Phát triển năng lực giáo viên giáo dục song ngữ ở trường trung học cơ sở: Tổng quan lí luận và hàm ý chính sách từ bối cảnh Hà Nội

Tóm tắt

The policy orientation toward making English a second language in schools poses new requirements for secondary school teachers in Hanoi. This article employs a focused literature review combined with policy document analysis to clarify the structure of teachers’ competencies for bilingual education and to propose implications for teacher workforce development. The findings propose a competency framework comprising academic and subject-specific language, subject-matter and pedagogical knowledge, content-language integration, language-responsive pedagogy, bilingual assessment, intercultural competence and equity, collaboration, digital competence, and research-informed practice. Mathematics and Civic Education are analyzed as two illustrative cases. The study provides a reference framework and a professional development pathway for lower secondary schools, teacher education institutions, and educational management agencies in Hanoi.