacher training universities,
which should have a major in this subject. In addition, it would also be appropriate­
to consider linguistic and teaching competencies as criteria for recruitment, and
give trainee teachers proper professional development programmes.
In reflecting MOET’s policy and its implementation within schools, we have
identified several issues which need to be further revised and improved. There
is evidence that conditions are not yet suitable to the successful implementation
of primary English education. However, in the climate of great changes in
­language education, there is room for optimism for the future of English
­language teaching and learning at primary level in Vietnam. When a new
project on teaching and learning foreign languages in the Vietnamese education
system for the years 2006–2030 comes into practice, the current situation will be
much improved.

Correspondence
Any correspondence should be directed to Nguyen Thi Mai Hoa, School 
of Education, The University of Queensland, St Lucia, Brisbane, QLD 4072 
(t.nguyen2@uq.edu.au), or Nguyen Quoc Tuan, National Institute of Educational
Strategy and Curriculum, 101 Tran Hung Dao Street, Hanoi, Vietnam (tuanpri@
yahoo.com).

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The Authors
Nguyen Thi Mai Hoa, MA in TESOL (University of Queensland, Australia) is
an ELT lecturer at the College of Foreign Languages, Vietnam National
University, Hanoi. She is working towards a PhD at the University of
Queensland, Australia.
Nguyen Quoc Tuan (MEd, Leeds, UK) is an expert in Primary English
Education at the National Institute of Educational Strategy and Curriculum. He
is the chief editor and author of textbooks for primary English education in
Vietnam.

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