Quản lý dạy học môn tiếng anh ở các trường tiểu học trên địa bàn thành phố hồ chí minh theo hướng phát triển năng lực học sinh tt tieng anh

1 PREFACE Rationales to choose the thesis The guideline of strongly transforming the educational process mainly from knowledge acquisition into the holistic development for learners’ capacity and virtues together with studies & practice, theories & reality was worked out at the XII Resolution of the National Party Congress This guideline must be specified in teaching at all educational levels and subjects, including English at the primary education That leads to the necessity to innovate the teaching objectives, syllabus, contents, methods, and equipment for this subject, simultaneously to enhance English teachers’ all-facet capacities and expand the English practicing environment for students, etc., In such a context, the Education Management Machinery at all levels, directly meaning directoryships of primary schools must work out scientific management measures to boost up the innovation process for English teaching Therefore, it is extremely essential to clarify theoretical and practical basis for capacity development-oriented English teaching management at primary schools During the basic and holistic innovation process in education, we have been positively & strongly deploying the innovation in syllabus and general education textbooks, including English which is the optional subject for st and 2nd grade students but compulsory for those from the rd grade to the 12 th grade The teaching deployment in line with the new general education program shall be consistently made nationwide However, each school can choose textbooks decided by Ministry of Education & Training (MOET) for publication This is rather novel for English teaching management at primary schools in Ho Chi Minh City because over the past years, such other different teaching programs as: Intensive English Program; Integrated English Program; Scheme English Program; and Optional English Program have been applied at those primary schools In such a context, it is a must for Ho Chi Minh Municipal education to boost up the English teaching management and activity at primary schools in the next coming time in the following aspects of teaching objectives, programs, methods; simultaneously organizing the selection and cultivation of textbooks; assuring for English teachers’ quantity and quality; and innovating models of teaching organization, etc., English syllabus at the primary education level is built up in line with the viewpoint of regarding the communication skill as the objective of teaching process; language knowledge is the mean to form and develop the communication skill through listening, speaking, reading, and writing, especially prioritizing the listening and speaking skills To effectively realize this program, English teaching at primary schools must obviously be transformed from the content-oriented teaching into the capacity development-oriented one With this new orientation, the Education Management Machinery must make impacts to uphold teachers & students’ positivity, self-awareness, activeness and overcome the habit of one-way teaching and indoctrination Therefore, it is so necessary to make intensive researches into capacity development-oriented English teaching management at primary schools There are many significant economic, cultural, and educational facilities with several exchange activities and exchanges with the foreign side in Ho Chi Minh City Thus, over the past time, requirements and conditions for the boost-up of English teaching activity both inside and outside schools should be formed in the social environment In the reality over the last years, the Scheme of “The capacity generalization and enhancement to use English for students and professional ones in Ho Chi Minh City in the period of 2011 - 2020” has made realistic contributions to English teaching at various educational levels, in which the ones at the primary level have gradually been put into principles, nevertheless, they have still shown such shortcomings as: inconsistency in contents & organization model for the teaching; uneven capacity of teachers, and students’ rather poor performance of English study, etc., Such shortcomings or restrictions are caused by many factors, in which the unscientific English teaching management is one cause Thus, ways to overcome this cause need finding out Quite a few scientific works in Vietnam have mentioned such issues as: natures of capacity development-oriented; English teaching objectives, contents, and methods; the Vietnamese’s psychological, characteristic, customs, traditional, and habitual features need considering in English teaching and management At the same time, objective requirements must be strengthened and quality of English teaching must be strengthened However, there have not been any researches that deeply study measures for capacity development-oriented English teaching management at primary schools in Ho Chi Minh City 3 Upon the above-mentioned reasons, the post-graduate chooses the topic and theme: “Capacity development-oriented English teaching management at primary schools in Ho Chi Minh City” as the doctoral thesis on education management Research objectives and tasks Research objectives To point out theoretical and practical basis for proposal of capacity development based English teaching management at primary schools in Ho Chi Minh City to enhance the subject’s teaching quality during the basic and holistic innovation process for education Research tasks To clarify theoretical basis on capacity development based English teaching management at primary schools; To investigate, survey, and evaluate the actual state & causes of the actual state of English teaching management at primary schools in Ho Chi Minh City; To suggest & propose measures for capacity development based English teaching management at primary schools in Ho Chi Minh City; To organize tests and experienments to assert the legitimation, feasibility, and efficiency of the proposed measures Research objects, subjects, and scopes Research objects To manage foreign language teaching for primary school students Research subjects To manage capacity development-oriented English teaching at primary schools in Ho Chi Minh City Limits of research scopes Limits of research scopes: The capacity development-oriented English teaching management at primary schools which realize the following teaching programs: Primary English Program by MOET; Intensive English Program; Optional English Program, and Integrated English Program, is focused for researches in the thesis Limits of scopes with respect of survey objects: Investigations and surveys on English teaching & teaching management at primary schools are conducted in districts and suburban districts in Ho Chi Minh City Limits of scopes with respect of time: Realistic figures and documents on English teaching management at primary schools in Ho Chi Minh City had been collected from the year 2017 until the year 2019 4 Scientific assumptions Teaching management actually means controls & adjustments over components in the teaching process in line with certain objectives and requirements If the Education Management Machinery makes organized impacts on English teaching objectives, plans, contents, methods, and organization models; to organize & build up teachers & students’ positive motivations and attitudes for English teaching activity; to guide for the deployment of teaching & learning activities; to develop occupational skills and cultivation for teachers; to assure for teaching material facilities – techniques as well as an English practicing environment; to organize checks and evaluation for capacity development-oriented English teaching activity, the capacity development-oriented English teaching at primary schools in Ho Chi Minh City shall be effectively managed Research methods and methodologies Methodologies The thesis is researched based on Marxism – Leninism, Ho Chi Minh Ideology, and Vietnam Communist Party’s guidelines and viewpoints on education & education management; simultaneously, viewpoints to approach scientific researches are flexibly applied Therefore, the considerations and settlement of capacity developmentoriented English teaching management at primary schools in Ho Chi Minh City need implementing upon the following viewpoints: Approaches to subjects, system, capacity development, and reality Research methods To utilize all research methods of the specialty sciences, including the following specific research methods: Group of theoretical research methods To analyze, generalize, and summarize documents on education management, scientific works on English teaching, teaching management, learners’ capacity development, documentations, orders, and resolutions, etc., on teaching management in general and English teaching management at the primary education level in particular Group of practical research methods The author utilizes the following combined methods: Surveys by questionnaires with 1,460 people; 1,219 of them are English teachers; 241 of them are managers at 173 primary schools in 11 districts & suburban districts (8 districts and suburban districts), Ho Chi Minh City; talkshows, discussions; product researches, pedagogy observation; independent analysis & judgments; expert; and testing methods Group of auxiliary research methods During the research process, the author of the thesis has utilized mathematical statistical methods to process the figures as proof for the thesis’s judgment & evaluation and tests & experiments for the proposed measures The thesis’s new contributions Upon the viewpoint to approach objects in scientific researches, theoretical issues in capacity development-oriented English teaching at primary schools have been clarified while the definition and contents of capacity development-oriented English teaching at primary schools have been defined & influencers on that management process have been analyzed in the thesis; The actual state of English teaching and teaching management and simultaneoulsy, the actual state of positive & negative impacts by influencers on English teaching management are clearly presented in the thesis Thence, its advantages, disadvantages, and causes in English teaching management at primary schools in Ho Chi Minh City have been found out and mentioned in the thesis; Seven measures for capacity development-oriented English teaching management at primary schools in Ho Chi Minh City are suggested and proposed in the thesis The testing outcomes have asserted the necessity and high feasibility of measures proposed in the thesis for capacity development-oriented English teaching management at primary schools in Ho Chi Minh City The thesis’s theoretical and practical meanings The thesis makes contributions to clarifying the theoretical issues on capacity development-oriented English teaching management at primary schools; The research outcomes in the thesis make contributions to providing scientific justification to leaders at Departments & Divisions of Education & Training as well as Principals at primary schools in Ho Chi Minh City for effective management of capacity development-oriented English teaching; The research outcomes in the thesis can be used as references for English teaching and teaching management at primary schools 6 The thesis’s structure The thesis consists of: Preface, chapters (15 sessions), conclusions, propoasls, list of publicized works, and lists of references & appendices Chapter OVERVIEW OF THESIS-RELATED RESEARCH SITUATION 1.1 Research works on capacity development-oriented teaching & English teaching In foreign countries, quite a few authors have discussed the second - foreign language teaching – foreign language (University of Foreign Languages) and capacity development-oriented English teaching, such as the authors L.Mrowicki (1986), David Vale and Anne Feunteun (1995), Jacob and Farraell (2001), Scott Thornbury (2002), Jeremy Harmer (2001), Catherine Cheehy Skeflington (2005), P.L.Harde, S.H.Huang, C.T.Chiang, F.L.Jen, L.Warden (2006), and M.Ebata (2008) In Vietnam, over the past years, teaching with competency access or capacity development-oriented teaching has been mentioned in research works by rather many authors The following authors can be mentioned: Phan Văn Nhân (2011), Trần Quốc Toản (2012), Đặng Thành Hưng (2012), Lương Việt Thái (2012), Nguyễn Công Khanh (2013), Đặng Quốc Bảo, Nguyễn Sỹ Thư (2014), Đào Việt Hà (2014), Nguyễn Thu Hà (2014), Nguyễn Thanh Ngọc Bảo (2014), Trần Kiểm (2016), and Phạm Xuân Hùng (2016) In addition, quite a few authors like Ngô Văn Quyết (1997), Nguyễn Quốc Hùng (1997), Lê Văn Canh (1998), and Trịnh Văn Minh (2005), etc., have discussed the current issues in Foreign Language teaching (DHNN) and English teaching 1.2 Research works on teaching management and capacity development-oriented teaching management at primary schools In foreign countries, so many authors have been interested in teaching management and capacity development-oriented teaching management, some of them may be named: Williiam E Blank (1982), R.E.Boyatzis (1982), Ilis Roger E (1993), K.E Paprock (1996), S.Kerka (2001), J.Richard and T.Rodger (2001), and Bernd Meier (2007) In Vietnam, authors have mentioned the management, including: Đặng Bá Lãm, Phạm Thành Nghị (1999), Phan Văn Kha (2007), and Trần Khánh Đức (2014) Besides, many authors have deeply researched into teaching management and student capacity development-oriented teaching management like: Đặng Huỳnh Mai (2005), Hồ Ngọc Đại (2010), Đặng Quốc Bảo, Đặng Thành Vinh (2011), Trương Thị Thu Yến (2012), Phạm Huy Tư (2014), Trần Trung Dũng (2016), Dương Trần Bình (2016), and Lê Thị Thanh Thủy (2016), etc., 1.3 Summary of key outcomes from published works and put-forward issues that need for further settlement 1.3.1 Summary of key outcomes from published works (1) The significant objectives of teaching English to children in terms of developing their skills to speak English with surrounding people have been clearly pointed out in the researches (2) The selection of English programs, contents, methods, and models for organization must be oriented toward English standards for primary school students (3) Objective requirements to strongly boost up and enhance the quality of foreign language teaching, especially English at all educational levels have been pointed out in some research works in Vietnam (4) The teaching activity must be planned for the foreign language teaching management; teaching contents, application and models must be restructured and re-arranged; criteria set to evaluate teaching quality must be built up; a mechanism to bring about motivations to teachers and students to well uphold their roles needs building up; material facilities should be strengthened and the application of information technologies should be strengthened (5) Solutions to capacity development-oriented teaching management mean: innovation programs, building up capacity standard-based teaching models, organizing and assigning learning tasks to students, addressing the intereactions among teachers – learners – environment; activating learning & communication activities, and evaluating their learning performances upon “output” standards 1.3.2 Put-forward issues that need for further settlement Firstly, to clearly point out definitions and contents of capacity development-oriented English teaching management at primary schools; Secondly, to research influencers on capacity developmentoriented English teaching management at primary schools in Vietnam; Thirdly, to clarify the actual state of English teaching and its management at primary schools in Ho Chi Minh City; Fourthly, to determine capacity development-oriented English teaching management at primary schools in Ho Chi Minh City 8 Conclusions to chapter There have been many researches by both local and foreign authors on learner capacity development-oriented teaching Theoretical and practical bases for primary school students’ capacity development-oriented English teaching management from many angles and aspects have been presented in those researches However, many theoretical and practical issues must be addressed for holistic and virtue development of English teachers and learners Chapter THEORETICAL BASIS FOR STUDENT CAPACITY DEVELOPMENT-ORIENTED ENGLISH TEACHING MANAGEMENT AT PRIMARY SCHOOLS 2.1 Theoretical issues on capacity development-oriented English teaching at primary school 2.1.1 English teaching at primary schools English teaching at primary schools means the consistency between teaching and learning activities during the process to facilitate students with basic and minimum knowledge on English as well as its listening, speaking, reading, and writing skills, thence, initially form and develop communication ability and positive attitude toward English study 2.1.2 Capacity development-oriented English teaching at primary schools 2.1.2.1 The definition of capacity development-oriented English teaching at primary schools Capacity development-oriented English teaching at primary schools means the consistency between teaching and learning activities taken place during the process of students’ knowledge acquisition of and application to, skills, and attitudes toward this language, through which to meet standards for English proficiency at the primary educational level 2.1.2.2 The perception on standards for primary school students’ English proficiency Standards for primary school students’ English proficiency mean the system of knowledge, skills, and attitudes toward English which primary school students need to gain to implement and apply to their learning tasks and life 9 2.1.2.3 Basic features of capacity development-oriented English teaching at primary schools Firstly, teaching objectives in each lesson and topic and theme mean specification of standards for English proficiency regulated in the syllabus deserved for each grade at the primary educational level Secondly, capacity development-oriented English teaching contents must be relevant to primary school students’ knowledge, experience, and capacity level & highly particularized Thirdly, capacity development-oriented English teaching at primary schools is often implemented toward communication, requirements, and creation of conditions for more interactions between teachers and students Fourthly, capacity development-oriented English teachers at primary schools must be qualified to teach English in English Fifthly, multimedia, information technology system, and an environment for English practice are needed for capacity development-oriented English teaching Sixthly, capacity development-oriented English teaching at primary schools requests for focus on the mobilization of knowledge and English skills to evaluate learning performance and address learning tasks & communication situations for students 2.2 Theoretical issues on capacity development-oriented English teaching at primary schools 2.2.1 The definition of capacity development-oriented English teaching management at primary schools Capacity development-oriented English teaching management at primary schools means impacts on components for the teaching process with objectives and plans by managers to gradually assure for enhancement of students’ knowledge, skills, and attitudes in line with standards for English proficiency regulated for the primary educational level 2.2.2 Contents of capacity development-oriented English teaching management at primary schools 2.2.2.1 Build-up and organization for the realization of plans and objectives for capacity development-oriented English teaching (1) To specify standards for English proficiency for primary school students into teaching objectives & tasks for each class, topic and theme, and lesson (2) To organize the build-up and deployment of capacity development-oriented English teaching (3) 10 To guide English teachers to assign tasks (homework) to students upon requests to strengthen English usage in studies and communication 2.2.2.2 Guidance to innovate contents, methods, and models for organization of capacity development-oriented English teaching (1) Guidance to innovate English teaching contents to meet students’ needs for English proficiency development (2) Guidance to innovate teaching methods and models to develop students’ communication skill in English (3) To guide specialist teams to discuss and withdraw lessons for capacity development-oriented English teaching 2.2.2.3 Organization to build up teachers and students’ motivations & attitudes for capacity development-oriented English teaching and learning activities (1) To enhance English teachers’ awareness of and responsibilities for quality assurance of capacity developmentoriented teaching activity (2) To guide teachers to learn about and legitimately meet students’ needs and expectations through organization of capacity development-oriented English teaching activity (3) To utilize many models to encourage students to use English in learning and communication activities 2.2.2.4 Guidance to deploy and implement English teaching and learning activities (1) To organize the realization of preparation & teaching practice processes by English teachers at primary schools (2) To organize the information collection and processing on English teaching and learning activities at classrooms (3) To guide for collaboration and cooperation among English teachers and classes’ teachers in charge to organize for their students’ learning activity 2.2.2.5 To organize occupational cultivation for teachers and meet needs for capacity development-oriented English teaching (1) To determine plans and objectives to cultivate occupational skills and activities for English teachers at primary schools and meet requirements for capacity development-oriented English teaching (2) To organize the re-cultivation and re-training for English teachers at primary schools and meet requirements for capacity development- 11 oriented English teaching (3) To manage English teachers’ self-study and self-practice in line with occupational standards 2.2.2.6 Assurance for material facilities – teaching techniques & English practice environment for students (1) To invest in building specialty classrooms for English teaching at primary schools (2) To guide teachers to apply information technology, multimedia devices, and teaching software to English teaching at primary schools (3) To assure for material – technical conditions for English clubs’ activities & schools’ extracirriculum sessions in which English is used 2.2.2.7 To organize checks and evaluate capacity development-oriented English teaching activity (1) To organize checks and evaluate English teachers’ teaching activity (2) To organize checks and evaluate students’ learning performance upon standards for English proficiency regulated in the program (3) To organize English talent contests and create favorable conditions for students to sit for exams held by international testing body to gain English Certificates 2.3 Influencers on capacity development-oriented English teaching management 2.3.1 Environmental and social influences during the opendoor and international integration period 2.3.2 Influences by orientations and tasks to generalize and enhance foreign language/English teaching quality in the national educational system 2.3.3 Influences by the qualification of English teachers at primary schools 2.3.4 Psychological influences on primary school students 2.3.5 Influences of material facilities, teaching techniques, and application of information technology at primary schools Conclusions to chapter In Vietnam, English subject in the general education program is the foreign language subject Capacity development-oriented English teaching management at primary schools means impacts on components for the teaching process with objectives and plans by managers to gradually assure for enhancement of students’ knowledge, skills, and attitudes in line with standards for English proficiency regulated for the 12 primary educational level Contents of capacity development-oriented English teaching management consist of: management of teaching objectives, plans, contents, methods, and organization; management of building up teachers & students’ motivations and attitudes; management of English teaching and learning activities; management of occupational cultivation for teachers; management of English teaching & practice environment; checks and evaluation of capacity development-oriented English teaching activity Chapter PRACTICAL BASIS FOR ENGLISH TEACHING MANAGEMETN AT PRIMARY SCHOOLS IN HO CHI MINH CITY 3.1 Overview on primary education in Ho Chi Minh City 3.2 To organize investigations and surveys on the actual state of English teaching and teaching management at primary schools in Ho Chi Minh City 3.2.1 Purposes of investigations and surveys To clarify the actual state of English teaching and teaching management at primary schools in Ho Chi Minh City 3.2.2 Contents of investigations and surveys To collect information, analyze teaching actual state, manage teaching and influencers on English teaching management at primary schools in Ho Chi Minh City 3.2.3 Subjects and action fields of of investigations and surveys The number of survey subjects stands at: 1,460 people, 1,219 of them are English teachers; 241 of them are managers at 173 primary schools in 11 districts & suburban districts (8 districts and suburban districts), Ho Chi Minh City The duration for investigations and surveys: from January to June 2019 3.2.4 Methods of investigations and surveys Methods of talkshows, discussions; product researches, pedagogy observation; independent analysis & judgments; retrospective documentation, and questionnaries are applied 3.2.5 Figure processing methods 13 Distances among Likirt ladder are calculated based on formulas of average points 3.3 The actual state of English teaching at primary schools in Ho Chi Minh City 3.3.1 The actual state of teachers and students’ awareness of English teaching objectives at primary schools 3.3.2 The actual state of the realization of English teaching programs and contents at primary schools 3.3.3 The actual state of English teaching methods and models at primary schools 3.3.4 The actual state of English teaching and learning at primary schools 3.3.5 The actual state of evaluation on English teaching at primary schools 3.4 The actual state of English teaching management at primary schools in Ho Chi Minh City 3.4.1 The actual state of build-up and organization to implement the objectives and plans for capacity developmentoriented English teaching The organization of build-up and deployment of English teaching plans and guidance to English teachers to assign tasks (homework) to students are greatly appreciated management contents Meanwhile, the specification of teaching environment into standards for students’ English proficiency in each topic and theme and grade is appreciated at a lower level 3.4 The actual state of guidance to innovate capacity development-oriented English teaching contents, methods, and organization The guidance for the specialist teams to exchange and withdraw lessons for teaching and that for the innovation in capacity development-oriented English teaching contents are greatly appreciated, however, the guidance for the specialist teams and English teachers at primary schools to innovate their teaching methods and models is appreciated at a lower level 3.4.3 The actual state of organization to build up teachers and students’ motivations & attitudes toward capacity development-oriented English teaching and learning activities The enhancement of teachers’ awareness and responsibilities for the assurance of English teaching quality and guidance by 14 managers for teachers to learn about and legitimately meet students’ needs & expectations through English teaching activity is greatly appreciated in building up teachers & students’ motivations and attitudes Meanwhile, the encouragement for students to positively use English in learning and communication activities with selfawareness hasn’t been fully paid with attention at primary schools 3.4.4 The actual state of guidance for English teaching and learning activities The organization to implement the teaching preparation & practice by English teachers has been well-done at primary schools Care has been made to guide for collaboration and cooperation among English teachers and classes’ teachers in charge to organize students’ learning activity while information collection & processing on English teaching activity at classes at primary schools remain limited 3.4.5 The actual state of organization for occupational cultivation for teachers to meet requirements for capacity development-oriented English teaching The management of the self-study & self-cultivation by English teachers upon occupational standards at primary schools is greatly appreciated The Education Management Machinery at all levels has positively re-cultivated and re-trained English teachers at primary schools yet not having gained the objectives put forward in the Scheme “To generalize and enhance grade & professional students’ capacity for English usage in Ho Chi Minh City during the 2011 – 2020 period” 3.4.6 The actual state of assurancce for material facilities – teaching techniques & environment for students to practice English The Education Management Machinery has shown care to guide for application of information technology & made investment in constructing specialty classrooms for foreign language study, multimedia devices, and teaching software to English teaching at primary schools Nevertheless, material – technical conditions to meet requirements for expansion of English practice environment for primary school students have remained limited to some certain extents 3.4.7 The actual state of organization for checks and evaluation on capacity developmentoriented English teaching activity 15 Legitimate attention to the organization of English talent contests at primary schools has been made while favorable conditions for students to sit for exams held by the international testing body to gain English Certificates have been created, simultaneously, checks & evaluation on English teachers’ teaching activity are often well organized However, the guidance for evaluation on students’ learning performance upon standards for English proficiency has remained limited 3.5 The actual state of influencers on English teaching management at primary schools in Ho Chi Minh City 3.5.1 Positive and clock-wise influencers on English teaching management at primary schools (1) The social environment in the open door & international integration period helps primary school students to early get acquainted with English and their parents care more about English study; (2) the Party and State have worked out many policies and solutions to assure for the quality of foreign language/English teaching at all educational levels (Framework of foreign language proficiency, Occupational standards for primary school teachers; English Program at primary schools, etc.,); (3) Outcomes of English teacher standardization upon occupational standards & Basic requirements for general English teachers’ capacity & ability; (4) It is favorable for primary school students to acquire languages and form skills for language usage; (5) Material facilities – teaching techniques & ability to use information technologies at primary schools have constantly developed 3.5.2 Positive influencers & barriers on English teaching management at primary schools (1) The reality has been slowly reckoned up to make timely adjustments in organization the realization of policies & solutions to assure for English teaching quality at schools; (2) The complexity of training sources and restrictions in English teachers’ occupational levels at primary schools; (3) Primary school students’ life skills have remained restricted, which leads to lack of confidence in communicating in English; (4) The system of specialty classrooms and devices to support English practice for students has remained asynchronous and inconsistent; (5) Students’ families have not effectively supported schools to transform the education process 16 mainly based on knowledge acquisition into the development of learners’ virtues & capacity 3.6 Overall evaluation on advantages, disadvantages, and causes of English teaching management at primary schools in Ho Chi Minh City 3.6.1 Advantages and reasons for them 3.6.1.1 Advantages Firstly, to well organize the build-up and deployment of teaching plans, simultaneously & regularly to guide teachers to assign tasks to students to use English in learning and communication activities; Secondly, to make specific guidance and instructions to innovate English teaching contents and maintain principles of discussing & withdrawing lessons from English teaching by the specialist teams at primary schools; Thirdly, to attach special attention to enhance teachers’ responsibilities to assure for their teaching quality and to guide teaching forces to learn about and meet students’ legitimate needs & expectations; Fourthly, to well organize the preparation and practice process by English teachers at primary schools and attach special importance to colllaboration & cooperation among English teachers and classes’ teachers in charge to organize students’ learning activities; Fifthly, to positively organize re-training, re-cultivation, and occupational training for teachers and regularly boost up English teachers’ self-study & self-cultivation upon occupational standards; Sixthly, to care about investment in building up material – technical facilities & boost up application of information technology, multimedia devices, and teaching software to English teaching; Seventhly, to maintain principles and quality of checks & evaluation on English teachers’ teaching activity and simultaneously, to attach special importance to organize English talent contests as well as creating favorable conditions for students to sit for exams held by international testing bodies to gain English Certificates 3.6.1.2 Reasons for advantages (1) The social environment in the open-door and international integration period; (2) The Party and State’s policies & solutions to assure for foreign language/English teaching quality; (3) Outcomes of English teachers’ standardization; (4) It is favorable for primary 17 school students to acquire the languages and form skills to use them; (5) Efficiency of solidifying, fixing, and upgrading material facilities – teaching techniques 3.6.2 Disadvantages and causes of the disadvantages 3.6.2.1 Disadvantages Firstly, the disadvantages in mastering and specifying the teaching environment to be listed with must-to-have standards for English proficiency in each topic and theme and grade; Secondly, guidance for innovation in English teaching methods and models has not been specific so it hasn’t strongly boosted up the interactive teaching for students to practice communication skills through listening, speaking, reading, and writing English; Thirdly, there haven’t been many management measures to encourage students to positively & conciously use English in their activities and communication; Fourthly, the information collection & processing on English teaching and learning at primary schools hasn’t been disciplined or regular to assure for preciseness & timeline; Fifthly, the determination of objectives and plans for occupational cultivation for primary school English teachers hasn’t been much close to needs and actual fluctuations of the teacher force; Fifthly, special importance hasn’t been fully attached to effectively expanding and upholding English practicing environment, English clubs, and schools’ extra-cirriculum sessions in which English is used Sixthly, there has remained simplicity in organizing checks and evaluation on students’ learning performance and outcomes upon standards for English proficiency regulated in the program 3.6.2.2 Causes of the disadvantages (1) Special importance hasn’t been attached to reckoning up the actual deployment of the Scheme “The capacity generalization and enhancement to use English for students and professional ones in Ho Chi Minh City in the period of 2011 - 2020”; (2) Training sources of primary school English teachers have been rather diversified, however, there have remained certain disadvantages in their occupational skills & levels; (3) Life skills of students have remained limited They haven't 18 been confident or brave in social communication; (4) Financial resources spent on the primary educational level in localities have remained limited; (5) The collaboration between students’ families and schools for English teaching and teaching management at primary schools hasn’t been highly effective Conclusions to chapter Over the past time, primary schools in Ho Chi Minh City have gradually made innovation and enhancement in English teaching quality In order to grasp such achievements, the Education Management Machinery in Ho Chi Minh City has well organized the build-up and deployment of teaching plans; cared to guide for the program innovation & teaching contents; has attached special importance to boosting up teachers’ positive motivations and attitudes; further boosted up teaching and learning activities; actively re-trained & re-cultivated for teachers; attached special importance to building up material facilities – teaching techniques; seriously checked & evaluated English teaching activity However, it has been unavoidable with restrictions and shortcomings for the capacity development-oriented English teaching management at primary schools in Ho Chi Minh City Chapter CAPACITY DEVELOPMENT-ORIENTED ENGLISH TEACHING MEASURES AND VERIFICATION OF ITS MANAGEMENT AT PRIMARY SCHOOLS IN HO CHI MINH CITY 4.1 Measures for capacity development-oriented English management at primary schools in Ho Chi Minh City 4.1.1 Capacity development-oriented English teaching planning at primary schools This measure aims at realizing the planning function at all managerial levels Thence, (1) the Municipal Department of Education & Training builds up and deploys plans for the application of new English teaching education program and the Scheme of Innovation in capacity development-oriented English teaching contents, methods, and organization at the primary educational level (2) District & Suburban District Divisions of Education & Training specify the above-mentioned plans and Scheme (3) Headmasters or Headmastresses at primary 19 schools guide their English specialist teams to build up, realize their teaching plans & specialty activities on English teaching (4) The English specialist teams agree with the preparation process of teachers’ teaching plans and syllabus toward students’ capacity development (5) The Headmasters or Headmastresses guide for the plan collaboration among English teachers and classes’ teachers in charge to organize students’ English learning activity 4.1.2 Organization to standardise students’ English proficiency for objective determination, selecting contents, methods, and formation of teaching English In order to realize the measures, the Education Management Machinery needs to deploy the following work items: (1) The Municipal Department of Education & Training instructs and guides primary schools to realize English standards by classes in English teaching process at the primary educational level (2) The Headmasters or Headmastresses guide chiefs of specialist teams to supervise and check teachers’ definition for objective determination as well as requiring for development of student capacity when preparing for teaching syllabus and plans on each topic and theme and theme (3) The Headmasters or Headmastresses and chiefs of the specialist teams guide teachers to: select teaching contents, methods, and organization relevant to the objectives and requirements for each topic and theme & theme; assign learning tasks and instruct students to strengthen their language knowledge, practice, evaluation, and records of students’ progress on language knowledge, listening, speaking, reading and writing in English on various topics and themes 4.1.3 Organization to educate, build up teachers & student’ positive and confident motivations & attitudes to use English in teaching, learning, and life In order to realize the measures, the Education Management Machinery needs to deploy the following work items: (1) Department and Divisions of Education & Training guide and support expenses to primary schools to supplement journals and films in English relevant to students’ needs for awareness and entertainment (2) The Headmasters and Headmastresses at primary schools guide English teachers to explore and use journals and films in English into teaching (3) The Headmasters and Headmastresses at primary schools guide English specialist teams to well evaluate and classify 20 students in English teaching (4) Administrators and chiefs of specialist teams guide English teachers to regularly discuss with classes’ teachers in charge the situation of students in the English teaching process (5) The Headmasters and Headmastresses guide classes’ teachers in charge to invite English teachers to join in some joint activity sessions of their classes to boost up mutual understanding between teachers and students 4.1.4 Organization for occupational cultivation and skills for primary school teachers upon standards In order to realize the measures, the Education Management Machinery needs to deploy the following work: (1) Department of Education & Training realizes the unification regulations on standards for primary school teaching occupation and basic Requirements for general English teachers’ capacity promulgated into instructive documents on English teachers’ occupational standard System by Ministry of Education & Training at primary schools in Ho Chi Minh City (2) Department of Education & Training collaborates with University & training facilities of foreign languages to organize classes of English level accomplishment for primary school English teachers (3) District and Suburban District Divsions of Education & Training collaborate for training on new progams & textbooks as well as cultivation on teaching module toward students’ capacity development for primary school English teachers (4) Administrators of primary schools and chiefs of English specialist teams supervise and remind teachers for self-study & self-cultivation in line with the occupational standard system for English teachers (5) Administrators of primary schools guide the English specialist teams to well evaluate & classify teachers by school terms and years 4.1.5 Organization to expand the English practicing environment for primary school students In order to realize the measures, the Education Management Machinery: (1) District & Suburban District Divisions of Education & Training promulgate regulations on conditions, standards, models, and procedures to invite English native speaking teachers to teach at primary schools (2) The Headmasters and Headmastresses guide to combine some topics and themes in English teaching with “Experience activities” in the compulsory educational program (3) The Headmasters and Headmastresses at primary schools assign tasks 21 to the chiefs of English specialist teams to collaborate with teachers in charge of delegations and teams & people in charge of school libraries to set up and maintain English clubs’ activities (4) Administrators guide for organization of some sessions for fun with English teachers and foreigners, etc., in “Experience activities” by primary school students 4.1.6 Investment in specialty classrooms, information technology, and software for English teaching In order to realize the measures, the Education Management Machinery: (1) District & Suburban District Divisions of Education and Training make planning for the build-up at public schools and simultaneously guide private schools to construct specialty classrooms, computer network system, and teaching software (2) District & Suburban District Divisions of Education and Training collaborate with primary schools to train English teachers on exploration and usage of the teaching multimedia, information technology, and software (3) Administrators and chiefs of the specialist teams guide English teachers to prepare and conduct E–learning lessons (4) The chiefs of the specialist teams remind and guide English teachers to instruct & help students use teaching devices to practice and self-check their own listening, speaking, reading, and writing skills in English 4.1.7 Organization to check and evaluate capacity development-oriented English teaching activity at primary schools In order to realize the measures, the Education Management Machinery: (1) Department of Education & Training guide District & Suburban District Divisions of Education & Training as well as primary schools to attach the evaluation on the outcomes of the realization for the Scheme “The capacity generalization and enhancement to use English for students and professional ones in Ho Chi Minh City in the period of 2011 - 2020” with checks and evaluation on the deployment of the new English Program (2) Administrators of primary schools organize periodical & unexpected checks & evaluation on activities by the English specialist teams (3) The Administrators and the chiefs of the specialist teams remind and supervise teachers to realize the regular and periodical contents & evaluation on primary school students’ English learning upon standards Methods’ relationships 22 Each measure aims at a certain objective and is deployed upon its own unique contents and ways but in the strict relationship with other measures It controls and creates favorable conditions for the good realization of the other measures 4.2 Verification of the put-forward measures 4.2.1 Testing organization 4.2.1.1 Testing objectives 4.2.1.2 Testing contents 4.2.1.3 Testing process 4.2.2 Testing outcomes All measures proposd in the thesis are very essential and feasible with the lowest average point of 3.28 (upon the Likirt ladder with the so much essential and feasible level ranging within 3.25 ≤ X ≤ 4.0 points) The column chart number 4.1 Comparisons between the necessity and feasibility of the measures proposed in the thesis 4.3 Testing of the proposed measures 4.3.1 Testing organization Testing is to verify effects of a capacity development-oriented English teaching management at primary schools, which means “Organization for English practicing environment for primary school students” with 39 students of the Class 5/2 at Lê Đình Chinh primary school, District 10, Ho Chi Minh City 4.3.2 Testing outcomes To clearly realize students’ learning progress at the testing class after testing the measure of “Organization to expand the English practicing environment for primary school students”, comparative column charts of qualified student levels before and after the tests can be set up as follows: 23 The column chart number 4.2 Comparisons of English learning power by students at the grade 5/2 at Lê Đình Chinh primary school, District 10, Ho Chi Minh City before and after the testing The above-presented column chart shows the number of students at Levels A and B after the testing is higher than that before the testing, meanwhile the number of students at the Level C accordingly decreases This asserts the effects of the testing measure for students’ English proficiency development at primary schools Conclusions to chapter In order to realize the guideline for strong transformation from the knowledge acquisition into the holistic development of learners’ capacity & virtues; studies with practice of English teaching at primary schools in Ho Chi Minh City, this means the inevitability of students’ capacity development orientation That shall only be achieved when the education management machineries at all levels in Ho Chi Minh City synchronously apply measures for capacity development-oriented English teaching management at primary schools as presented above The proposed testing and experiementing outcomes assert that: These are essential & feasible measures to bring about practical outcomes for capacity development-oriented English teaching and learning at primary schools CONCLUSIONS AND PROPOSALS Conclusions The newly promulgated English general education program has shown the communication capacity-oriented viewpoint as the objective of the teaching process; language knowledge is the mean to form and develop communication skills through listening, speaking, 24 reading, and writing That leads to the inevitability of the necessity to manage the English teaching toward students’ capacity development Capacity development-oriented English teaching management at primary schools means impacts on components for the teaching process with objectives and plans by managers to gradually assure for enhancement of students’ knowledge, skills, and attitudes in line with standards for English proficiency regulated for the primary educational level Contents of capacity development-oriented English teaching management consist of: management of teaching objectives, plans, contents, methods, and organization; management of building up teachers & students’ motivations and attitudes; management of English teaching and learning activities; management of occupational cultivation for teachers; management of English teaching & practice environment; checks and evaluation of capacity developmentoriented English teaching activity Over the past time, the education management machinery in Ho Chi Minh City has gained many achievements in English teaching management at primary schools However, in the context of assuring for students to grasp the 1st level English standards for English proficiency out of the foreign language levels at primary schools in Ho Chi Minh City, it is necessary to quickly overcome the shortcmings and pressing issues in boosting up students’ positive learing motivations; specify the teaching environment into standards for English proficiency by topuc; cultivate English teachers; guide for innovation in teaching methods & models; expand the English practicing environment, and evaluate students’ learning performance upon standards for capacity, etc., To make contributions to successfully realizing the new general education Program and enhancing teaching quality in the next coming time, managers need to well realize measures for English teaching process at primary schools in Ho Chi Minh City toward students’ capacity development orientation proposed in the thesis When well realizing these measures, they will make contributions to helping primary school students in Ho Chi Minh City develop their capacity as proposed in this thesis In addition, when the measures are well realized, they will also help students form and develop their English proficiency to effectively learn, live, and work in a culturally & multi-language diversified world 25 Proposals The proposals have been made to Ministry of Education & Training, Ho Chi Minh City Municipal Department of Education & Training, District & Suburban District Divisions of Education & Training, and primary schools in the thesis for assurance of conditions to realize the proposed measures  ... teaching management at primary schools in Ho Chi Minh City The thesis’s theoretical and practical meanings The thesis makes contributions to clarifying the theoretical issues on capacity development-oriented... Toản (2012), Đặng Thành Hưng (2012), Lương Việt Thái (2012), Nguyễn Công Khanh (2013), Đặng Quốc Bảo, Nguyễn Sỹ Thư (2014), Đào Việt Hà (2014), Nguyễn Thu Hà (2014), Nguyễn Thanh Ngọc Bảo (2014),... Mai (2005), Hồ Ngọc Đại (2010), Đặng Quốc Bảo, Đặng Thành Vinh (2011), Trương Thị Thu Yến (2012), Phạm Huy Tư (2014), Trần Trung Dũng (2016), Dương Trần Bình (2016), and Lê Thị Thanh Thủy (2016),