The year 2025 marks a critical turning point in Vietnam’s language education policy with the official approval of the national project to transform English into a second language within the education system. This paper critically examines the policy Making English a Second Language in Schools (2025–2035, Vision 2045) through Spolsky’s (2004) tripartite model of language policy, focusing on language ideologies, language management, and language practices. Drawing on policy documents, government resolutions, and secondary sources, the study situates the policy within Vietnam’s broader historical, sociopolitical, and sociolinguistic context of post–Đổi Mới reform and globalization. The analysis reveals that the policy is underpinned by a strong ideology of linguistic instrumentalism, positioning English as a key resource for national development, global integration, and workforce competitiveness. At the level of language management, the policy demonstrates ambitious, centralized planning through curriculum reform, teacher development, English-medium instruction, and digital transformation. However, language practices across educational contexts reveal persistent gaps between policy aspirations and classroom realities, particularly in rural and disadvantaged regions. Uneven teacher preparedness, infrastructural disparities, exam-oriented pedagogies, and emerging equity concerns challenge the sustainable implementation of English as a functional second language. The paper argues that while the policy represents a significant shift from foreign language education toward systemic bilingualization, its long-term success depends on contextualized implementation, teacher agency, and equitable resource allocation. Ultimately, English should function as an inclusive communicative resource rather than a gatekeeping mechanism, ensuring that national modernization does not exacerbate existing social and linguistic inequalities.