This experience has shaped my belief that English, while undeniably important, should not be elevated to a status beyond its practical use as a communication tool. It is accessible and can be mastered effectively during university years.
In Vietnam, there is a prevailing notion that English must be grasped from a young age to ensure academic and professional success. However, my journey disproves this, demonstrating that English is a skill that can be acquired rapidly and efficiently at the university level for both everyday use and specialized academic needs.
During my time in high school, the focus was rightly placed on core subjects such as physics and biology. These disciplines are crucial for building a solid foundational knowledge critical for future academic pursuits. The emphasis on English, including its requirement in entrance and graduation exams, often detracts from these essential subjects, adding unnecessary pressure.
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Young schoolgirls with textbooks in a park. Illustration photo by Pexels |
It was not until my third year of university that I began to study English seriously. By the fourth year, I was proficient enough to read scholarly articles and even completed my thesis in English. Post-graduation, my command of the language exceeded that of many peers who had been studying it since middle school.
In my professional life, I engage effortlessly in English at seminars and conferences, and I interact fluently with international colleagues. My ability to process specialized materials in English as efficiently as Vietnamese highlights the effectiveness of later language acquisition.
From my experience, initiating English education in university is adequate and, in some cases, preferable, especially for fields that do not prioritize early foreign language proficiency. The trend of teaching English from an early age often imposes undue burden, diverting children from exploring other vital growth and developmental activities.
The high school years should focus on personal development rather than linguistic achievement. I have observed that many early learners of English face burnout, akin to unripe fruits forced to mature too soon. Furthermore, the assumption that middle schoolers need to engage with global cultures to succeed is often a projection of parental aspirations rather than a necessity.
In conclusion, I advocate for a balanced approach to learning English, emphasizing its acquisition as needed rather than as a premature educational imperative. My own experience is a testament to the viability of learning English effectively at a later stage, without compromising my ability to excel in international professional environments.