MA. Dao Thi Hong Minh, Researcher of RCEME 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 2- National policies 3- Some models of using EM language in education 4- Some current programs in Vietnam

Ethnic Minority Groups: 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

Education policies for minorities 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 Doan nay can lam ro voi Mr. Son, Luat GD & PCGD

Models of using EM language in education 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.   Grade 5 Grade 4 Vietnamese instruction Grade 3 Grade 2 Grade 1 Mother tongue instruction

Vietnamese instruction Local language as a subject Models of using EM language in education (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 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Vietnamese instruction 15% - 20% Local language as a subject

Models of using EM language in education (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. Vietnamese instruction Mother tongue instruction Grade 5 Grade 4 Grade 3 Grade 2 Grade 1

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

Overall goals of the program Successfully implement a valid and feasible design of bilingual education in ethnic minority languages and 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.

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

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 So what are the results that we have achieved so far. As I said earlier, we have just completed the first phase of the research. We have developed the research design with technical support from a highly qualified international consultant Organized various orientation, consultation workshops/meetings for different stakeholders from central to provincial levels to raise their awareness and understanding of AR and MTBBE and increase their support and commitment to the research. We have developed the survey tools and conducted field visits to provinces for the identification and selection of schools for the AR. The MOU was developed and approved with detailed list of sites, list of focal points with responsibility of each MOET department, list of curriculum and materials developers both at central and local levels.

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

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)

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…

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