Cultural Exchange, Promotion and Positive Influence

General Agreement on Trade in Services (GATS), Comprehensive and Progressive Agreement for Trans-Pacific Partnership (CPTPP)…

Education in general, and high school education in Vietnam in particular, must pay special attention to improving the quality of human resources to meet the new requirements of the current development context in all aspects. This leads to new requirements for improving the quality of education, first of all the quality of general education, developing the teaching staff, especially training and developing English teachers, which is also building bridges with the world.

1.7.1.2. Cultural exchange, promotion and positive influence

In the current development trend, culture and people are considered by countries around the world as important internal resources of sustainable development strategies. Culture plays a fundamental role in internal resources and people are the decisive factor of internal resources. In Vietnam, throughout the revolutionary process, especially since the country entered the renovation process, promoting industrialization and modernization, the Party has always attached importance to the issue of culture and people. Along with promoting the human factor, culture is considered the spiritual foundation of society, both the goal and the driving force for socio-economic development.

One of the indirect goals of teaching and learning English is to help learners understand more about the country, culture, people, customs and practices of English-speaking countries so that they can integrate, learn, gain experience and see the beauty of cultures and the Vietnamese people.

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1.7.1.3. The internationalization of English

English, the global language, is the means for people from different countries to communicate and understand each other. International events, global organizations, multinational companies, etc. all consider English as the common language of communication. In order not to become a guest, a friend who “cannot communicate effectively”, we need to learn to use English for common and personal purposes, especially when Vietnam, our country, has joined many international organizations and has extensive exchanges. English is a common language and a powerful and effective tool and means in the process of integration and development.

1.7.1.4. Rich, open learning resources

Since the Massachusetts Institute of Technology (MIT) began to put its course content on the Internet in early 2001, many other major universities in the US as well as around the world have accessed and used it as supporting materials in teaching, learning and research. The result has been a worldwide movement in applying and developing open learning resources to promote teaching and research very effectively. The goal of developing open learning resources of major universities like MIT, in addition to sharing their knowledge with the outside, also brings them many benefits.

Putting course content online will boost teacher quality and student learning outcomes thanks to an open, competitive environment. Teachers who put their materials online must always be held accountable for ensuring course quality. Students can learn more about courses before choosing a course and class.

The open courseware model enables learners and teachers from different faculties and departments to learn and collaborate interdisciplinaryly in learning, teaching and research. And of course, open courseware helps promote the image of the school to the world as well as put the school itself in a more competitive position.

Successful open educational projects demonstrate the vision and fundamental principles in educational development; that is: openness, transparency and competitiveness .

Statistics from open learning resources show that the majority of people accessing these open learning resources are currently students, professors, lecturers and self-learners. Among the self-learners, the majority are university graduates, working people and those who need to study more to enrich their knowledge. There are more than one billion websites using English. Researching computer science, reading technical articles is not difficult, or writing articles published in international journals.

However, there are also many issues that need to be carefully considered when using open learning resources such as content, quality, censorship, and category management.

purpose of use…; do open learning resources really stimulate exploration, brainstorming, creative thinking, and do they reduce the role of schools and teachers…

1.7.2. Subjective factors

1.7.2.1. Changes inside and outside the school

In the context of globalization and international integration, English plays a key role, a powerful and effective means in the process of integration and national development. Therefore, equipping students with solid English knowledge and skills is an issue that parents and schools are concerned about, especially at the high school level. However, in order to improve the quality of teaching and learning English in high schools to meet the requirements of the integration period, the most important issue largely depends on the role of English teachers. The changing orientations of the Ministry of Education and Training are very necessary and can only be solved when there are qualified English teachers who meet the above requirements. It can be seen that the task of educational innovation and international integration poses new requirements, with greater responsibility for English teachers in particular and educational managers. Each teacher, according to the requirements of innovation, must not only be good at their profession, have capacity and be able to inspire learning, cultivate morality, personality, life skills, and have a positive influence... on each student.

In schools in general and high schools in particular, improving the quality of English teaching and training of English teachers is affected by many factors such as policies, management activities, factors of the socio-economic environment, science and technology.

The roles of teachers and schools are changing, and so are the expectations of them: teachers are asked to teach in multicultural classrooms, to integrate students with special needs, to use information technology to enhance teaching, to participate in assessment and accountability processes, and to engage parents in school collaboration [132]. Furthermore, the recent World Teaching Summit noted that teachers need to help students acquire not only “the most easily taught and most easily tested skills,” but also, more importantly, how to think (creativity, critical thinking, problem solving, decision-making, and learning); how to work (communication and collaboration); and the tools

for work (including information and communication technology); and civic, life, career and personal and social responsibility skills for success in modern democracy.[133]

1.7.2.2. Learning and self-improvement needs of English teachers

The teaching process requires English teachers to continuously improve their professional skills to avoid falling behind the ever-changing society. Self-study, self-improvement, and self-research are the most practical activities in the process of self-improvement of each English teacher to enhance their capacity and position.

Teachers' continuous professional development is closely linked to improved performance and effectiveness in education, and also to increased commitment to the profession, self-identity, and job satisfaction. Although related to the specific characteristics and constraints of individual schools and national education systems[132], teacher competence has a strong influence on student achievement: three-quarters of the school's influence on student outcomes is attributable to the teacher.[139]

The factors of cognition and action always have a dialectical relationship in all activities, in which correct cognition leads to correct action. To effectively develop a team of high school English teachers, first of all, each English teacher must correctly perceive the importance of training, development and standardization in the context of fundamental and comprehensive innovation in education in general and high school education in particular.

Along with the above cognitive requirements, the self-capacity and self-awareness of high school English teachers in self-improvement or attending training and development courses are internal factors that contribute to their own development; because in the factors affecting the maturity of each person, there are objective and subjective factors of each person. The objective factors affecting each person, no matter how strong, are only external factors. In the process of self-development, those internal factors help high school English teachers to self-study, research and practice to equip themselves with sufficient conditions, qualifications, and ensure adequate capacity and qualities; at the same time, help external factors such as training and development work.

of educational management agencies with better quality and efficiency.

Training, continuous updating, active development, self-study, self-improvement, and sense of responsibility of teachers are activities to meet new requirements. Therefore, English teachers need to identify professional training and capacity development as a long-term, sustainable process, requiring teachers themselves to be persistent and make great efforts in self-study, self-improvement, and participation in training.

1.7.2.3. English learning environment

There are many different English learning environments, typically second language environments, immersion environments, and foreign language environments. Distinguishing between language learning environments not only helps teachers adjust their approaches, but also helps learners orient their current and future English learning process.

Second language setting: is an environment where the language is learned and also commonly used in that country. For example, Vietnamese people learn English in the UK, the US, and Australia. The second language learning environment is divided into two different environments, including the classroom setting and the environment outside the classroom, often called the natural setting. When English is learned in this environment, it is called learning English as a second language. In an English-speaking environment, the need to learn English is vital. English learners need to use the language in all aspects of daily life. Communication in the English classroom includes communication between teachers and students and communication between students. Students in English classes in their native country are often multilingual, they can only communicate with each other in English. In other words, in such a learning environment, English is both a condition and a trigger for natural communication right from the classroom. The English environment not only creates pressure, but also creates more favorable conditions for learners because the language is practiced regularly.

Foreign language setting: is an environment where English is not commonly used, such as learning English in Vietnam. In this case, English is called a foreign language. But in a foreign language setting, the mother tongue is obviously a need and learners do not have the pressure to learn English for survival. In a foreign language setting, learners can choose to communicate with

each other in Vietnamese, especially for children, often use their mother tongue unconsciously.

Immersion Setting: In addition to the second language environment and the foreign language environment, we have a third environment, the immersion environment. These are schools where English is used as the language of instruction and learning in the classroom, such as international schools in Vietnam. In this environment, students are exposed to English every day of the week. After school, students return to the first language environment, or their mother tongue. The characteristics of the immersion environment are similar to the foreign language environment in that English is not used as a means of daily communication, but the difference between the foreign language environment and the immersion environment is that English is used to teach other subjects such as math, physics, chemistry, etc. The level of "immersion" of the language is often different.

Currently in Vietnam, only foreign language environment is popular. Teaching and learning English in class is still focused on grammar, structure and learners do not have many opportunities to practice communication skills. If, when living in an environment where everyone around them is fluent in the language they are learning, foreign language learners have the opportunity to be exposed to that language regularly. In such an environment, learners are forced to clearly define their learning motivation, must study to be able to communicate and to meet the communication requirements in that environment. Learners also have the opportunity to use the language they are learning, test and evaluate their own abilities and progress. In addition, they also constantly receive help from people around them, imitate their way of speaking and sometimes have their mistakes corrected by those around them if they use the language incorrectly. Therefore, in addition to diversifying the program to meet the training goals and foreign language learning needs of students, diversifying learning materials and training and fostering forms, and paying attention to building and developing foreign language practice environments through developing foreign language learning communities is very necessary.

1.7.2.4. Regimes and policies

Units and schools consider English teacher training as a learning right but also a responsibility and obligation of English teachers, thereby building effective regimes, policies, measures and solutions to

Encourage and facilitate teachers to complete training courses and achieve the best results.

Timely incentive and reward policies will create confidence and motivation for English teachers to be more active and proactive in training and self-training to develop their capacity and professional expertise. Competent teachers must be respected and treated in a way that makes them feel that their need for personal improvement is appreciated both materially and spiritually. If the policy does not differentiate between those who are competent through regular self-training and those with lower capacity, it will not create an environment that promotes autonomy in capacity development.

Chapter 1 Conclusion

With the trend of integration and the development of scientific and technological revolutions, especially Vietnam has joined international organizations, to compete effectively, education must truly be the top national policy, promptly meeting the human resource needs in terms of quantity, structure and capacity, high quality. At the same time, education must also contribute to preserving the national identity in the process of integration and development.

Besides the achieved results, there are currently major difficulties in meeting the requirements of educational innovation in general and foreign language teaching in particular, especially in continuing to build and develop English teachers with the capacity to adapt to subjective and objective changes, inside and outside the school.

In addition to meeting the standards, high school English teachers must meet the criteria clearly stated in the competency framework. In addition, English teachers are considered competent when they have factors such as language competence, communication competence, cultural and intercultural competence, effective English teaching skills and methods, a full understanding of learners, and the ability to create a positive foreign language environment in the classroom. In addition, competent English teachers must understand and use a variety of teaching techniques, and be able to effectively apply information technology in lesson preparation and presentation - organizing activities in the classroom. In addition, English teachers need to have the ability to self-regulate for development, including the ability to cooperate and the sense of sharing; Self-assess issues related to capacity and professional expertise, detect points that need research, improvement, and development, know how to self-study, self-train, test improvements, and apply them in practice to achieve increasingly higher efficiency and quality.

To improve the quality of foreign language teaching in high schools in a solid and effective manner, it is necessary to innovate the training and management of English teacher training activities according to the competency development approach.

In chapter 1, the author has systematized the theoretical basis for training and managing English teacher training activities in high schools according to the competency development approach, and from there, on the basis of theoretical analysis, survey and analysis,

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