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Description
As Vietnam transitions from English as a Foreign Language (EFL) to a Second Language (ESL), primary students often face systemic phonetic barriers – specifically coda deletion, monosyllabic processing, and tonal interference – rooted in L1 influence. Despite this strategic shift, current communicative textbooks seem to lack the micro-level decoding methodologies required for ESL proficiency. This study investigates the compatibility of foundational Structured Literacy (SL) routines, extracted from the HMH Into Reading curriculum, with the Vietnamese phonetic context. Employing qualitative document analysis, the research utilizes a mapping matrix to evaluate how four core routines dismantle L1-induced errors. The analysis demonstrates that “Tap and Count” and “Sound-by-Sound Blending” can effectively disrupt whole-syllable guessing and enforce released stops, directly mitigating coda deletion. Furthermore, “Continuous Blending” and “Echo Reading” can facilitate coarticulation and recalibrate sentence-level prosody to override ingrained Vietnamese tonal habits. Ultimately, the study proposes a tripartite Adaptation Framework for Scripted Instruction, providing explicit “I do - We do - You do” bilingual scaffolds for Teacher’s Guides. This research contributes a micro-instructional lens to material design, offering an actionable, systemic approach to bridge the gap between phonemic awareness and oral fluency, thereby establishing a foundation for future experimental interventions in ESL-emerging classrooms.
Keywords: structured literacy, cross-linguistic influence, phonological awareness, scripted instruction, material design.
