1 / 17

Language in Education Policies and Practice in Vietnam Bangkok, 19-21 Feb 2008

Language in Education Policies and Practice in Vietnam Bangkok, 19-21 Feb 2008. presented by MA. Dao Thi Hong Minh, Researcher of RCEME on behalf of Dr. Bui Thi Ngoc Diep & MA. Bui Van Thanh from Vietnam Ministry of Education and Training (MOET). Content. 1- National situation

jacobson
Download Presentation

Language in Education Policies and Practice in Vietnam Bangkok, 19-21 Feb 2008

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Language in Education Policies and Practice in Vietnam Bangkok, 19-21 Feb 2008 presented by MA. Dao Thi Hong Minh, Researcher of RCEME on behalf of Dr. Bui Thi Ngoc Diep & MA. Bui Van Thanh from Vietnam Ministry of Education and Training (MOET)

  2. Content 1- National situation 2- National policies 3- Some models of using EM language in education 4- Some current programs in Vietnam

  3. National situation • General: • Vietnam is multiethnic nation with 54 groups. • Vietnamese is national language • Ethnic Minority Groups: • 53 EMGs, each have its own spoken language • Nearly 30 EMG have writing system (some have 2 – 3 scripts system) • Education for EMGs • Children of every EMG can access national PE program • Bilingual education of some EMGs develops at PE level. MT is mainly taught as a subject

  4. National policies • Education policies for minorities • Constitution 1992, Article 5 “Every nationality has the right to use its own spoken language and system of writing, to preserve its national identity, and to promote its fine customs, habits, traditions and culture” • Primary Education Universal Law and Education Law 2005 recognize minority people’s right to use their own spoken and written language • Decision No.153/CP 1969 of Prime Minister instruct the use of languages at educational levels of national education system including general schools, kindergartens and literacy classes • Decision 53-CP 1980 of Prime Minister promote developing writing systems of EMGs and teaching MT to EM people

  5. Divide teaching into 2 separate stages: • at stage 1 (Grades 1, 2, and 3) a minority language is used as the sole medium of instruction, and Vietnamese is introduced at Grade 3; • at stage 2 (Grades 4 & 5) Vietnamese is used as the medium of instruction with national curriculum and textbooks. Models of using EM language ineducation

  6. Models of using EM language ineducation (2) Teach minority language as a subject: • at Grades 1 through 5 for languages written with a Non-roman script; • at Grades 3 through 5 for languages written with the Roman script

  7. Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Vietnamese instruction Mother tongue instruction Models of using EM language ineducation (cont) (3) Mother tongue based bilingual education: • Minority language is used as the medium of instruction at early grades (Grade 1 & 2), • Vietnamese and the minority language are taught as subjects at all grades, • Vietnamese is gradually used as the main medium of instruction from grade 3.

  8. Current programs in Vietnam 1. Action research on Mother Tongue Based Bilingual Education.

  9. Overall goals of the program • Successfully implement a valid and feasible design of bilingual education in ethnic minoritylanguagesand Vietnamese in selected pre-primary and primary schools. • Incorporate action research into all levels of the program. • Contribute to the development of policies and practices that will promote use and development of ethnic minority languages.

  10. 3 languages: Hmong, J’rai and Khmer. 3 provinces, 16 KGs and 18 PSs About 485 teachers and 6,800 students TRA VINH province (Khmer language) Project sites and schools LAO CAI Province (Hmong language) GIA LAI province (Jrai language)

  11. Results achieved to date • Completed the first phase of the research: • Developed project design with international technical support. • Organized various orientation, consultation workshops/meetings for counterparts from central to provincial levels • Developed survey tools and field visits to provinces for identification and selection of schools. • MOU developed and approved

  12. Future PlanRoll-out of the second phase of the AR: • Training/orientation of local stakeholders. • Curriculum and materials development. • Teacher training.

  13. 2. The mother tongue-based literacy program for the Bahnar people. The program is piloted in Gia Lai province with the support of UNESCO. This pilot program is implemented according to government policies on minority language development including Decision No. 153/CP (20-8-1976)

  14. 3. Teaching EM language as a subject Since 2005, the Ministry of Education and Training has been implementing the teaching minority languages as subject in various areas. The EM languages are taught: Khmer, Cham, J’rai, Khmer, Hmong, Bahnar…

  15. Thank you for your attention!

More Related