Building a Foundation for Children to Achieve IELTS from Middle School

In Vietnam's increasingly competitive academic landscape, the pursuit of English proficiency, particularly through standardized tests like IELTS, has become a significant focus for students and parents alike. Recent discussions involving English language experts have shed light on the most effective strategies for equipping young learners with the necessary skills, emphasizing a holistic approach that goes beyond rote memorization.

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To evaluate an effective English learning method for children, parents can rely on three main criteria: whether the method is suitable for the child's age (learning through images, games, communication activities, and familiar situations…), whether children have opportunities to listen and speak in English, and finally, whether children are confident, progressing, and have a more positive attitude towards learning.

Dr. Do Huu Nguyen Loc, President of the Ho Chi Minh City English Language Teaching and Research Association, highlighted crucial benchmarks for assessing English learning methods for children. He stressed the importance of methods that are not only engaging and age-appropriate, utilizing visual aids, games, and relatable scenarios, but also provide ample opportunities for children to practice listening and speaking. Crucially, the methods must foster confidence and a positive disposition towards learning English.

NCS Ha Dang Nhu Quynh, Academic Director at DOL English and an IELTS 9.0 holder, underscored the necessity of a well-defined learning pathway. She advocates for a phased approach, where younger students, ideally in grades 4-5, first engage with foundational programs like Starters, Movers, and Flyers before progressing to IELTS preparation in lower secondary school. This structured progression, exemplified by DOL English's Linearthinking methodology, ensures that students build a solid grammatical and vocabulary base, enabling them to systematically process knowledge rather than learning in isolation.

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For example, at DOL English, primary school children (ideally grades 4, 5) will take a placement test to enter the Starters, Movers, Flyers program before transitioning to IELTS in lower secondary school. The program has distinct differences, such as being designed based on the Linearthinking methodology. Students do not learn knowledge in a fragmented way but are guided to systematize knowledge logically.

The unique advantage of programs developed by Vietnamese educators, such as those at DOL English, lies in their deep understanding of local learning patterns and common errors. This localized approach, as explained by Master Do Thi Ngoc Anh, an academic manager at DOL English, results in content that is not only academically rigorous but also culturally relevant and engaging for Vietnamese children. The integration of AI-powered technology further enhances accessibility, allowing students to practice anytime, anywhere, reinforcing the commitment to making advanced English education attainable and enjoyable for the younger generation in Vietnam.

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Because we are Vietnamese, we understand the psychology, learning characteristics, and common mistakes of Vietnamese people, thereby designing content that is more familiar, suitable, and attractive to children. This not only makes the Kids and IELTS THCS programs academically effective but also ignites children's passion for learning English. DOL also has a modern technology system combined with Artificial Intelligence so children can practice anytime, anywhere.