Vietnam’s 120-hour TEFL requirement is the legal minimum mandated by Circular 21/2018/TT-BGDĐT issued by the Ministry of Education and Training, enforced through Decree 219/2025/ND-CP for all teaching work permits. This standard originated from Cambridge CELTA certification (established in the 1960s as an intensive 4-week program totaling 120 contact hours), which became the international benchmark for English language teacher training. The requirement includes minimum 6 hours observed teaching practice and 100+ hours academic coursework covering teaching methodology, grammar, lesson planning, and classroom management—designed to ensure teachers possess pedagogical competency beyond native English fluency alone.

The 120-hour standard isn’t arbitrary. It represents decades of research into effective ESL teacher preparation, balancing comprehensive skill development with practical accessibility. Vietnam adopted this requirement in 2018 to address teaching quality concerns as the country’s English education market expanded rapidly, with over 4,000 foreign language centers operating nationwide by 2019 according to Ministry of Education statistics. Understanding this requirement helps foreign teachers navigate Vietnam’s work permit process, avoid costly certification mistakes, and build successful teaching careers in one of Southeast Asia’s most dynamic education markets.

This guide explains the historical origins of the 120-hour standard, Vietnam’s specific legal requirements under current 2025 regulations, what legitimate certification must include, cost considerations, and common qualification pitfalls that lead to work permit rejection.

What Is the Historical Origin of the 120-Hour TEFL Standard?

The 120-hour TEFL standard originated from Cambridge Assessment’s CELTA (Certificate in English Language Teaching to Adults), developed in the 1960s as an intensive 4-week program requiring full-time attendance Monday-Friday with approximately 120 total contact hours including classroom instruction, teaching practice, and assignment completion. Trinity College London’s CertTESOL adopted identical standards, establishing 120 hours as the international benchmark that language schools worldwide recognized as minimum professional-level training for ESL teachers.

The CELTA Foundation: Why Cambridge Chose 120 Hours

Cambridge Assessment designed CELTA to address the growing demand for qualified English teachers as English became the global language of business and education. The program’s architects determined that 120 hours provided sufficient time to cover:

• Teaching Methodology and Theory: Training in communicative language teaching (CLT), task-based learning (TBL), and presentation-practice-production (PPP) frameworks that form the foundation of modern ESL instruction.
• Grammar and Language Analysis: Comprehensive coverage of English grammar structures including verb tense systems, parts of speech, sentence construction, and common learner errors—essential knowledge for explaining language patterns to non-native speakers.
• Lesson Planning Skills: Developing effective lesson structures with clear objectives, appropriate staging, timing management, materials selection, and assessment integration.
• Classroom Management Techniques: Practical strategies for managing student behavior, facilitating group work, maintaining engagement, and handling diverse ability levels within single classes.
• Observed Teaching Practice: Minimum 6 hours of assessed teaching with real students and qualified observer feedback, distinguishing professional certification from purely academic study.
• Assignment and Reflection: Written lesson plans, teaching journals, and language analysis tasks that deepen understanding and develop critical reflection skills.

This 4-week intensive format became the gold standard because it combined theoretical knowledge with immediate practical application, preparing teachers for real classroom challenges rather than merely testing academic understanding.

Global Adoption: From CELTA to Universal 120-Hour Standard

As international TEFL demand grew in the 1990s and 2000s, online TEFL providers emerged offering flexible alternatives to intensive in-person CELTA courses. Reputable providers maintained the 120-hour benchmark to ensure their certifications carried equivalent credibility with employers worldwide.

Trinity CertTESOL matched CELTA’s standards precisely, creating market competition that reinforced rather than diluted the 120-hour requirement. Language schools in Thailand, South Korea, China, Spain, Czech Republic, and dozens of other countries began requesting “120-hour TEFL certification” as standard job application requirement, understanding this duration indicated serious professional training.

Vietnam’s adoption of the 120-hour standard through Circular 21/2018 aligned with this global consensus, ensuring Vietnamese teacher qualifications matched international norms and preparing teachers for potential career mobility across multiple countries.

How Did Vietnam Establish Its 120-Hour TEFL Requirement?

Vietnam formalized the 120-hour TEFL requirement through Circular 21/2018/TT-BGDĐT issued by the Ministry of Education and Training, establishing mandatory qualification standards for foreign teachers including bachelor’s degree, TEFL/TESOL/CELTA certification with minimum 120 documented hours, criminal background check, and health clearance. This regulation is enforced through Decree 219/2025/ND-CP (effective August 2025, replacing Decree 152/2020), which governs all work permit applications processed by provincial Departments of Labor, Invalids and Social Affairs (DOLISA).

The Legal Framework: Circular 21/2018 and Decree 219/2025

Circular 21/2018/TT-BGDĐT specifically states that foreign teachers must hold “TEFL, TESOL, CELTA, or equivalent certification with minimum 120 hours documented coursework” to qualify for teaching work permits. According to research from vietnamteachingjobs.com, this requirement applies to:

• Language centers: Private English institutions serving paying students outside regular school hours
• Public schools: Government educational institutions at primary, secondary, and high school levels
• International schools: Private schools following foreign curricula (though these often require additional teaching licenses)
• Private tutoring: Independent teachers offering paid instruction (requiring business registration under Circular 29/2024)

Decree 219/2025/ND-CP reinforced these standards while making several updates to work permit procedures:

• Reduced required teaching experience from 3 years to 2 years for positions requiring prior experience
• Transferred work permit processing authority from Department of Justice to provincial DOLISA offices
• Maintained the 120-hour TEFL certification requirement as non-negotiable for all teaching positions
• Specified that certifications must be legalized/apostilled from issuing country’s government authority

Why Vietnam Implemented This Requirement

Vietnam’s English education market expanded dramatically between 2010-2020. According to VnExpress International reporting from January 2024, approximately 4,000 foreign language centers were operating across the country by 2019, with 750 in Hanoi alone. However, teacher quality varied significantly—some centers hired unqualified native English speakers with no pedagogical training, undermining Vietnam’s National Foreign Languages Project which aimed to achieve English proficiency for the majority of students.

The Ministry of Education established the 120-hour requirement to:

• Ensure pedagogical competency: Speaking English fluently doesn’t automatically translate to effective teaching ability—instructional methodology, error correction techniques, and classroom management require specialized training.
• Align with international standards: The 120-hour benchmark matches requirements in neighboring countries and ASEAN partners, facilitating teacher mobility and maintaining quality consistency.
• Protect students: Proper teacher training reduces ineffective instruction that wastes students’ time and money while failing to develop language skills.
• Support the National Foreign Languages Project: Qualified teachers accelerate progress toward national English proficiency goals essential for Vietnam’s economic development.

What Must a Vietnam-Accepted 120-Hour TEFL Course Include?

Vietnam’s provincial DOLISA offices accept 120-hour TEFL certifications only when courses include three mandatory components: (1) minimum 100 hours academic coursework covering teaching methodology, grammar and language analysis, lesson planning, classroom management, and skills instruction, (2) minimum 6 hours observed teaching practice (practicum) with qualified assessor feedback, and (3) accreditation from recognized body such as TEFL Org, Trinity College London, Cambridge Assessment, or equivalent international standards organizations—courses missing any component face automatic work permit rejection under Decree 219/2025 Article 18(3).

Component 1: Comprehensive Academic Coursework

The academic portion of legitimate 120-hour TEFL courses typically covers:

• Teaching Methodology: Instruction in communicative language teaching (CLT), task-based learning (TBL), presentation-practice-production (PPP), and other evidence-based approaches to ESL instruction. This module explains when to apply different methodologies based on learning objectives, student levels, and classroom contexts.
• Grammar and Language Analysis: Detailed coverage of English grammar structures including the verb tense system, parts of speech, sentence construction, conditionals, reported speech, and passive voice. This training enables teachers to explain complex language patterns clearly and address common learner errors, particularly those stemming from Vietnamese L1 interference such as article usage and verb tense marking.
• Lesson Planning Frameworks: Development of effective lesson structures with clear objectives, appropriate staging, timing management, materials selection, and assessment integration. Teachers learn to create lessons suitable for different class lengths (45-minute vs 90-minute periods) and student configurations (one-to-one, small groups, large classes).
• Classroom Management Techniques: Practical strategies for managing student behavior, facilitating pair and group work, maintaining engagement, handling mixed-ability classes, and adapting to different cultural contexts. Vietnamese classrooms often include 20-40 students, requiring specific large-class management skills.
• Teaching Language Skills: Instruction methods for developing reading, writing, listening, and speaking abilities. Vietnamese students typically excel at reading and writing (due to test-focused education) but need additional support with listening and speaking skills where authentic practice opportunities are limited.
• Assessment and Error Correction: Techniques for formative and summative assessment, test design, error analysis, and providing constructive feedback that supports student development without damaging confidence.

Component 2: Observed Teaching Practice (Practicum)

Teaching practicum distinguishes professional certification from inadequate programs. According to internationalteflacademy.com research, legitimate 120-hour courses must include:

• Minimum 6 hours observed teaching: Teachers deliver lessons to real students while qualified assessors observe and provide feedback. This direct classroom experience is non-negotiable for professional-level certification.
• Qualified observer assessment: Observers must be experienced TEFL trainers or teachers holding relevant credentials, not untrained administrative staff or peers.
• Feedback and reflection: Each observed lesson includes post-teaching feedback sessions where observers identify strengths, areas for development, and specific improvement strategies.
• Progressive skill development: Multiple teaching sessions allow teachers to implement feedback, experiment with different techniques, and demonstrate improving competency across the practicum period.

Vietnamese employers strongly value practicum experience. According to research from eslbase.com, schools can quickly identify whether teachers received proper training with practical teaching components, as this experience significantly impacts classroom readiness and confidence.

Component 3: Recognized Accreditation

DOLISA offices verify course accreditation during work permit processing. Accepted accrediting bodies include:

• Trinity College London: Issues CertTESOL, internationally recognized as equivalent to 120-hour TEFL certification with particularly strong practicum requirements.
• Cambridge Assessment: Issues CELTA, widely regarded as the highest standard in initial TEFL certification with rigorous observed teaching assessment.
• TEFL Org: UK-based accreditor recognizing 120-hour online and in-person courses meeting comprehensive quality standards.
• International TEFL Academy: ACCET-accredited provider (recognized by US Department of Education) offering 150-hour and 170-hour courses exceeding Vietnam’s minimum requirements.
• Bridge Education Group: ACCET-accredited provider offering 120-hour Master Certificate with video-based practicum options.

Courses lacking proper accreditation—including Groupon discount certificates, weekend workshops, and self-study programs under 120 hours—face rejection during DOLISA processing, requiring teachers to repeat certification with accredited providers at additional expense.

Does Vietnam Accept Online 120-Hour TEFL Certifications?

Yes, Vietnam accepts online 120-hour TEFL certifications provided courses meet three critical conditions: (1) inclusion of minimum 6 hours observed teaching practice through in-person components, video-submitted lessons with assessor feedback, or hybrid models combining online coursework with local practicum weekends, (2) accreditation from recognized international bodies (TEFL Org, Trinity, Cambridge, International TEFL Academy), and (3) proper legalization/apostille from issuing country’s government authority—purely self-study courses without assessment or practicum components face rejection during DOLISA work permit processing per Circular 21/2018 requirements.

Practicum Requirements for Online Certifications

Online TEFL providers use various models to fulfill practicum requirements:

• Hybrid format: Online academic coursework combined with in-person practicum weekends at local centers. For example, i-to-i TEFL offers this model with practicum sessions available in Ho Chi Minh City and Hanoi, allowing students to complete theory remotely while gaining local teaching experience.
• Virtual practicum: Teaching online students via video platforms (Zoom, Skype) with qualified TEFL trainer observation and feedback. This model became more widely accepted during and after COVID-19 as online teaching expanded globally.
• Video submission: Recording teaching sessions with local students or volunteer groups, submitting videos for assessor evaluation. This option provides flexibility but is less preferred by employers compared to live observation models.

Legalization Requirements for Online Certificates

Online TEFL certificates require government-level authentication before DOLISA acceptance:

• Apostille process: For certificates issued in countries party to the Hague Convention (UK, USA, Australia, most European nations), obtain apostille from designated government authority in the issuing country. Typical cost ranges from $50-150 depending on country and processing speed.
• Embassy legalization: For certificates from non-Hague Convention countries, obtain legalization from the issuing country’s embassy or consulate. This process typically costs $100-300 and may require certificates to be physically present at the embassy.
• Notarization insufficient: Simple notary stamps from local notaries public do NOT satisfy Vietnam’s legalization requirements. Certificates must bear authentication from national-level government authorities.

Most Accepted Online TEFL Providers

Based on research from multiple Vietnam teaching employment sources, language centers consistently accept certificates from:

• TEFL Org (UK): 120-hour Premier Online course including video observation components and dedicated tutor support. UK apostille process straightforward through government Foreign, Commonwealth & Development Office.
• International TEFL Academy (USA): 150-hour and 170-hour online courses with 20-hour practicum options available. US apostille obtained through Secretary of State offices at state and federal levels.
• Bridge Education (USA): 120-hour Master Certificate with Grammar Advisor component and video-based practicum fulfilling observation requirements.
• i-to-i TEFL (UK): Combined online/in-person format with weekend practicum sessions in major Vietnamese cities, simplifying the practicum component for teachers already in Vietnam.

Discover Related Guides: Online TEFL Courses: Are They Accepted in Vietnam?

How Long Does It Actually Take to Complete 120 Hours of Training?

Completion time varies by course format: intensive in-person courses require 4 weeks full-time (Monday-Friday with approximately 30-35 hours weekly including classroom time, teaching practice, and assignment work), part-time online courses average 10-12 weeks when students dedicate 12-15 hours weekly to coursework and assignments, accelerated online programs compress to 6-8 weeks for students studying 20-25 hours weekly, while self-paced online options allow flexible timelines typically ranging 4-24 weeks based on individual circumstances—courses claiming completion under 4 weeks raise legitimacy concerns as genuine 120 documented hours cannot realistically occur faster without severely compromising training quality.

Standard Course Format Timelines

• Intensive in-person CELTA/CertTESOL: These programs follow a strict 4-week schedule with daily attendance Monday-Friday. According to tefl.org research, students typically spend 8 hours daily in training sessions, teaching practice, and workshops, plus 2-3 hours evening time for lesson planning, assignments, and reading. This full-time commitment totals approximately 40-45 hours weekly across the 4-week period.
• Part-time online TEFL courses: Designed for working professionals or students with existing commitments, these programs allow study around other schedules. Most providers estimate 10-12 weeks average completion when students dedicate 12-15 hours weekly to modules, assignments, and practicum preparation. Providers typically offer 6-month access periods, though most students complete within 3 months.
• Accelerated online courses: Some providers offer intensive online options for motivated students with flexible schedules. These compress the same curriculum into 6-8 weeks by expecting 20-25 hours weekly study time—essentially replicating intensive in-person schedule through online delivery.
• Self-paced flexible online: Maximum flexibility programs allow students to work through material at individual pace. Most providers set minimum and maximum completion periods (typically 4 weeks minimum, 6-12 months maximum) to ensure reasonable pacing without indefinite delays.

Warning Signs of Inadequate Programs

Research from internationalteflacademy.com identifies clear red flags:

• Weekend completion claims: Courses advertising “120-hour certification in 2-3 days” are physically impossible. Legitimate 120 hours require minimum 4 weeks with proper pacing, or longer for part-time study.
• Instant certificates: Programs issuing certificates immediately upon enrollment or within days of starting indicate absence of genuine coursework, assessment, and practicum components.
• Suspiciously low pricing: Courses under $200 (particularly those under $100) typically lack proper tutor support, legitimate accreditation, or required practicum components. Quality instruction, accreditation maintenance, and practicum coordination require significant operational investment reflected in appropriate pricing.
• No practicum requirement: Courses omitting observed teaching practice entirely fail Vietnam’s work permit requirements regardless of other content quality.

What Topics Are Covered in 120 Hours of TEFL Training?

Standard 120-hour TEFL courses divide content into 5-6 core modules: (1) Teaching Methodology covering communicative approaches, task-based learning, and presentation frameworks, (2) Grammar and Language Analysis explaining English structure from teacher perspective, (3) Lesson Planning developing effective class architecture and timing, (4) Classroom Management addressing student engagement and behavior strategies, (5) Teaching Skills for reading, writing, listening, and speaking instruction, (6) Assessment and Testing including error correction and progress tracking—with 6-10 hours additional practicum applying these concepts in real teaching scenarios with qualified observer feedback.

Module 1: Teaching Methodology (20-25 Hours)

Teaching methodology modules introduce evidence-based approaches to ESL instruction:

• Communicative Language Teaching (CLT): Student-centered methodology prioritizing meaningful communication over grammatical accuracy. Activities include information gap tasks requiring genuine communication, role-play scenarios simulating practical situations, and pair/group work activities where students use English as tool for accomplishing tasks.
• Task-Based Learning (TBL): Students complete authentic tasks using English as the vehicle for achievement. The TBL cycle includes pre-task planning, task completion (such as planning group projects, solving problems, or conducting research), and post-task analysis focusing on language used during the activity.
• Presentation-Practice-Production (PPP): Structured approach for introducing new language. Teachers present target structures with clear examples, guide controlled practice activities (drills, substitution exercises), then facilitate free production where students use the language communicatively in less controlled contexts.

This module teaches when to apply different methodologies—CLT for conversation classes emphasizing fluency, PPP for systematic grammar introduction, TBL for project-based learning common in modern curricula.

Module 2: Grammar and Language Analysis (25-30 Hours)

Grammar training equips teachers to explain English structure clearly:

• Verb tense system: Comprehensive coverage of English tenses including present simple, present continuous, present perfect, and their past and future counterparts. Teachers learn to explain tense usage through meaning, form, and pronunciation (MFP framework), helping students understand when and why to use each tense.
• Parts of speech: Detailed analysis of nouns, verbs, adjectives, adverbs, prepositions, conjunctions, and their functions within sentences. This includes understanding countable vs uncountable nouns, transitive vs intransitive verbs, and other grammatical distinctions students must master.
• Sentence structure: Construction of simple, compound, and complex sentences with understanding of independent and dependent clauses, coordinating and subordinating conjunctions, and relative clause structures.
• Common learner errors: Special attention to errors common among Vietnamese learners due to L1 interference, including article usage (Vietnamese lacks articles), verb tense marking (Vietnamese verbs don’t conjugate), and pronunciation challenges with certain consonant sounds.

Module 3: Lesson Planning (15-20 Hours)

Lesson planning training develops practical classroom preparation skills:

• Lesson objectives: Writing clear, measurable objectives following SMART criteria (Specific, Measurable, Achievable, Relevant, Time-bound). Objectives specify what students will be able to do by lesson end, guiding all activity selection and assessment.
• Lesson staging: Organizing lessons into logical stages—warmer activities activating prior knowledge, presentation of new content, controlled practice, freer production activities, and cooler activities consolidating learning. Typical Vietnamese classes run 45 minutes (public schools) or 90 minutes (language centers), requiring different staging approaches.
• Materials selection: Choosing appropriate resources including authentic materials (newspapers, videos, podcasts), adapted texts, coursebook materials, and teacher-created resources. Selection considers student level, interests, and lesson objectives.
• Differentiation strategies: Techniques for mixed-ability classes common in Vietnam where 20-40 students may have varying proficiency levels, requiring activities with built-in flexibility for different ability levels.

Module 4: Classroom Management (10-15 Hours)

Classroom management addresses practical teaching challenges:

• Seating arrangements: Understanding how different configurations (rows, U-shape, groups, pairs) support different activity types and class sizes. Large Vietnamese classes (30-40 students) require particular configuration consideration.
• Student engagement techniques: Eliciting information from students rather than teacher-centered lecturing, using nomination techniques to involve all students, managing wait time to allow thinking, and providing clear instructions for activities.
• Behavior management: Understanding Vietnamese classroom culture where students typically respect teacher authority but may be reluctant to volunteer answers or speak publicly, requiring specific encouragement techniques.
• Error correction approaches: Determining when to correct errors (accuracy-focused activities) versus when to prioritize fluency, techniques for correction (prompting self-correction, peer correction, delayed correction), and providing correction without damaging student confidence.

Module 5: Teaching Language Skills (15-20 Hours)

Skills development covers teaching the four primary language skills:

• Reading instruction: Teaching skimming for main ideas, scanning for specific information, reading for detailed understanding, and using context clues to infer meaning. Activities progress from pre-reading (activating prior knowledge, predicting content) through while-reading (comprehension tasks) to post-reading (discussion, personal response).
• Writing instruction: Process writing approach including brainstorming, drafting, revising, and editing stages. Coverage of different genres (emails, essays, reports, stories) and their conventions.
• Listening instruction: Developing prediction strategies, listening for gist understanding, listening for specific information, and extensive listening for pleasure. Addresses challenges Vietnamese students face with connected speech, weak forms, and various English accents.
• Speaking instruction: Balancing fluency activities (free conversation, discussions) with accuracy activities (drilling, controlled practice). Pronunciation work addresses common Vietnamese learner challenges including consonant clusters, final consonants, and intonation patterns.

Module 6: Assessment and Testing (10-15 Hours)

Assessment training includes:

• Formative assessment: Ongoing checking during lessons through observation, questioning, and student performance monitoring that informs instruction adjustments.
• Summative assessment: Formal testing at unit or course end measuring student achievement against defined learning outcomes.
• Test design: Creating effective tests using multiple choice, gap-fill, matching, and open question formats that validly assess target language skills.
• Error analysis: Identifying patterns in student errors, understanding whether errors reflect developing competence or fossilized mistakes, and providing targeted feedback supporting continued development.

Read Another Article: Top 5 TEFL Certification Providers Accepted in Vietnam

Can You Teach in Vietnam Without 120 Hours of TEFL Certification?

No, legal teaching in Vietnam requires 120-hour TEFL certification with only two narrow exceptions: (1) 5+ years documented teaching experience verified through employment contracts, reference letters, and tax records (though this alternative rarely receives approval from DOLISA), or (2) potentially a Bachelor’s or Master’s degree specifically in Education or English from recognized universities (legal status uncertain—provincial DOLISA offices interpret differently)—attempting to work without proper certification incurs 15-25 million VND fines (approximately $600-1,000), immediate work permit cancellation, and required departure within 15 days under Decree 12/2022/ND-CP Article 32 Clause 3.

Exception 1: Five Years Documented Teaching Experience

Vietnam’s labor law theoretically permits 5+ years verified teaching experience to substitute for bachelor’s degree requirements. However, applying this exception for TEFL certification in practice proves extremely difficult:

• Documentation requirements: Teachers must provide employment contracts, payslips, tax records, and employer reference letters from each teaching position spanning the 5-year period. All documents require legalization from issuing countries.
• Verification process: DOLISA officers contact previous employers to confirm employment dates, job responsibilities, and position legitimacy. International verification adds weeks or months to processing timelines.
• Low approval rates: While specific approval statistics are not published by Vietnamese government, employment agencies and teaching forums consistently report very few successful applications using the experience exception, particularly for TEFL certification substitution.
• Processing delays: Experience verification extends standard 2-3 week work permit processing to 6-8 weeks or longer, during which teachers cannot legally work and may face visa complications.

Exception 2: Education or English Degrees (Uncertain Status)

Some teachers report that Bachelor’s degrees in Education or Master’s degrees in TESOL/Applied Linguistics might exempt TEFL certification requirements, but this remains legally ambiguous:

• Circular 21/2018 silence: The regulation doesn’t explicitly state whether education degrees substitute for separate TEFL certification, creating provincial interpretation differences.
• Provincial variation: Anecdotal reports suggest some DOLISA offices accept education degrees alone while others require TEFL certification regardless of educational background. This inconsistency creates uncertainty and risk for teachers.
• Employer preferences: According to various Vietnam teaching employment sources, most language centers prefer or require TEFL certification even from teachers with education degrees, treating the 120-hour certificate as distinct qualification from academic credentials.
• Given this uncertainty, the safest approach involves obtaining 120-hour TEFL certification even when holding education degrees, ensuring universal acceptance across all provinces and employers.

Consequences of Teaching Without Proper Certification

Working illegally in Vietnam (on tourist visa without work permit or with incomplete qualifications) carries serious consequences:

• Personal fines: Foreign teachers face administrative penalties of 15-25 million VND (approximately $600-1,000) under Decree 12/2022/ND-CP Article 32 Clause 3.
• Employer penalties: Schools hiring workers without proper permits face 30-45 million VND fines for violations involving 1-10 workers, 45-60 million VND for 11-20 workers, and 60-75 million VND for 21+ workers. Some employers pass these costs to teachers through salary deductions or contract termination.
• Visa cancellation: DOLISA revokes work permits for improperly qualified workers, triggering visa cancellation with required departure within 15 days according to Labor Code 2019 Article 153.
• Future visa complications: Records of illegal work affect subsequent Vietnamese visa applications, potentially leading to multi-year bans from teacher work permits.
• No legal protections: Illegal workers cannot file labor complaints, claim unpaid wages, or access employment protections and benefits available to properly documented workers.

How Much Does 120-Hour TEFL Certification Cost for Vietnam?

Total certification expenses vary significantly based on chosen format and provider: online TEFL courses from established providers typically cost the course tuition itself (specific pricing varies by provider and should be verified directly), plus legalization/apostille fees of $50-200 for government authentication of certificates, and criminal background check of $30-100 from home country authorities, while in-person CELTA programs in Vietnam involve higher tuition costs plus accommodation and living expenses during the intensive 4-week period—all teachers should also budget for health certificate fees of $50-100 from Vietnamese hospitals as required for work permit applications.

Understanding Course Cost Components

When budgeting for TEFL certification, consider:

• Course tuition: This varies significantly among providers based on course features such as tutor support quality, practicum format, accreditation level, and additional resources. Prospective teachers should compare multiple providers and verify what each course fee includes.
• Legalization/apostille: All TEFL certificates require government-level authentication before Vietnamese authorities accept them for work permits. For UK-issued certificates, this involves obtaining apostille from the Foreign, Commonwealth & Development Office. For US-issued certificates, authentication occurs through state and federal Secretary of State offices. Cost typically ranges $50-200 depending on country and processing speed (standard vs expedited).
• Criminal background check: All teaching work permit applications require criminal record checks from applicants’ home countries or most recent countries of residence, issued no more than 6 months before application submission. FBI background checks for US citizens, ACRO checks for UK citizens, and equivalent services in other countries typically cost $30-100.
• Document translation: If DOLISA requests Vietnamese translations of certificates (requirements vary by province), translation fees add $50-100 for certified translation services.
• Health certificate: Vietnamese work permits require health examinations from Vietnamese hospitals or clinics, costing $50-100 for standard screening including chest x-ray, blood tests, and medical history review.

Return on Investment Considerations

Language center teaching positions in Vietnam offer competitive compensation relative to local cost of living. According to research from vietnamteachingjobs.com, foreign teachers earn 27-42 million VND monthly (approximately $1,100-1,750) working 15-25 teaching hours weekly at major chains like ILA Vietnam, Apollo English, VUS, and Language Link.

This salary structure means certification costs are typically recovered within the first month or two of employment, making the investment financially viable for teachers planning to work in Vietnam for extended periods.

Frequently Asked Questions About Vietnam’s 120-Hour TEFL Requirement

Is 120-Hour TEFL Enough or Should I Get 150-Hour Certification?

120 hours satisfies Vietnam’s legal minimum and meets hiring requirements for the majority of language center positions. However, some teachers choose 150-170 hour certifications for competitive differentiation, particularly non-native English speakers seeking to demonstrate strong professional commitment, teachers without bachelor’s degrees (though 5-year experience alternative rarely succeeds), or applicants targeting premium international school positions with more rigorous qualification preferences.

The decision between 120 and extended hour courses depends on individual circumstances including budget constraints, career goals, and competitive positioning within local job markets. Most teachers find 120-hour certification from reputable, accredited providers sufficient for successful Vietnam teaching careers.

Does Vietnam Accept Weekend or Short TEFL Courses?

No, weekend TEFL courses claiming “120 hours in 2-3 days” fail Vietnamese work permit requirements. Such programs cannot legitimately deliver 120 hours of training in 48-72 hours, lack proper accreditation from recognized bodies, and omit mandatory teaching practice components.

DOLISA officers increasingly scrutinize certificate dates, questioning certifications showing completion in unrealistically short timeframes. Teachers presenting suspicious certificates face additional verification requests, application delays, and potential rejection requiring re-certification with legitimate providers at additional expense and time loss.

Can I Use Groupon TEFL Certificates in Vietnam?

Groupon TEFL courses typically fail Vietnam’s certification standards. Heavily discounted courses advertising prices under $100 generally lack legitimate accreditation, omit required teaching practice components, use self-study formats without qualified instructor support, and allow completion in timeframes inconsistent with genuine 120-hour training.

Teachers attempting to use Groupon certificates for Vietnamese work permits consistently report application rejection, forcing expensive and time-consuming re-certification with accredited providers. The apparent initial savings prove illusory when accounting for repeated certification costs, processing delays, and potential lost employment opportunities.

Is Online 120-Hour TEFL as Good as In-Person CELTA?

Both online TEFL and in-person CELTA certifications meet Vietnamese legal requirements when properly structured and accredited, but they offer different advantages:

Online TEFL provides flexibility for self-paced study around existing work or study commitments, lower tuition costs, and accessibility regardless of geographic location. Quality online programs include video-based or virtual practicum components satisfying teaching practice requirements.

CELTA offers intensive in-person instruction, extensive observed teaching practice (often 10+ hours with real students), and particularly strong employer recognition globally. CELTA’s assessment process is notably rigorous, involving detailed observation feedback and pass/fail grading rather than automatic completion.

The choice depends on individual circumstances including budget, schedule flexibility, learning style preferences, and specific career goals. Both pathways lead to successful teaching careers in Vietnam when certifications come from reputable, properly accredited providers.

How Long Does Vietnam Work Permit Processing Take After TEFL Certification?

Work permit processing requires 2-3 weeks after DOLISA receives complete, properly prepared documentation including apostilled bachelor’s degree, apostilled TEFL certificate, criminal background check issued within the past 6 months, health certificate from Vietnamese hospital, employer sponsorship letter, passport photos, and completed application forms.

Incomplete applications, missing apostilles, or documents requiring additional verification extend processing to 4-8 weeks or longer. Teachers should prepare all documentation before arriving in Vietnam to avoid employment delays and visa complications.

Do TEFL Certificates Expire or Need Renewal?

No, TEFL certificates do not expire. A 120-hour TEFL certification issued years ago remains valid indefinitely for work permit applications and employment purposes.

However, employers may prefer recent certifications (within the past 5 years) as indicating familiarity with current teaching methodologies and practices. Teachers with significantly dated certificates sometimes choose supplementary professional development courses to demonstrate continued engagement with the field, though this is not legally required for certification validity.

Vietnam’s 120-hour TEFL requirement represents adoption of the international standard established by Cambridge CELTA and Trinity CertTESOL programs in the 1960s-70s. Circular 21/2018/TT-BGDĐT from the Ministry of Education and Training, enforced through Decree 219/2025/ND-CP, mandates this certification for all foreign teachers seeking legal work permits processed by provincial DOLISA offices.

Legitimate 120-hour certifications must include 100+ hours academic coursework covering teaching methodology, grammar, lesson planning, classroom management, and skills instruction, minimum 6 hours observed teaching practice with qualified assessor feedback, and accreditation from recognized international bodies such as TEFL Org, Trinity College London, Cambridge Assessment, or equivalent organizations.

Vietnam accepts both online and in-person TEFL formats provided they meet these requirements. Online certifications require proper practicum components (virtual teaching, hybrid models, or video submission) and government-level legalization/apostille before DOLISA acceptance.

Teachers should budget for total certification costs including course tuition, legalization fees ($50-200), criminal background checks ($30-100), and health certificates ($50-100). These expenses are typically recovered within the first month or two of teaching employment given language center salaries of 27-42 million VND monthly (approximately $1,100-1,750) for 15-25 teaching hours weekly.

The 120-hour requirement isn’t arbitrary—it reflects decades of research into effective ESL teacher preparation, ensuring teachers possess pedagogical competency beyond native English fluency alone. Whether completing online certification remotely or pursuing in-person CELTA in Vietnam, prioritizing accredited programs with legitimate practicum components and transparent legalization processes provides the foundation for successful teaching careers in Vietnam’s dynamic education market.

Ready to Begin Your Vietnam Teaching Career?

Explore comprehensive guides and resources in our Teaching Qualifications category, covering certification options, work permit procedures, salary negotiations, and school selection strategies. Whether researching from abroad or already in Vietnam, these guides provide actionable information for navigating Vietnam’s teaching market confidently.

A teacher recommendation letter is a necessary document for students applying for jobs, studying abroad, and especially scholarships. It is considered an objective perspective, helping employers evaluate candidates’ abilities. In this article, VTJ will guide you on how to write and tips for writing a teacher recommendation letter in the most prestigious way.

What is the Purpose of a Teacher Recommendation Letter?

In today’s competitive environment, a convincing teacher recommendation letter gives candidates an advantage and increases their chances of acceptance. In addition, it also has the following purposes:

• Differentiate the candidate from other individuals.
• An effective strategy to highlight one’s advantages
• Comprehensive coverage of the candidate’s learning process and achievements.
• Compare and verify the information provided by the candidate

A recommendation letter that presents the candidate’s strengths and abilities can be a powerful tool in the application process. This is to emphasize one thing, you should not underestimate a simple teacher’s recommendation letter.
Explore More Teaching Tips: Teacher Cover Letter Examples and Templates for Any Teaching Position

How to Write a Teacher Recommendation Letter

How to Write a Teacher Recommendation Letter

To write a natural and authentic teacher recommendation letter, consider the following structure:

Introduction:

First, teachers should go straight to the point and avoid rambling to create sympathy with the reader. The writing should include the following ideas:

• Greetings and introduction of the teacher’s credentials
• Reason for writing the recommendation letter
• Relationship between the teacher and the candidate

For example, My name is Nguyen Hong Phuong – Head of Communications at Van Lang University. The purpose of writing this letter is to introduce students of the Human Resources Management major applying for the position of Human Resources Recruitment after 3 years of working together.

Discover Related Guides: “Tell Me a Fun Fact about Yourself” – 20+ Example Answers

Information about the candidate:

In this part, teachers can divide the paragraphs to express ideas and information as fully and clearly as possible. You can write the following ideas:

• Basic personal information such as full name, school, major…
• Candidate’s learning and capacity development process
• Clubs and school activities that the candidate participates in
• Candidate’s attitude and lifestyle

Another way of writing, teachers can answer questions about strengths such as Academic achievements. Working style, problem-solving?

Typical activities at school? Which competitions have you participated in?

Continue Learning: Why do you want to work at this school? 10 Sample answers

Teacher’s confirmation and evaluation

The teacher’s comments are a summary of the above ideas combined with honest evaluation and trust creation. State just enough ideas and avoid using too flowery and sophisticated words. This can easily confuse the reader and is not approachable.

• Comments on the candidate’s progress and future development potential.
• Confirm that the information stated is completely true
• How has the candidate demonstrated moral character and interpersonal skills through their academic and extracurricular activities?

Conclusion:

Teachers give their opinions and opinions to convince recruiters. You are a teacher, you must be confident about the person you introduce, then the recruiter will create more opportunities and conditions to be on the list of successful candidates.

• Summarize the main points of the recommendation letter
• Express willingness to provide further information if needed
• Thank you for your interest and consideration of the information stated above

Tips for writing a teacher recommendation letter

• Choose a professional format: clear presentation form, font, font, margins, line spacing… to show seriousness and formality. At the same time, shows the impression and prestige of the referring teacher.
• Provide professional qualifications: referring teachers with many degrees and certificates will be more appreciated. Therefore, cleverly show off the qualifications that the teacher has achieved.
• Provide highlights: not only the candidate’s academic achievements but also other special abilities such as being able to communicate in 3 languages, good reasoning and problem-solving,…
• Check the contact information: make sure the teacher’s information can be contacted for discussion. Avoid cases where errors or missing information lead to the employer thinking that the candidate has provided fake information.

Teacher Recommendation Letter Samples

Sample 1: Teacher Job Reference Letter

[Date]

[Symbol]

[Send to recipient’s name/address]

Dear,

I am [teacher’s name], currently in charge of the head of the business administration department at FPT University Danang. At the same time, I am also a PhD in scientific research majoring in physics. The purpose of this letter is to introduce Mai – an excellent student of mine who is studying in Business 1 class (majoring in marketing).

As a teacher in charge of business administration subjects, I had the opportunity to meet and work with Mai in an extremely impressive way. Thanks to her diligence and hard work, Mai has achieved excellent results with a GPA of 3.9/4.0 for 4 consecutive years.

In addition to her good academic achievements, Mai is also the head of the school’s English club for the 2020-2021 school year. Organizes and participates in research activities on scientific topics with the team. In addition, you are a member of the team that won the first prize in the 3rd English speaking contest held at the school.

Through the process of contact and teaching, I have realized that Mai has the will to progress, constantly learning and striving to develop herself. However, she is not arrogant with her achievements but also knows how to analyze and listen to surrounding issues.

I guarantee that the information I provide above is completely true and consistent with my experience. I think Mai is a candidate you should prioritize because of her development potential and the value she brings to your company is huge.

If you want to know more information, you can contact me for a more convenient discussion. Thank you for taking the time to read my letter.
Sincerely,

[Teacher’s name]

[Teacher’s position]

[Email]

[Phone number]

Sample 2: Letter of recommendation for scholarship application

[Date]

[Symbol]

[Send to recipient’s name/address]

Let me introduce myself, my name is Bui Ngoc Dung – homeroom teacher of class 12A1 at Le Quy Don High School. In addition to 5 years of working as a homeroom teacher, I am also a professor and doctor researching theoretical science topics in English.

Today, I am writing this application to apply for a 50% scholarship for student Tran Thu Phuong. She is currently the deputy head of class 12A1. During her 4 years at school, she has achieved high academic results – topping the entire grade with an average score every year. In addition, she actively participates in competitions and wins awards beyond expectations. This is not only her achievement but also brings honor to the school.

In terms of qualities and personality, she is a friendly and energetic person. Because she comes from a family with more difficulties than her peers, she has tried almost 150% of her effort. Although he has achieved many titles, he is not arrogant and conceited with those around him. In addition, his carefulness and meticulousness have helped him a lot on his way to prestigious awards.

I feel very proud to be the teacher who guides him. Not only do I teach basic knowledge, but he also explores and discovers more advanced and sublime things. A person who brings positive energy to everyone has dreams and big ambitions. And one important thing is that he dares to think and dares to do.

University …. is an opportunity to teach and fully develop his abilities. I firmly believe that he is a bright gem that needs to be honed by the school to become a talent that contributes to the development of future generations. The information I mentioned above is completely true. I hope that the School Board can consider a 70% scholarship for him.

I would like to thank the Board of Directors and teachers for taking the time to read my letter of recommendation. Once again, I respectfully ask for your consideration.

Sincerely,

[Teacher’s name]

[Teacher’s position]

[Email]

[Phone number]

FAQs

How to thank a teacher for a letter of recommendation example?

After a successful application, express your gratitude to the teacher who wrote your recommendation letter by:

• Sending an email to show respect
• Writing a meaningful handwritten card
• Meeting and talking directly with each other

What is a teacher recommendation letter principal?

In the simplest terms, a letter of recommendation for a principal is a letter recommending a teacher with good achievements and skills to take on the position of principal of a school. For the position of principal, the person writing the letter of recommendation for the principal must be a person with a higher position. This letter is like a third party who can see the ability to manage, operate, and make wise decisions to lead the school to development.

With the above information, hopefully, the teacher’s recommendation letters will be a powerful weapon to help candidates conquer their dreams. Not only are teachers giving students knowledge, but they are also the ones who open new doors and start the candidate’s journey.

Owning a dog in Vietnam can be both a rewarding and challenging experience. For dog lovers who live in Vietnam, you will quickly find that having a dog is not the same as having a dog in the West with various obstacles to overcome. From unique practices like walking a dog alongside a motorbike to the unfortunate reality of poisoned bait, the experience is vastly different from that in other parts of the world. This article explores the quirks of owning a dog in Vietnam, the cultural differences, and practical tips for keeping your pet safe and happy.

The Love-Hate Relationship with Dogs

Some of the Vietnamese population love dogs and pamper them to the fullest

Vietnamese attitudes towards dogs are a complex mix. On one hand, many people in urban areas, especially younger generations, have embraced dog ownership, treating their pets as family members – along with very expensive dog spas and a whole range of dog outfits and dog prams etc! On the other hand, there remains a significant portion of the population that is either indifferent or even fearful of dogs. This fear, often referred to as cynophobia (an irrational fear of dogs), is not uncommon, and many Vietnamese display visible discomfort when encountering dogs, even small, harmless ones.

It is not unusual to see people scream or panic when a dog veers too close to them on a walk. For expats living in Vietnam, it can be surprising to see such extreme reactions to dogs, especially if they’re accustomed to cultures where dogs are widely accepted in public spaces. In Vietnam, however, many people grew up without the same exposure to pets, and cultural norms may have reinforced the idea that dogs are dangerous. This fear can be so strong that even well-behaved dogs, walking calmly on a leash, may cause someone to cross the street to avoid them.

Exploring more articles from Stephanie: 6 Street-Smart Secrets: How to Safely Cross the Road in Vietnam

Poisoning: A Serious Concern

Poisoning is unfortunately a common occurrence – so make sure your dog doesn’t explore things on the ground

One of the most shocking and disheartening aspects of owning a dog in Vietnam is the very real danger of poisoned bait being left in public places. Some individuals, who view stray or roaming dogs as a nuisance, resort to poisoning as a way of dealing with the problem. This is an unfortunate reality that many dog owners must contend with, and while it may seem extreme, it’s important to take precautions.

When walking your dog, especially in urban areas or near less frequented streets, always ensure that your dog doesn’t eat anything it finds on the ground. Dogs are naturally curious and may sniff out food scraps, but this poses a serious risk if that food has been tampered with. Many dog owners in Vietnam clean off their dog’s paws after walks to prevent accidental ingestion of any harmful substances that might have been picked up along the way. It’s a simple but vital step in ensuring your dog’s safety in a potentially hazardous environment.

Another precaution is to keep a close eye on where your dog is walking. Avoid letting your dog roam too close to bushes, rubbish piles, or alleyways where poisonous bait might be hidden. While this might sound like an overreaction to newcomers, seasoned dog owners in Vietnam know the importance of vigilance.

Walking the Dog: The Vietnamese Way

Some people take their dogs for a walk while riding their motorbikes!

Another peculiarity of dog ownership in Vietnam is how many locals take their dogs for a walk. It’s common to see someone on a motorbike with their dog running alongside them. While this may seem odd to foreigners who are used to walking their dogs on foot, it’s a fairly common sight in Vietnam. This practice allows the dog to get exercise while the owner stays on the bike, zipping through the streets or along quieter paths.

While it might appear efficient, this method of walking can be risky, particularly for the dog. Vietnam’s streets are often chaotic, with a mix of motorbikes, cars, bicycles, and pedestrians all sharing narrow roads. Dogs running alongside motorbikes are at risk of getting hit or injured, especially if they veer unexpectedly.

Parks and Public Spaces: Keeping Your Dog on a Leash

Parks are not pet-friendly locations

In many Western countries, it’s common to see dogs enjoying their time off-leash in parks, running, and playing with other dogs. Unfortunately, this is not the norm in Vietnam. Dog-friendly parks are few and far between, and even in the ones that allow dogs, it’s rare to see them off-leash. Vietnamese parks tend to be more structured and less accommodating for pets, and cultural attitudes towards dogs mean that letting them run free could be met with disapproval or even complaints from other parkgoers.

For this reason, it’s essential to keep your dog on a leash at all times when in public spaces. Letting your dog roam off-leash, even in a quiet park, could result in unwanted attention or confrontations. Additionally, some parks may have strict rules about pets, and not all public spaces are welcoming to animals. Before heading out for a walk, it’s a good idea to research the best dog-friendly areas in your neighborhood or city to ensure a stress-free experience for both you and your pet.

More articles from Ms. Stephanie: Why Are Vietnamese People So Loud? Exploring Cultural Differences and Misunderstandings

Fear of Dogs: Navigating Public Spaces

As mentioned earlier, many Vietnamese are genuinely scared of dogs, and this can make walking your dog in public an uncomfortable experience. While in Western countries, it’s common for strangers to approach and pet your dog, in Vietnam, people are more likely to avoid contact. Some individuals might even shout or visibly panic if your dog gets too close.

It’s important to be respectful of this cultural difference and keep your dog at a safe distance from others. If someone appears fearful, it’s best to reassure them by pulling your dog closer and keeping control.

Overall, owning a dog in Vietnam comes with its own set of challenges, but with the right precautions and respect for local customs, it can be a rewarding experience. From the need to protect your dog from potential poisons to navigating the unique ways locals walk their dogs, Vietnam offers a distinctive environment for dog ownership. By understanding the cultural attitudes and taking the necessary steps to ensure your dog’s safety, you can successfully integrate your furry friend into your life in Vietnam.

One of the first things many visitors notice when they arrive in Vietnam is the noise. The constant honking of motorbikes, the lively chatter in the streets, and the general hustle and bustle can feel overwhelming, especially for those new to the country. A common observation is that Vietnamese people seem loud in their everyday interactions. But is this perception really accurate, or is it simply a misunderstanding caused by differences in culture? In this article, we’ll dive into the reasons behind this, exploring Vietnam’s social norms, history, and everyday life.

Everyday Life in Vietnam: A Noisy Affair

Before we jump into cultural explanations, it’s important to understand the environment in which Vietnamese people live. Vietnam is a densely populated country, especially in big cities like Ho Chi Minh City and Hanoi. Here, millions of people live close together, and the streets are always buzzing with life. In these crowded places, the concept of “personal space” is different from what you might find in quieter countries. Vietnamese people are used to being surrounded by noise, whether it’s the sounds of traffic or conversations happening all around them.

Historically, Vietnam has always had a strong sense of community. People often live with their extended families, and neighbours are in constant contact with each other. This closeness means that private conversations often happen in public spaces, and loud interactions are just part of the daily routine. For Vietnamese people, noise is not something to avoid—it’s a normal part of life that signals activity and togetherness.

Read more: 6 Street-Smart Secrets: How to Safely Cross the Road in Vietnam

Roads in Vietnam are extremely busy – especially in larger cities

The Role of Markets and Street Life

Vietnam’s vibrant street culture plays a big part in why the country can seem so loud to outsiders. In bustling markets, street vendors need to shout to grab people’s attention. Whether they’re selling fresh fruit or clothing, they must stand out in the crowd. Loud haggling and calling out to potential customers is just how business is done. What might seem overwhelming or chaotic to a visitor is simply a normal part of life for those who live here.

These street markets aren’t just places to buy goods—they’re social hubs where people chat, bargain, and joke with one another. The loudness in these markets is not seen as rude but rather as part of the fun. In fact, it’s a reflection of Vietnam’s long-standing tradition of community engagement. Talking loudly, laughing, and even arguing in public is just part of the lively market atmosphere, something that has been around for centuries.

Markets in Vietnam are an essential part of the community and, as a result, are loud and busy

Children in Restaurants and Public Spaces

A similar observation can be made in restaurants and other public spaces where children are present. It’s not uncommon to see children running around, playing loudly, or even screaming while dining out. For many visitors, this might seem disruptive, but in Vietnam, it’s generally accepted as normal behaviour. Children are often given the freedom to move around and express themselves energetically in social settings, without the expectation of staying quietly seated as is more common in Western cultures. This approach reflects the broader social acceptance of noise in Vietnamese daily life and the strong importance of the needs of the younger generation taking precedence.

Children are often allowed to run and scream in public places, which can seem disruptive to expatriates and visitors

The Vietnamese Language: A Contributing Factor to Perceived Loudness?

The structure of the Vietnamese language itself may also play a part in why the speech can seem louder. Vietnamese is a tonal language, meaning the pitch or tone used when saying a word can completely change its meaning. Because of this, people need to speak clearly and use varied intonation, especially in noisy settings. If someone doesn’t hear the correct tone, the meaning of a word could be misunderstood.
In addition, Vietnamese has a fast-paced, rhythmic flow. Conversations often move quickly, and it’s common for people to talk over one another in casual settings. This can give the impression of urgency or loudness, but for native speakers, it’s just a natural part of how they communicate.

Misunderstandings and Cultural Perception

It’s important to recognize that the perception of Vietnamese people as being loud might come down to cultural differences more than anything else. Visitors from quieter countries often expect public behaviour to be more reserved. In Vietnam, what is perceived as “loud” in one culture might simply be considered normal, friendly interaction.

The idea that Vietnamese people are loud is a common observation made by visitors, but it’s important to look at the cultural context behind this perception. Vietnam is a vibrant, densely populated country where the streets are alive with activity. Noise isn’t something to be avoided—it’s part of the rich social fabric of daily life.

Overall, rather than seeing loudness as something negative, it can be appreciated as a sign of energy, community, and emotional expression. Understanding the reasons behind this perception can help outsiders better appreciate the dynamic and lively nature of Vietnamese society, where communication and connection are valued above all else.

In Vietnamese, the term for ‘old man’ carries deep cultural significance, reflecting a society that venerates its elders. This article explores the nuanced expressions, cultural implications, and common usage of ‘old man’ in Vietnamese society, offering insights into this rich language and its unique perspective on age and respect.

What is the Vietnamese Translation of “Old Man”?

What is the Vietnamese Translation of “Old Man”?

When you research the word “Old Man” in Vietnamese, the direct translation is “Ông già“. This term encapsulates both age and status, reflecting the respect inherent in Vietnamese culture toward older individuals.

Linguistic Roots of “Ông Già”

The phrase “Ông già” is composed of two components: “Ông,” which signifies an elder or respected figure, and “già,” meaning old. The combination conveys respect and acknowledges the wisdom that typically comes with age. In a society where familial ties and respect for elders are paramount, such terms play a critical role in daily interactions.

Everyday Usage of “Ông Già”

In everyday conversations, you may hear young people calling older men, such as father, grandfather, or maternal grandfather. But few people call their relatives “Old Man” because this term does not create a sense of warmth and family affection.

Therefore, it is important to note how the term “Old Man” is used in Vietnam:

• A euphemism for saying only the word ”Old Man” in Vietnamese is “Ông”
• Used for men with gray hair, a beard, and many wrinkles
• It is used in a conversation between two people talking about another older man or older men.

Read more: How do you say ‘Yes’ in Vietnamese: Meaning, Pronunciation, and Alternatives

Vietnamese culture and the concept of the word “Old man”

Vietnamese culture always respects and gives way to the elderly. The way of addressing applies not only to old men, but also to old women, and carries many meanings:

• Respect through age hierarchy
• Promote the experience of a lifestyle
• Respect for dedication to family and society
• Accumulated experience and knowledge

In cases of taking the bus or in public places, the elderly, men or women, will be given priority. These things show tolerance, helping the elderly in public places as well as helping their grandparents. This is a noble and noble act in Vietnam.

Nicknames related to the word “Old Man” in Vietnamese: Old Woman

This section will explore the term for older women, “bà già,” and how these designations fit into the broader landscape of Vietnamese names and affectionate expressions

Meaning of the word ”Old Woman” in Vietnamese

Similar to the expression “Old man”, the word “old woman” refers to older women with a long life. These two words often go together, in terms of seniority, if you call an “Old man’’ (Ông Già) in Vietnamese, then the old man’s wife is an “Old woman” (Bà già).

How to use the word “Old woman” in Vietnamese

• In case you have a blood relationship: ”Bà già” in Vietnamese is Grandmother (Bà nội, Bà ngoại), Great-grandmother (Bà cố nội, Bà cố ngoại).
• Young people and Gen Z call each other intimately: showing closeness by calling “Bà”, but implying that they are friends with each other.
• Meeting strangers on the street: with older women, you meet for the first time

Read more: How to say Mom – Mother in Vietnamese?

Examples of Usage of “Old Man” in Vietnamese Sentences

Sentences in Vietnamese are very rich and diversely combined, so explore some common sentences below:

Everyday Conversations

In familiar settings, you might hear:

• “Ông ơi, hôm nay ông có khỏe không?” (Old man, how are you today?)

This sentence portrays warmth and care, typical of familial relationships. The use of “ơi” adds a friendly tone, making the interaction feel more personal.

Formal Settings

In contrast, formal situations might call for different nuances. An individual might say:

• “Xin chào ông, tôi là bạn của cháu.” (Hello, old man, I am your grandson’s friend.)

Here, the term retains its respectful quality, suitable for introducing oneself to an elder in a polite manner. The speaker acknowledges the elder’s status while expressing a desire to build rapport.

Regional Dialects

Interestingly, the way “Ông già” is received may vary across different regions. In the south of Vietnam, for example, a speaker might say:

• “Dạ thưa ông!” (Yes, dear old man!)

In this expression, “dạ thưa” enhances politeness and respect, reflecting southern hospitality. Such variations enrich the language and reinforce the importance of understanding regional dialects in fostering meaningful communication.

Learning how to say “old man” in Vietnamese is not only about mastering the vocabulary; it is also about knowing how to address older people in Vietnam. Hopefully, through the above information, you will have a deeper understanding of the culture to catch up with life quickly.

Discover 5 enticing side hustles that help teachers boost their income and leverage their expertise beyond the classroom. VTJ presents promising options that allow educators to achieve their financial goals while continuing to make a positive impact on students’ learning.

Tutoring at students’ homes

The trend of homeschooling has opened up new avenues for teachers, while also supporting families in monitoring their children’s learning at home. With this job, both teachers and students benefit and develop together.

For teachers:

• Have a high-paying part-time job
• Improve teachers’ experience and knowledge
• Practice more communication skills with parents

For students:

• Be autonomous and arrange study time with teachers
• No need to travel to class
• Ability to absorb more knowledge compared to classes with many students

Read more: 22+ SMART Teacher Goals Examples

Tutoring/Online Teaching

With the advancement of technology today, there is an increasing demand for flexible learning options. For teachers, this is an indispensable side job. With this job, teachers need to consider the following issues:

• Choose the right platform: There are many platforms available to support online tutoring, including Google Meet, Zoom, VIPKid, and Wyzant. Research these platforms to determine which option best suits your level and target audience.
• Subject expertise: Consider topics like math, literature, physics, or foreign languages… To stand out in the competitive online tutoring space, consider specializing in subjects you are good at or have specific training in.
• Create a suitable teaching schedule: Work and communicate with your students to set up a schedule that suits their needs while ensuring it fits seamlessly with your own commitments.

Side Jobs for Teachers: Tutoring/Online Teaching

Create an online course

With the demand for online learning skyrocketing, creating a ready-made online course offers an exciting opportunity for teachers to monetize their expertise while also impacting others.

If you are someone with a certain level of expertise and influence in a certain field, you should try this job. It not only brings you an income but also creates a civilized and good community value.

Some problems that teachers often encounter when teaching online need to be overcome:

• Create a positive, comfortable energy throughout the online teaching process.
• In addition to teaching theory, teachers should include advanced supplementary activities to avoid drowsiness.
• Communication, and interaction between teachers and students, avoid a dull atmosphere.

Read more: 120+ High and Middle School Debate Topics for Students

Consulting, scientific research expertise advisor

Side Jobs for Teachers: Consulting, scientific research expertise advisor

When teachers have titles, experiences, and experiences that have influence and spread to everyone around them. Why don’t teachers try being a consultant, a leader, and a guide for a group of students in certain competitions?

With this job, your income may not be fixed and stable. It can be a small or large amount, depending on the competition and who the students you lead are. But you will have joy and a reputation when you help the younger generation have a better future ahead.

Some of the benefits of this job are:

• Participate in various research and innovation competitions
• Increase the teacher’s brand recognition
• Have the ability to interact with experienced teachers
• Develop the ability to lead a team and guide development

Some of the difficulties you need to prepare for:

• Solid expertise in a variety of different fields
• Analyze and reason logically to solve unexpected situations
• How to coordinate and lead a group to work smoothly
• How to divide the work appropriately for each member of the group

Read more: Exploring the 7 Roles of a Teacher: A Comprehensive Guide

Start a business/own business

In addition to teaching in class at fixed hours, some teachers also have a passion for business and want to have a job where they can be independent and self-determined, you can consider starting a small business.

However, before starting a business, teachers need to conduct market research, plan customer segments, and have short-term and long-term strategies to ensure the greatest feasibility. Tasks that teachers need to do include:

• Research the market with current customer pain points
• What competitive points will the products and services have
• Ensure sufficient capital and flexibility
• Long-term and short-term marketing plans
• Human resources to develop the team

The choice of a side job for each teacher depends on the needs and interests of that teacher. Each job has its strengths and characteristics. Therefore, you need to research carefully to avoid affecting your main job.