As Vietnam contemplates a shift from teaching English as a foreign language to teaching English as a second language, it is essential to examine second language education in linguistically comparable contexts. The current study synthesizes twelve review and empirical studies of English language instruction in Singapore (2019–2025) and uses thematic analysis to identify four interrelated fields: learner knowledge, learner awareness, skill development, and teacher professional development. The study aims to elicit implications that are relevant to Vietnam’s changing English language reforms. It addresses the question: What strategies from Singapore’s experience can inform Vietnam’s transition to second language instruction? Findings have accentuated the importance of culturally responsive teaching, multimodal and socio-phonetic pedagogy, foundational skill alignment across educational stages, and reflective teacher development guided by national language policy. Based on the evidence-based synthesis of insights, the paper hopes to offer practical implications for Vietnam about localized curricula, inclusive teacher training, or policy support for sociolinguistic diversity in the early phase of second language reforms tailored to Vietnam’s context.

Cite as:

Vy, P.N.T., Lap, T.Q., Tuan, L. C., Nhan, D. V. H., & Mai, L. X. (2025). Realizing ESL-oriented Education in the Singaporean Setting: A Scoping Review. Arab World English Journal, 16(3): 270-284

DOI: https://dx.doi.org/10.24093/awej/vol16no3.16

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Keywords

ESL education, awareness, knowledge, multimodal pedagogy, skills, sociolinguistic diversity, teacher professional development

About the author

Phan Ngoc Tuong Vy is a Ph.D. student at the School of Foreign Languages, Can Tho University, Vietnam. Her research interests are teacher motivation and PD. ORCID: https://orcid.org/0009-0004-1058-0069

Trinh Quoc Lap is a lecturer at the School of Foreign Languages, Can Tho University, Vietnam. His research focuses on curriculum development and sociocultural approaches in ELT. ORCID: https://orcid.org/0000-0002-1256-8125

Le Cong Tuan is a lecturer at the School of Foreign Languages, Can Tho University, Vietnam. His interests include task-based teaching and psychoeducation. ORCID: https://orcid.org/0000-0003-3055-6539

Dang Vu Hoai Nhan is a lecturer at the School of Foreign Languages, Can Tho University, Vietnam. He specializes in ESP, technology in language learning, and education policy.ORCID: https://orcid.org/0009-0006-2443-8148

Le Xuan Mai is a lecturer at the School of Foreign Languages, Can Tho University, Vietnam. Her research focuses on teacher and learner development. She is the corresponding author.ORCID: https://orcid.org/0000-0002-1300-3804

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