Don’t Let the "Monolingual vs. Bilingual" Debate Distort the True Picture: English is Not the Only Goal
- 5 days ago
- 5 min read
Why Do Parents Often Get "Stuck" on the English Question?
Driven by love, parents naturally want to give their children an advantage. English is undoubtedly an advantage, especially as children grow older. However, between the ages of 2 and 6, children do not learn through "goal-oriented effort" as adults do. They learn through emotions: when they feel safe, they open up; when they feel stressed, they shut down.
Therefore, if the school-hunting journey revolves solely around whether a program is "monolingual or bilingual," a subtle misunderstanding easily creeps in. English becomes the center of attention, while the element that truly belongs at the center is the child's learning state, their joy, curiosity, sense of being understood, and the "I can do it" confidence.
Preschool is a Foundation-Building Stage, Not a Race
The UK’s Early Years Foundation Stage (EYFS) framework (with updates effective from September 1, 2025) sets the standards for the development and care of children from 0 to 5 years old. Its perspective is clear: children need holistic development, in which socio-emotional and communication competencies serve as the bedrock for everything else to flourish.
When this foundation is solid, children learn faster without being pushed. Conversely, when it is shaky, "cramming" more knowledge usually just exhausts them in a very childlike way: they become easily irritated, avoidant, or retreat into longer periods of silence.
The EEF (Education Endowment Foundation) has also synthesized evidence showing that interventions and approaches focusing on Personal, Social, and Emotional Development (PSED) effectively support children’s emotional skills, self-regulation, and broader learning outcomes.
"Good Bilingualism" is Not Measured by English Hours
A high-quality bilingual program usually carries a highly recognizable sign: English does not scare the child.
In Finland, a study by Hansell & Björklund (2022) analyzed teacher interactions in bilingual Early Childhood Education and Care (ECEC) settings. It demonstrated that the focus lies in how teachers naturally integrate language into daily routines, creating meaningful contexts for children to participate spontaneously rather than turning language into a "test."
Also in Finland, Bergroth, Harju-Autti, & Alisaari (2024) discussed "language-aware" practices in ECEC, highlighting that schools need to adapt their pedagogy so that children from diverse linguistic backgrounds still feel a sense of belonging and learn effectively.
Simply put, good bilingualism is when English is introduced through play, projects, storytelling, and daily life, all supported by patience. A child might speak very little in the beginning, but they never lose faith in themselves.
What Could Happen When We "Push English" Too Early?
While not every child is negatively affected, the risk often stems from a familiar psychological mechanism: the fear of making mistakes.
Vygotsky's concept of the Zone of Proximal Development (ZPD) emphasizes that children learn best when tasks are within their reach and accompanied by appropriate support. If a task goes too far beyond what is "manageable," children easily become stressed and withdraw. For preschoolers, "withdrawing" might look like staying silent, avoiding interaction, or simply complying just to fly under the radar. When that happens, no matter how much English they are exposed to, it rarely translates into joy.
Vietnamese is Not Just a Language; It is Where a Child Roots Their Emotions
Many families worry that their children might "lose their roots" when enrolled in bilingual programs. This concern is by no means extreme. At a young age, Vietnamese is the language of comfort and intimacy—it is how children share stories about their day in class, say "I miss you, Mommy," and name their emotions when they feel sad.
The New Zealand curriculum framework, Te Whāriki, places a powerful emphasis on "Belonging / Mana whenua"—the sense of belonging that children and their families feel within the early childhood environment. Only when a child feels a deep sense of belonging do they find the courage to explore and communicate. Therefore, a nurturing environment does not let English overshadow Vietnamese. Instead, it allows both languages to coexist respectfully, ensuring the child is understood, expressed, and allowed to be exactly who they are.
In Vietnam, "Introduction to English" is Inherently Designed around the Child’s Developmental Rhythm
Circular No. 50/2020/TT-BGDĐT, which regulates the English Introduction Program for Kindergarten Children, emphasizes flexible implementation based on local conditions and individual children’s abilities, while recommending minimum weekly activities and duration. In Vietnam, practical research has confirmed that when English is subtly integrated through the 'Learning by playing' method, children not only maintain their natural motivation but also develop outstanding communication skills. This effectiveness is vividly demonstrated in the experimental work of authors Nguyen Ngoc Luu Ly and Nguyen Thu Bich Ha (2022), marking positive strides in applying play-based activities to foreign language teaching for early childhood.
The clear takeaway here is that English is neither dismissed nor idolized. Instead, it is placed exactly where it belongs: a language of experience that fits the child's age-appropriate psychology and sparks their joy of discovery.
School Hunting: What Should Parents Ask to Look Beyond the "Monolingual or Bilingual" Label?
Instead of rushing, parents can try asking questions that slow things down but go straight to the core:
Ask: "If my child isn’t ready to speak English yet, what will the teacher do to ensure they still feel included and engaged?" This question usually reveals the true character of a school whether they have the patience and respect for a child's unique pace of development.
Follow up with: "When my child is sad or clingy, who will stay close to make them feel secure?" Studies on wellbeing in nurseries emphasize the vital role of an "emotionally containing" environment, which helps children regulate their feelings, enabling them to settle in and learn well.
Finally, ask gently: "How does the school preserve the Vietnamese language and my child's cultural identity, so that English serves as an opening door rather than a replacement?" This question is not confrontational, but it helps you see whether the school views your child as a whole, complete human being.
REFERENCE LIST
Department for Education (UK). Early years foundation stage statutory framework (Dated 14 July 2025; Effective 01 September 2025).
Education Endowment Foundation (EEF). Personal, Social and Emotional Development (PSED) – Evidence Store (2025).
Education Endowment Foundation (EEF). Self-Regulation and Executive Function – Evidence Store (2024).
Ministry of Education (New Zealand). Te Whāriki: Early Childhood Curriculum (2017) & Te Whāriki Online – Belonging/Mana Whenua.
Hansell, K., & Björklund, S. (2022). Developing bilingual pedagogy in early childhood education and care: Analysis of teacher interaction. Journal of Early Childhood Education Research, 11(1), 179–203.
Bergroth, M., Harju-Autti, R., & Alisaari, J. (2024). Staff self-assessment of ECEC practices in meeting language diversity in Finland. Journal of Early Childhood Education Research, 13(1), 42–67.
Elfer, P. (2007). Nurseries and emotional well-being: Evaluating an emotionally containing model of professional development. Early Years, 27(3), 267–279.
Vygotsky, L. S. (1978/1980). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Bộ Giáo dục và Đào tạo (Việt Nam). Thông tư 50/2020/TT-BGDĐT – Chương trình làm quen với tiếng Anh dành cho trẻ em mẫu giáo (hiệu lực 31/03/2021).
Nguyễn Ngọc Lưu Ly & Nguyễn Thu Bích Hà (2022). Teaching English to Pre-Schoolers Using ‘Learning by Playing’ Approach: Experiment, Results and Discussion. VNU Journal of Foreign Studies, 38(2).
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