Bilingual, multilingual education: Pedagogical implications for policy and planning towards multicultural communities

Knowing and using two or more languages significantly facilitates and enhances learners’ linguistic capacity - competence and performance. Bilingual, multilingual education is strongly believed to provide both of the bilingual learners and teachers with several good opportunities to cultivate explicit and implicit learning and the best ways to make teaching significant. Likewise, theoritically an additional language makes them perfect in language use, it helps increase their declarative and procedural knowledge as well as effective input and ouput in SLA. They are going to be easy to help overcome the barriers of neighboring cultures and linguistic concepts (e.g., linguistic families: Austro-Aisantic, Sino-Tibetan, Romance, Altaic, cultural differences and ethnolinguistic difficulties and others). The main purpose of this paper is to clarify the features and highlights of bilingual education and bilingualism in Vietnam’s pedagogical context. The last one, the pedagogical implementation of language policy and planning is briefly discussed to verify the route, rate and success of the foreign language learning in a specific context. A variety of bilinguals are carefully considered the core values of comprehensive development within the transitions of Vietnam’s foreign language education in a new era.