Having kids master IELTS is not true educational success

From a superficial perspective, Vietnam seems to be making strides in English proficiency, as international certificates like IELTS become increasingly common. Yet, behind this apparent progress lies an education system emphasizing scores over genuine understanding, rote learning over critical thinking, and achievement over intellectual maturity.

The issue is deeper than academics; it is fundamentally human and starts with the teaching approach. During early childhood, Vietnamese schools rightly emphasize playful, gentle exploration with minimal pressure. However, upon entering secondary school, children suddenly face a rigid educational regime dominated by exams, grades, and pressure - expectations for independent study and critical thinking appear abruptly, without proper preparation.

This sudden shift is especially clear in English education. Initially, English lessons are enjoyable and simple, featuring songs, basic phrases, and playful vocabulary. Yet, as soon as students enter secondary school, the curriculum leaps into complex grammar, structured writing, and advanced reading. The problem is not solely the difficulty level but the rapid transition. Previously enthusiastic learners become discouraged, not because they lack ability, but because they've never been adequately prepared.

Children studying in a classroom. Illustration photo by Unsplash

We aim to adopt Western educational philosophies - encouraging creativity, open-mindedness, and independent thinking - yet we often raise children in indulgent, emotionally protective ways typical of many Asian households. This creates a significant educational disconnect.

In English-speaking countries, children systematically learn their mother tongue from a very young age. By the end of kindergarten, they have mastered basic reading skills and foundational language elements. For these children, first grade is a progression, not an introduction. Conversely, many Vietnamese children enter first grade without foundational reading or writing skills, facing an unnecessarily steep learning curve. This leads to frustration, self-doubt, and damaged self-esteem.

Furthermore, the rush to master English early has led many families to neglect their children's mother tongue. Vietnamese, with its complex tones, intricate grammar, and sophisticated linguistic structures, demands deliberate teaching - it does not "come naturally." Consequently, we see children comfortably singing English songs or reciting English phrases, which parents proudly mistake for genuine linguistic skill. However, many of these children end up struggling between two languages, never truly mastering either.

As students advance academically, memorization alone becomes insufficient. Logical thinking, structured writing, and analytical skills are necessary for linguistic proficiency - abilities many students lack because they have only learned to imitate, not truly understand.

The obsession with IELTS, originally an assessment tool for adults studying or working abroad, now dominates Vietnamese education as a shortcut to success, prestige, and opportunity. Domestic English exams are dismissed as outdated, and classroom assessments are mistrusted, causing schools and families to over-rely on IELTS.

IELTS requires advanced reasoning, analytical skills, and abstract thinking - abilities that many Vietnamese students, still struggling with their mother tongue, have yet to develop. Students thus resort to memorization and superficial tricks rather than genuine comprehension. For instance, students are taught mnemonic methods like remembering the English vowels through Vietnamese words, reinforcing surface-level memorization rather than deep understanding.

Consequently, we risk producing students who excel at tests but struggle to genuinely communicate or think critically in either language. They chase IELTS band scores while losing sight of language's true goal: authentic connection, inquiry, and understanding.

This critique is not directed at IELTS itself - a valuable, well-designed assessment - but rather at how our education system misuses it, substituting genuine educational objectives with test scores.

True education goes beyond creating skilled test-takers; it aims to nurture thoughtful, ethical, and resilient individuals. We must stop seeing IELTS as a prestigious trophy. It is a valuable tool, certainly, but only one among many measures of a child's real potential and capacity for meaningful communication.