Since 2022, the British Council in Viet Nam has partnered with UK and local institutions to pilot Teacher Activity Groups (TAGs) as an innovative, teacher-led model of continuous professional development (CPD). The Viet Nam initiative is based on previous research (Borg, Lightfoot, Gholkar 2020) into the impact of TAGs around the globe as an effective model for teacher CPD. It also aligns with the Viet Nam Ministry of Education and Training’s National Foreign Languages Project (NFLP) goal of supporting foreign language teacher practice and innovation, with teachers being encouraged to connect with professional networks, particularly through Communities of Practice.
Impact to date
Across two phases, TAGs have reached over 3,000 teachers in 13 provinces [former]. In Phase 2 alone, 97% of teachers reported improved knowledge, skills, and confidence, while 98% applied their learning in classrooms. A growing network of more than 260 trained facilitators has led 427 TAG group sessions, demonstrating strong evidence of local teachers’ ownership and sustainability. Teacher Activity Groups (TAGs) are also fostering equality and respecting diversity by including teachers representing more than 10 ethnic communities in rural and mountainous areas such as Kinh, Muong, Tay, Nung, Dao, San Chay, San Diu, Cao Lan, Dao Thanh Phan.
Beyond training: innovation and inclusion
Projects have explored a range of innovation and inclusion approaches. These include identifying effective teaching methods through teacher-led discovery, experimentation, and self-reflection, a central approach of the TAG project delivered by International House London and Hanoi Pedagogical University 2. Other initiatives have focused on strengthening teacher identity and leadership, such as the TAG project led by Manchester Metropolitian University in collaboration with Hue University of Foreign Languages and An Giang University. Meanwhile, another project integrated arts and multilingual learning, as seen in the partnership between the University of Glasgow and Thai Nguyen University of Education.
Evidence of impact includes growing interest at the policy level, widely shared teaching resources, and documented “stories of change” in classroom practice. British Council funded research conducted by Sheffield Hallam University with HCMC University of Social Studies and Humanities also highlights the value of TAGs in promoting linguitic inclusion, particularly in rural and multilingual settings.
But perhaps the last word should be given to the participating teachers themselves, as one stated “The project has helped me build confidence in my teaching and improve the quality and creativity of my lessons. I have learned to use local cultural resources, apply engaging activities that motivate learners, and better support students’ use of their full language abilities. The programme also strengthened my professional growth through collaboration, practical and theoretical learning, and effective use of tools like teaching portfolios.”
Looking ahead
With Viet Nam’s 2025 policy to make English a second language, scaling effective CPD is critical. TAGs offer a proven alternative to one-off training, fostering ongoing collaboration and practical application. With continued support, TAGs could play a key role in strengthening teaching quality, readying the workforce for Viet Nam’s transition to English as a second language.
Acknowledgements
We would like to acknowledge the incredible support and extensive research findings of the TAG project teams over the past five years, including International House London with Hanoi Pedagogical University 2, Manchester Metropolitan University with Hue University of Foreign Languages and International Studies and An Giang University, Sheffield Hallam University with University of Social Studies and Humanities, University of Glasgow with Thai Nguyen University of Education, International House Bristol with Hanoi University of Education, Celtic English Academy with Can Tho University and the invaluable support and cooperation from eleven provincial Departments of Education and training in Yen Bai, Son La, Hoa Binh, Thai Nguyen, Tuyen Quang, Bac Ninh, Quang Ninh, Nghe An, Hue, Ninh Thuan and Ben Tre provinces in Viet Nam (old administrative division of provinces).
