Abstract
The project first examined teachers’ preparedness to teach students from ethnic minority backgrounds—many of whom begin school with limited or no proficiency in the national language. Findings from interviews with 30 teachers (15 English language teachers and 15 subject teachers) confirmed that while many teachers had received language proficiency certification in minority languages, few integrated this knowledge into their classroom practice. The dominance of Vietnamese as the language of instruction, coupled with the absence of clear national educational policy on language use, contributed to a widespread reluctance to acknowledge students’ home languages as pedagogical resources.
In response to these findings, English language teachers received training in multilingual pedagogies and were supported to facilitate TAGs in their schools. Post-intervention data, including interviews, reflective journals, and TAG recordings, demonstrated that TAGs enabled shifts in teacher perceptions and practices. Teachers reported greater confidence in using multilingual strategies, improved student engagement, and stronger collegial relationships across subject areas. For many ethnic minority teachers, the project also reinforced their professional and linguistic identities. The project further investigated the leadership roles of female English language teachers within TAGs. While many took on facilitation roles, their leadership development remained uneven, shaped by confidence, school culture, and external support.
Key enablers of the TAG model included institutional support, mentoring by teacher educators, and structured resources. However, challenges such as entrenched language ideologies, unclear policy messaging, and the need for concrete pedagogical models persisted. Overall, the study highlights the potential of TAGs as a sustainable approach to professional development for multilingual education, while also identifying the structural support required for their long-term impact.
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Citation:
Bulut Al Baba, M., Cao, T. P. D., Rutgers, D., & Borg, S. (2026). Teachers of English as agents of multilingualism in rural Vietnam. British Council. https://doi.org/10.57884/YV9P-PA04