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Nghiên cứu mục đích, yêu cầu của Đề án quốc gia về “Dạy và học ngoại ngữ trong hệ thống giáo dục quốc dân, giai đoạn 2008 2020” và Chương trình tiếng Anh Trung học cơ sở của Bộ Giáo dục làm căn cứ để đánh giá cuốn sách giáo khoa Tiếng Anh 6 Tập 1 (Sách thí điểm) đã được triển khai dạy thí điểm ở một số trường THCS trên địa bàn tỉnh Hải Dương. Đánh giá dựa trên các tiêu chí đánh giá sách giáo khoa thể hiện trong bản câu hỏi về 12 khía cạnh : Hình thức, Thiết kế minh họa, Đĩa CD sách bài tập sách giáo viên, Mục tiêu, Chủ đề, Tính tiếp nối, Phương pháp, Kiểm tra đánh giá. Kết quả điều tra cho thấy cuốn sách đáp ứng tốt các yêu cầu của Đề án 2020 và của Chương trình Tiếng Anh THCS. Một số gợi ý và đề xuất để nâng cao chất lượng sách, khai thác và sử dụng cuốn sách được đề cập ở phần cuối của nghiên cứu.
ACKNOWLEDGEMENTS I am grateful to all the people who have helped me with this research study First of all, I want to express my deepest respect and special thanks to my supervisor - Prof Dr Hoang Van Van - for his valuable encouragement, professional guidance and expertise in every step of my thesis Without his help and care, I could not have completed this research paper Secondly, I would like to state my sincere thanks to the teachers and staff of the Postgraduate Department - College of Foreign Languages - Vietnam National University, Hanoi for their facilitation and guidance in the completion of my research Thirdly, I want to express my gratitude to the editors and writers of the series of English textbooks for lower secondary schools, the teachers and students teaching and learning the piloted textbook Tiếng Anh - Tập (Sách thí điểm) in Hai Duong province assistance and participation in my survey research Lastly, my thanks go to my family members, friends and other colleagues at Hai Duong College for their patience and support in order for me to complete this study i ABSTRACT The current study aims at evaluating the textbook Tiếng Anh 6, tập (Sách thí điểm) to find out whether the book is suitable with the requirements of the 2020 Project as well as the Piloted English Language Curriculum for lower secondary education in the context of teaching and learning this book in some lower secondary schools in Hai Duong province A survey questionnaire has been designed basing on a combination of evaluation checklists and criteria suggested by different authors and informal talks with the respondents are utilized as the research instruments of the study The results of the study show a very high level of agreement for the suitability of the book among the participants Recommendations and suggestions for future use of the book are also made in the last part of the study ii TABLE OF CONTENTS iii PART A: INTRODUCTION Background to the Study and Statement of the Problem 1.1 Theoretical Background Theoretically, textbooks are considered the key component in most language programmes in that they provide the basis for the content of the lesson, the balance of skills taught and the kinds of language practice the students take part in and in some situations they serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom Added to this, textbooks can act as a good medium for presenting new language, such as dialogues or written texts (Johnson, 2001: 239) Despite these important roles assigned for textbooks, not all textbooks can meet these requirements 1.1 Practical Background 1.1.1 National Foreign Languages Project, Period 2008-2020 (NFL 2020 Project) and the Piloted English Language Curriculum for Lower Secondary Education Currently in Vietnam, the subject of English in the education system from primary to high school is in the initial process of a comprehensive reform Among the decisive factors in this reform, textbook is paid special attention to not only because it is the most widely used tool for curriculum interpretation and implementation but also because it is the major teaching and learning resource at school Complying with the Vietnamese Prime Minister's Decision No.1400, the NFL 2020 project Entitled: “Teaching and Learning Foreign Languages in the National Education System, Period 2008-2020” and the Piloted English Language Curriculum for Lower Secondary Education , a 10-year-curriculum series of English textbooks from grade to grade 12 has been designed with an aim to "form and develop English language communication competence" (Piloted English Language Curriculum for Lower Secondary Education - p3) The piloted English textbooks for grades 3, 4, and have been taught in primary schools nationwide and have received positive feedbacks In the school year 2012 -2013, the English textbook for grade has been taught for more than 7,000 sixth grade students with A1 certificate (according to the Common European Framework Reference - CEFR standard) of 88 secondary schools in 30 provinces Beside textbooks and students' quality, teachers' quality and methodology have also been emphasized To be qualified for teaching the piloted textbooks, secondary teachers are required to have B2 certificates and attend a training course in methodology 1.1.2 The Context of Teaching and Learning "Tiếng Anh - Tập 1" (Sách thí điểm) in Hai Duong College and Hai Duong Province Hai Duong College is among 18 key universities and colleges nationwide selected to be the training centers for providing the training courses in language competence and methodology for primary and secondary English teachers From September 2011 up to now, teachers in Hai Duong College, Foreing Languages Department and I am one of its members have trained 240 primary, secondary and high school English teachers from Hai Duong and Bac Ninh provinces Currently, we are training 124 primary and secondary school English teachers Training teachers to meet the requirements of the National Foreign Languages Project and to be qualified for teaching the piloted English textbooks is of our primary concern In Hai Duong province, "Tiếng Anh "(Sách thí điểm) textbooks have also been taught for groups of 240 students in lower secondary schools in the school year 2012 -2013 Of these three schools, two are located in Hai Duong city (Le Quy Don and Binh Minh lower secondary school) and one in the rural district of Tu Ky (Phan Boi Chau lower secondary school) There will be 13 more secondary schools qualifying for teaching the piloted English in the school year 2013-2014 Statement of the Problem "Tiếng Anh - Tập 1" (Sách thí điểm) for sixth graders are designed to comply with the Vietnamese Prime Minister's Decision No.1400, the NFL 2020 Project, Period 2008-2020 and the Piloted English Language Curriculum for LSE and are adopted as textbooks for 240 piloted students in Hai Duong province in the school year 2012-2013 It is necessary that an evaluation on the book be carried out to discover whether it really matches the aims and requirements of both the NFL 2020 Project and the Piloted English Language Curriculum for LSE and to identify whether the book is suitable within the context of teaching and learning in Hai Duong It is also hoped that recommendations and suggestions are made in order to improve the textbooks' quality and make the best use of the textbooks in the current situation Aims of the Study This research aims at evaluating "Tiếng Anh - Tập 1" (Sách thí điểm) compiled under the NFL Project Entitled: “Teaching and Learning Foreign Languages in the National Education System, Period 2008-2020” to determine whether this textbook meets the aims and requirements of the NFL 2020 Project and Piloted English Language Curriculum for LSE and whether the employment of this textbook is appropriate in the context of teaching and learning in Hai Duong secondary schools Basing on the findings, suggestions and recommendations to improve the book for future use will be made Research Questions The study aims at answering the following questions: To what extent does the textbook "Tiếng Anh - Tập 1" (Sách thí điểm) used in Hai Duong lower-secondary schools match with the requirements of the NFL 2020 project and the Piloted English Language Curriculum for LSE? What suggestions should be made to improve the book for future use in the context of teaching and learning the book in Hai Duong lower secondary schools? Scope of the Study In terms of theoretical framework for textbook evaluation, there have been various checklists and criteria suggested and developed by different authors These evaluation frameworks vary considerably in their scope, form, detailed criteria and the terms used to describe criteria With respect to the study's subject matter, the textbooks for English consists of two volumes However, due to time constraints, this research only focuses on evaluating the first volume - "Tiếng Anh - Tập 1" (Sách thí điểm) As any of the frameworks and checklists aim at evaluating textbooks in general with no specifications for a specific textbook under a particular context of evaluation like this, the evaluation criteria used in the study is a combination of the evaluation frameworks and checklists proposed by Cunningsworth (1984, 1995), Davies (2006), Ellis(1997), Hutchison and Waters (1993), Littlejohn (1998), Mc Donald and Shaw (1993), Sheldon (1988), Skiero (1991), Tomlinson (2003) and Williams (1983) The population is restricted to 60 sixth grade students and teachers in lower secondary schools in Hai Duong in the academic year 2012-2013 and editor and writers of Tiếng Anh - Tập 1" (Sách thí điểm) 1.5 Significance of the Study It is hoped that the study will contribute to the establishment of qualities for a better "Tiếng Anh - Tập 1" (Sách thí điểm textbook in the current situation of a total and thorough change in the teaching and learning cause of English in Hai Duong under the impetus of the NFL 2020 Project It is also hoped that with the cooperative evaluation from multi-dimentional educational agents: the textbook editor, authors, teachers and learners, the study will give positive feedbacks on the book so that it will soon be adopted to teach English for six-graders nationwide 1.6 Limitations Because of the time constraints and limited size of a minor thesis, the writer could not carry out the survey on a larger scale so more or less the results might not be reliable enough for such a generalization In addition, for a much comprehensive and thorough evaluation, it would be better if the second volume of English Tiếng Anh 6, tập (Sách thí điểm) would have been evaluated 1.7 Overview of the Study The study includes three parts as follows: Part A - Introduction- introduces background to the study The statement of the problem, the aims, the research questions, the scope and the significance of the study are also presented Part B includes three chapters: Chapter - Literature Review- provides an overview of the Piloted English Language Curriculum for LSE in Vietnam, a birdview of the Tiếng Anh (Sách thí điểm) volumes and "Tiếng Anh - Tập 1" (Sách thí điểm and theoretical issues related to textbook evaluation In this chapter, some empirical studies of textbooks evaluation will be reviewed Chapter - Methodology- describes the research methodology employed in this study It introduces the research questions, research method, participants, research instruments and data collection procedures Chapter - Result and Discussion- presents the results, data analysis and research findings of the study Part C - Conclusion- summarizes what has been studied and gives recommendations for the improvement of the textbook 1.8 Key Terms Curriculum: 'Principles and procedures for the planning, implementation, evaluation and management of an educational program Curriculum study embraces syllabus design (the selection and grading of content) and methodology (the selection of learning tasks and activities)' (Nunan, 1998:158) Syllabus: ' A specification of what is to be taught in a language program and the order in which it is to be taught A syllabus may contain all or any of the following: phonology, grammar, functions, notions, topics, themes, tasks' (Nunan, 1988:159) Materials: 'Anything which is used to help to teach language to learners Materials can be in the form of a textbook, a workbook, a cassette, a CD-Rom, a video, a photocopied handout, a paragraph written on a whiteboard: anything which presents or informs about the language being learnt' (Tomlinson, 1998: xi) Foreign Language: 'A language which is not normally used for communication in a particular society' (Tomlinson, 1998: x) Evaluation: 'The process of seeking to establish the value of something for some purpose' (Brown & Rogers, 2002: 289) PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Teaching and Learning English in Vietnam under the National Foreign Language Project Entitled: “Teaching and Learning Foreign Languages in the National Education System, Period 2008-2020” 1.1.1 Teaching and Learning English in Vietnam: Challenges and Opportunities In Vietnam, as cited by Dr Nguyen Ngoc Hung - Head of the Committee of the NFN Project in a TESOL conference in 2011, foreign languages are taught as a subject at schools and colleges (about 98% students study English, 2% for Russian, Chinese, French, German and Japanese) However, most students cannot communicate or use English in their study after years at school and more years at college In addition, 62,000 secondary English teachers plus 24,000 teachers of primary education from grade need improvements in language proficiency and teaching methodology Besides, over-crowded classrooms; centrally dictated textbooks and strict control of syllabus; poor teaching and learning equipment; teach-to-the-test fashion; low teachers’ salary, etc are central problems to the cause of teaching and learning foreign languages in Vietnam Despite these obstacles, there are still many opportunities The strong commitment from Ministries and the government; the awareness of the importance of English for professional development and career by teachers and students, especially the government’s new investment in the National Foreign Language Project from 2008-2020 and the strong international cooperation and partnerships with international organizations are the impetus for us to carry out the Innovation in English Language Education in Vietnam 1.1.2 NFL 2020 Project The Vietnam Ministry of Education and Training is currently launching the Project entitled “Teaching and Learning Foreign Languages in the National about the role of robots in our lives • Predicting what homes will Our homes be like in the future of the • Describing differences Future or/and similarities between homes of the future and homes now APPENDIX 5: THE PRIME MINISTER'S DECISION No 1400/QĐ-TTg THE GOVERNMENT No 1400/QĐ-TTg SOCIALIST RENATIONAL OF VIETNAM Independence - Freedom - Happiness -Hanoi, 30 September, 2008 DECISION on the Approval of the Project entitled “Teaching and Learning Foreign Languages in the National Education System, Period 2008-2020” THE PRIME MINISTER In pursuant to Law on the Organization of the Government issued on the 25th of December, 2001; In pursuant to Law on Education issued on the 14th of June, 2005 and pursuant to the Resolution No 75/2006/NĐ-CP issued on the 2nd of February, 2006 from the XXIX Government which defined with details and implementing guidance on some articles from the Education Laws; Considering the proposal made by the Minister of Education and Training, HEREBY DECIDES: Article Approved the project entitled “Teaching and Learning Foreign Language in national education system, period 2008-2020” with the following key contents: I GOAL General Goal To renovate thoroughly the tasks of teaching and learning foreign language within national education system, to implement a new program on teaching and learning foreign language at every school levels and training degrees, which aims to achieve by the year 2015 a vivid progress on professional skills, language competency for human resources, especially at some prioritized sectors; by the year 2020 most Vietnamese youth whoever graduate from vocational schools, colleges anduniversities gain the capacity to use a foreign language independently This will enable them to be more confident in communication, further their chance to study and work in an integrated and multi-cultural environment with variety of languages This goal also makes language as an advantage for Vietnamese people, serving the cause of industrialization and modernization for the country Specific Goal a To implement a ten-year education program wherein foreign language is enforced as compulsory for grade school starting grade From 2010 - 2011, implement language teaching in accord with new curriculum for about 20% of 3rd graders and gradually expand the scale to about 70% in school year 2015 - 2016, aiming to reach 100% in school year 2018 – 2019; b To implement a foreign language enhancement training program for vocational education which targets about 10% of students from different training centers and professional vocation training schools in school year 2010 – 2011, increases to 60% in school year 2015 – 2016 and eventually gets to 100% in school year 20192020; c To implement a foreign language enhancement training program for undergraduate education (for both foreign language specialization institutions and normal institutions) which targets about 10% of students from different colleges, universities in school year 2010 – 2011, increases to 60% in school year 2015 2016 and eventually reaches 100% in school year 2019 - 2020; d To renovate the tasks of teaching and learning foreign language within regular education program with contents and training curriculum that are suitable for different learning and training levels This aims to contribute positively to the enrichment and upgrading of language capacity for human resources, such as staff, officials, etc; and to perform diversification of studying methods in order to meet learners' needs XXX Plan to achieve language level and above for 5% of staff, clerk and officials from governmental agencies by the year 2015 and reaching 30% by the year 2020 II TASK Identify English and other languages as foreign language subjects to be taught and learned at education institutions that belong to national education system Construct and issue a detailed and unified language proficiency framework which consists of levels This framework is compatible with other common international language proficiency level and used as reference when writing curriculums and teaching plans Based on this framework, criteria of evaluation are set up for different learning and training levels, ensuring interconnection in language training between school levels Language proficiency framework helps to define clearly certain requirements for competency, capacity in listening, speaking, reading and writing These requirements should be compatible with criteria that define levels in a framework, namely Common European Framework of Reference (KNLNN for short), issued by Association of Foreign Language Test in Europe in which level is ranked as lowest and as highest Construct and implement a new program on compulsory language training at different school levels as follows: qualify KNLNN level when graduating primary school; qualify KNLNN level when graduating secondary school; qualify KNLNN level when graduating high school Organize the tasks of constructing general language ten-year programs which run from grade to grade 12; compile school book, learning materials and teaching curriculums that are suitable for different class levels Encourage education institutions to become more proactive in constructing and implementing bilingual programs which aim to enhance their own training capacity Aside from a compulsory language training program (for first foreign language), students can select an extra language to study (second foreign language) Implementation of second foreign language is applied for students from grade to grade 12, equivalent KNLNN level after graduating high school Construct and implement other teaching and learning programs in English for Mathematics and other subjects that are suitable for high schools Implement training according to new language program for professional vocation education (vocation training school and training center) with the following aims: qualify at least KNLNN level upon graduation of training school and qualify at least KNLNN level upon graduation of vocation training school.With professional vocation education, language training program can apply different programs that are suitable for students at different levels of learning Implement training according to new language program for undergraduate education The application of language training program at undergraduate XXXI institutions can target two main groups: group consists of learners who have completed their seven-year language training program from (since 6th grade), group consists of learners who have completed their ten-year language training program (since 3rd grade) With undergraduate institutions that are not specialized in foreign languages, the new language training program must require a language proficiency of KNLNN level upon graduation With undergraduate institutions that have specialization on foreign languages, the new language training program must require a language proficiency of KNLNN level upon graduation for college degree (three-year program) and KNLNN level upon graduation for university degree (four-year program) Moreover, students are required to take two foreign languages simultaneously within a training program The training time for secondary language (second language) shouldn’t exceed ½ training time for main foreign language (first language) Construct and implement teaching program in foreign language for some subjects at basic and major levels within college and university systems; and also select some key sectors at senior college level to apply teaching program in foreign language Apply renovation of language training program for regular education Language training programs that apply for regular education institutions should be suitable with diversified needs in terms of methodology, type of learners, and levels of training which act to overcome shortcomings from official education system Language training programs at regular education institutions should meet the requirements of content and quality Graduates of regular education institutions whose language competency should be equivalent with other students that finish similar training from official education institutions Renovate methods of assessment and grading in language training; construct an electronic data bank that helps assess and grade students better; be active in applying IT in language training; improve ability in testing and assessing language training quality III.SOLUTION Establish Management Board from Central Government to oversee the implementation of the above mentioned project This Board with its Director being Minister of Ministry of Education and Training shall consist of head representatives from Ministries Offices, related agencies Organize the implementation of examination, re-planning; construct training and re-training plans; set up continuation training; recruit forces of teachers and professors from different education institutions and elsewhere in the country in order to meet the needs on quantity, structure and training levels XXXII - Implementation of examination and evaluation on the state of teaching forces, especially foreign language teachers from general education institutions From this base, set up plans for recruitment, training, continuation training of teachers every year as well as plans for the year 2010, 2020 that are in accord with current criteria and definition; - Implementation of training and re-training plans, continuation trainingplans, teacher recruitment at different levels which aim to supplement and standardize training qualification of teachers according to new program Open continuation training courses, issue teaching qualification on foreign languagefor those who are qualified to be teachers at language institutions; Promote the renovation of training methodology and continuation training Encourage teachers to take up international trainings either inland or abroadthat are internationally accredited; - Enhance capacity and training quality at current colleges and universities thatspecialized in foreign languages; expand to establish language departments atsome colleges and universities that are qualified; focus on developing network of language institutions that train language teachers at undergraduate level at regions in the Northwest, Northeast, Central Highland, Cuu Long delta; - Implement the renovation of language teacher recruitment which aims toenhance schools’ independence in recruiting and training teachers - Promote and facilitate a favorable structure that connects schools through joint effort in teaching, training; recruit Vietnamese overseas and foreigners who are qualified as language teachers Especially with specialized language schools that offer bilingual instruction, they need partnership in training from volunteer teachers and organizations of native speakers from France, Russia, China and Englishspeaking countries Study, amend, supplement and complete structures in terms of mechanism, regulation, policy that is necessary, suitable, and satisfied with the needs in teaching and learning languages within national education system - Re-examine, amend, and supplement mechanism, policies that are set for language teachers at different school levels; facilitate the implementation process in upgrading teaching quality for language teachers and management capacity for administrative staff; - Design and issue policies on investment, define criteria on infrastructure construction for language training institutions; - Promote socialization task; attract societal contribution for the task of teaching and learning foreign languages; promote foreign investment for the expanding of different language training institutions; - Complete resolutions on teaching and learning tasks, testing and assessing; and issue language qualifications and degrees; promote the establishment of qualified language training centers and institutions XXXIII Invest more into facilities, equipments for teaching and learning languages Design list of equipments that are used for teaching and learning tasks at different school levels and training degrees; issue standardization for construction of language lab, audio-visual room, and multimedia room; - Purchase teaching and learning equipments for education institutions in accord with implementing stages of the project, ensuring 100% of schools that join the project have language labs and audio-visual rooms, - Construct and implement plan of training on operation and maintenance of teaching and learning equipments, make sure that equipments are used in a practical and effective way; promote the application of IT in teaching and learning languages at schools Promote international partnership in teaching and learning foreign languages - Prioritize to use part of the foreign aid for education and training development in order to invest into the task of teaching and learning language at schools - Encourage education institutions to explore and diversify different international partnership with organizations from countries whose native languages are suitable and in demand for language training here in Vietnam; perform cooperation and exchange programs that involve foreign teachers inlanguage training at colleges and universities in Vietnam; By 2015, plan to have short-term and long-term oversea trainings for 100% language teachers from colleges, universities and part of language teachers from general training centers and vocational training schools Design and complete policies of international cooperation on teaching and learning foreign languages; develop policies and benefit that attract Vietnamese oversea teachers and foreign experts into the business of language training inland Facilitate a good environment that assists the task of teaching and learning language; create motivation to learn languages for young generation of Vietnam - Promote propaganda that aims to increase social awareness, especially young generation, on language learning in national education system as a way to meet new challenge of this era; - Construct and develop self-learning environment for language learners, encourage process of self-upgrading for those who can use languages; - Construct working environments that use foreign languages at companies, offices; add requirements of foreign languages into recruitment process of staff, governmental officials; plan to have regular enhancement language training for state personnel, especially younger clerks; - Maintain, expand and upgrade the quality of TV and radio programs that specialize in teaching languages Utilize language teaching channels from TV and radio abroad Promote newspapers and magazines that are published in foreign XXXIV languages; develop cultural functions, music and art performance, andpropaganda that are in foreign languages; - Promote language teachers’ clubs IV PLAN FOR IMPLEMENTATION Plan for implementation The implementation of the project is executed in phases as follows: a Phase 2008 – 2010: Main focus on this phase is to complete conditions that ensure the constructing and piloting of new language program and to prepare for the mass implementation of the program at general school levels Here are the details: - Construct and specify training programs - Construct plans and allocate budget for the implementation of project goals for phase 2008 – 2010; - Complete program construction and school book compilation for general language ten-year programs; programs, curriculums and teaching materials for training centers, professional vocation training schools, colleges, universities and regular education institutions At the same time, select and use some of the programs, school books and teaching materials from abroad that are suitable with the demands and needs for language teaching here in Vietnam; - Complete the construction of programs and teaching materials for intensive training, language specialization and bilingual for some subjects at general education level and for some subjects and sectors at undergraduate level; - Implementation of examination and evaluation on the situation of general education in order to execute plans for recruitment, training and supplement of language teachers at primary and secondary school levels This is the preparation for the launching of new language program which opens in school year 2010 - 2011 for primary level and in school year 2012 - 2013 for high school level according to with plan; - Implementation of examination and evaluation on the needs in order to execute plans for recruitment, training and supplement of language teachers at training centers, professional vocation training schools, colleges and universities This is the preparation for school year 2009 - 2010; - Provide teaching equipments, construct language labs, audio-visual rooms, multimedia rooms for different school levels and training degrees; - Complete and issue policies that attract and invite Vietnamese who are good at languages and Vietnamese oversea language teachers, as well as native language teachers from abroad The plan also includes language teachers provided by volunteering organizations of countries that use English, French, Russian, Chinese into language teaching program at different school levels; XXXV - In the year 2009, each province and city in the country shall complete constructing their own plan of implementation for a ten-year language program for the phase 2010 - 2020 Especially, encourage schools from the cities, municipal towns and districts, and primary schools that are having two sessions per day to join the program from the early phase Training centers, professional vocation training schools, colleges and universities (both language specialization and ordinary ones) complete the implementation of language intensive training program for their schools for phase 2009 to 2020; - Complete and issue policies on the working environment, culture, information that facilitate the regular and effective usage of languages; increase the motivation to learn languages among the young generation; - In 2009 - 2010, implement training according to advanced teaching programs in English for undergraduate level; - From 2009, begin piloting ten-year program for general education level and intensive language program for language training institutions b Phase 2011 - 2015: main focus of this phase is mass implementation of ten-year language program for general education level and intensive language training program for different training degrees - Continue to perform the recruitment, training, supplement, upgrading of language capacity of language teachers at different levels and training degrees; - Continue to construct language labs, audio-visual rooms, and multimedia rooms for schools at different levels; - From school year 2010 - 2011, implement ten-year language program according to targets set for general school levels; - Implement intensive language training program at language training institutions, give priority for IT sectors, banking finance, tourism and business administration; - Implement teaching Mathematics in foreign languages at about 30% of high schools from developed cities, such as Hanoi, Ho Chi Minh, Hai Phong, Da Nang and other strategic areas Plan to increase an addition of 15-20% schools, expanding to other cities and provinces and opening some other subjects; - Implement teaching in foreign languages for some basic subjects, sectors and for intensive training at some strategic sectors in senior year, starting with about 20%students from national universities, provincial universities and other strategic universities, then increase gradually every year and open the numbers of schools and provinces c Phase 2016 - 2020: main focus of this phase is the implementation of the ten-year language program to nationwide scale and the implementation of intensive language program to all training centers, professional vocation training schools, colleges anduniversities XXXVI - Continue to perform the recruitment, training, supplement, upgrading of language capacity of language teachers at different levels and training degrees; - Continue to construct language labs, audio-visual rooms, and multimedia rooms for schools at different levels; - Implement ten-year language program for 100% of 3rd graders nationwide; - Implement intensive language training program for all training centers, professional vocation training schools, colleges and universities nationwide; Budget and fund for project implementation - Estimated budget for the implementation of project phase 2008 - 2020 is 1.060 million dongs, phase 2011 - 2015 is 4.378 million dongs, and phase 2016 - 2020 is 4.300 million dongs which add to the total of 9.378 million dongs - Fund from state budget is allocated from national target program and regular expense estimates annually according to decentralized administration set by current Budget Law; - Other loan capital, grant, and other sources of legal capitals Responsibilities of Ministries, Branch, Agencies a Ministry of Education and Training is the managing agency for the project with following responsibilities: - Preside, coordinate with other Ministries, related agencies and provinces to specify the contents of the project into programs and detailed programs; direct and instruct the implementation, assessment, monitoring, evaluation, and report of project in the whole country according to yearly plan; send report to Prime Minister Office periodically; - Preside, coordinate with other Ministries, related agencies to establish a Interbranch Management Board for the implementation of project which consists of head representatives from Ministries Offices, related agencies and heads by Minister of Ministry of Education and Training; - Coordinate with Ministry of Interior to amend, modify and complete regulations on quantum of language teachers and instructors; also with other mechanism, recruitment policy and management for language teaching and learning within national education system; - Preside, coordinate with Ministry of Interior to instruct the implementation of language supplement training regularly for governmental officials, staff, and clerk b Responsibilities of Ministry of Labor, Invalid and Social Affairs: XXXVII Preside, coordinate with Ministry of Education and Training and other related agencies in order to instruct and implement the project in the area of vocational training according to phases and general implementing plan set out by Ministry of Education and Training c Responsibilities of Planning and Investment: - Preside, coordinate with Ministry of Education and Training to collect and classify implementing plans, and to execute the project in accord with yearly and phase plans; and ultimately integrate project phases into national economic-social development plan and present to Prime Minister Office; - Coordinate with Ministry of Finance, Ministry of Education and Training, Ministry of Labor, Invalid and Social Affairs to collect and classify the construction of state investment budget plans for the implementation of the project d Responsibilities of Ministry of Finance: - Preside, coordinate with Ministry of Education and Training, other Ministries, and related agencies to allocate, instruct, assess and monitor the expenditure of project being spent according to current regulations from state Law on Budget e Responsibilities of Ministry of Interior - Preside, coordinate with Ministry of Education and Training to research, instruct, issue or present to authorized issuing agencies for the amendment, supplement of regulations on mechanism, recruitment policy, quantum of language teachers and instructors that are suitable with national education system; f Responsibilities of Ministry of Information and Communication: Preside, coordinate with Ministry of Education and Training to direct other information-communication agencies on propaganda tasks; to increase social awareness on education renovating programs and language trainings within national education system as a way to meet new era challenges; and to set up a culturalenvironment that facilitates the task of teaching and learning foreign languages g Responsibilities of People Committees from Provinces, and Cities that directly underthe Central Government: - Direct branch on education and training, appropriate authorities from provincial levels to construct and execute the program and the implementing project plan in their area; assess, monitor, evaluate and summarize on the performance of project in the area; report periodically to Central Management Board and Ministry of Education and Training; - Coordinate with Ministry of Education and Training and other Ministries, Central agencies to be unified and comprehensive in directing the implementation of the project that is suitable with national plan in each respected area or region h Responsibilities of other education departments: - Adopt, implement seriously and effectively activities that relate to the task of language training within each department; meet the demanding instruction, goals and tasks set out by the project; XXXVIII - Be proactive in implementing responsibilities within the range that project assigns Article This decision shall come into effect since the date of its signature Article Ministers, Heads of Ministerial-level Agencies, Heads of Government Departments, Chairmen of People Committee of provinces and Chairmen of City People Committee of cities that directly under the Central Government shall beresponsible for the implementation of this Decision./ To: - Secretariat of the Party Central Committee; - Prime Minister, Deputy Prime Ministers; - Ministries, ministerial-level agencies, Government departments; - Office of Central Management Board on prevention and anti-corruption; - People Councils, People Committees of provinces and cities that directly under Central government; - Party Central Committee Office and Party Commissions; President’s Office; - Ethnicity Council and National Assembly Commissions; - Office of the National Assembly; People’s Supreme Court; State Auditing; - National Supervising Committee on Finance; - Ban Quản lý KKTCKQT Bờ Y; - Bank of Social Policy; - Vietnam Development Bank; - Central Committee on Vietnam Fatherland Front; - Central offices of mass organizations; - Office of the Government: Minister-Chairman, - Deputy Chairmen, departments, bureau, related offices, official gazette; - Filling: archive, KGVX (6copies) Hòa 295 XXXIX pp PRIME MINISTER DEPUTY PRIME MINISTER (Signed) Nguyen Thien Nhan ... levels are introduced 1.1.4 The Textbook "Tiếng Anh 6" - Tập (Sách Thí Điểm) "Tiếng Anh 6" (Sách Thí Điểm) following "Tiếng Anh 3", "Tiếng Anh 4" and "Tiếng Anh 5", is a two-volume series, marking... English Language Curriculum for LSE in Vietnam, a birdview of the Tiếng Anh (Sách thí điểm) volumes and "Tiếng Anh - Tập 1" (Sách thí điểm and theoretical issues related to textbook evaluation In... and authors of the series of English textbooks (Sách thí điểm) for 21 lower secondary students, teachers teaching "Tiếng Anh - Tập 1" (Sách thí điểm) and sixth grade students The total number