Abstract

As Vietnam advances its policy of making English a second language in schools and introducing preschool- aged children to English, English competence has become an increasingly explicit professional requirement for preschool teachers and is now incorporated into their professional standards. However, existing studies mainly examine teachers’ readiness or the effectiveness of particular training programs, while the concept, structure, and development requirements of their professional English competence remain insufficiently systematized. Through the analysis, synthesis, and systematization of relevant legal documents and domestic and international research, this article clarifies the concept of preschool teachers’ English competence, proposes a structure comprising five interrelated components, and examines the requirements for its development in the context of current educational reform. The findings provide a theoretical foundation for developing competence frameworks, organizing professional development, and managing the preschool teaching workforce in response to international integration.

Keywords: Competence development, early childhood education, English competence, preschool teachers, professional standards.