This study critically assesses Vietnam’s policy of turning English as a second language under Resolution 71-NQ/CP (2025). Based on Spolsky’s Tripartite Model and MultiLevel Policy Analysis, this study examines the interplay between national ideology, governance mechanisms and educational practices. The results show that although the policy demonstrates a strong commitment to global integration, regional disparities, limited teacher capacity, and uneven resource allocation reduce implementation effectiveness. Accordingly, the study proposes feasible recommendations: promoting localization strategies, enhancing teacher training, ensuring resource equity, leveraging educational technology and promoting social participation. The study affirms that to achieve long-term success, ESL policy needs to align national vision with context-specific actions at the grassroots level, promoting equity, inclusiveness, and sustainability in education reform.