Drawing-voice as a methodological tool for understanding teachers' concerns in a pilot Hmong–Vietnamese bilingual education programme in Vietnam

Lavoie, Constance; Benson, Carol

doi:10.1080/07908318.2011.620125

Cited by 13 publications

(9 citation statements)

References 17 publications

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“…Many students do not have opportunities to read and write in their ethnic languages. There are only a few so-called ‘bilingual’ programs in which some minority languages are taught in primary schools as a subject (Lavoie & Benson 2011). Kirkpatrick (2010) however comments that the aim of these programs was not really to maintain the minority languages, but to use students’ L1 literacy for quickly teaching Vietnamese literacy and accommodate them with the Vietnamese language.…”

Section: Contextmentioning

confidence: 99%

Vietnamese ethnic minority students’ language practices under the influence of external interventions: A management perspective

Nguyen

2019

Lang. Soc.

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This article examines Vietnamese ethnic minority students’ language practices under the influence of external interventions from a language management perspective. It focuses on the ways the students engage with various levels of interventions in their language practices. The study mainly draws on a group of college-age minority students’ experiences and perspectives collected through semistructured interviews. Findings suggest that the students, in making decisions to use their ethnic language and Vietnamese, the mainstream language, responded to interventions by the school and the ethnic community by adapting to the latter's language policy, while reinterpreting to conform to/deviate from interventions by other individuals such as their parents, their teachers, or their peers. In that process of managing their language practices, they reframed their identity in which both maintenance and transformation orientations were active. Implications related to minority language policy and language maintenance are then suggested. (Language management, individual language management, language practices, language choice, language policy, language maintenance, ethnic minority)*

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Section: Contextmentioning

confidence: 99%

Vietnamese ethnic minority students’ language practices under the influence of external interventions: A management perspective

Nguyen

2019

Lang. Soc.

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“…Minority languages are usually taught in primary schools as a subject. Children learn their first language (L1) and Vietnamese simultaneously from Grade 1 until Grade 3 when it is assumed that they have acquired the required level of L2 academic proficiency (Archibald, 2003;Lavoie & Benson, 2011) to learn all subjects in Vietnamese. These programmes, however, are pilot projects and have not been expanded to all areas of the country due to ethnic diversity and a shortage of resources.…”

Section: Languages and Education Policies In Vietnammentioning

confidence: 99%

“…These programmes, however, are pilot projects and have not been expanded to all areas of the country due to ethnic diversity and a shortage of resources. Since 2000, a small number of L1-based research programmes have been carried out in which minority students' L1 has been used as the medium of instruction (Lavoie & Benson, 2011).…”

Section: Languages and Education Policies In Vietnammentioning

confidence: 99%

Subtractive Schooling and Identity: A Case Study of Ethnic Minority Students in Vietnam

Nguyen

Hamid

2017

Journal of Language, Identity & Education

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This article examines the impact of subtractive schooling, including language use in education, on the identity of a group of ethnic minority students in Central Highlands of Vietnam. Drawing on semistructured interview data, a deeper look is taken into the ways in which these students identify themselves with their languages, cultures, and social relations. Findings reveal that the subtractive power of the school language and the institutional milieu profoundly influenced their identity construction by creating the conditions for (a) the devaluation of their language and cultural identity as a consequence of the invasion of their sociocultural territory by the dominant language and culture and (b) the segregation and disunity that affected their identity construction through social relations. Although subtractive schooling apparently facilitated students' integration into the mainstream, its invisible power forced them not only to integrate but also to bear the full burden of constructing new identities to adjust to the school environment and the mainstream society.

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“…Les dessins sont alors perçus comme des artéfacts qui expriment des significations (Stock, Mares, & Robinson, 2012). Un artéfact est un type de matériel (par exemple un dessin ou un collage) ou un symbole (par exemple un pictogramme) qui peut devenir un moyen de communication (Lavoie & Benson, 2011;Swain, Kinnear, & Steinman, 2011). Par exemple, les Hmongs utilisent beaucoup la broderie, Paj Ntaub, pour raconter des légendes et leur passé historique (Collignon, 1994;Rudduck & Hopkins, 1985;Shea & Yang, 1995).…”

Section: Cadre Théoriqueunclassified

Le dessin-entretien : un outil de collecte de données innovateur et approprié auprès des communautés culturelles et linguistiques minoritaires

Lavoie¹,

Joncas²

2015

Recherches qualitatives

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L'objectif de cet article est de présenter un outil de collecte de données qualitatives pour les chercheurs travaillant auprès de communautés linguistiques et culturelles minoritaires. Il s'agit du dessin-entretien. Cet outil, basé sur le dessin et le groupe de discussion, est utilisé dans un processus cyclique qui permet un temps de réflexion personnelle et d'échanges entre les participants. Ce processus se déroule en quatre étapes : le dessin individuel, la présentation individuelle, le dessin collectif et le groupe de discussion. Le dessin-entretien a été développé et expérimenté au cours de deux recherches, d'abord auprès d'enseignants Hmongs au Vietnam puis auprès d'universitaires membres des Premières Nations du Québec. Les résultats des études indiquent que l'accès à diverses modalités de collecte facilite les échanges entre les participants et augmentent la triangulation des informations. Mots clés MINORITÉS ETHNOCULTURELLES, OUTIL DE COLLECTE DE DONNÉES, RECHERCHE QUALITATIVE, DESSIN-ENTRETIEN Note des auteures : Les auteures remercient le Fonds de recherche du Québec -Société et culture (FQRSC) et le Conseil de recherches en sciences humaines du Canada (CRSH), car ces données proviennent de projets de recherches subventionnés par ces organismes. De plus, elles remercient les participants à ces recherches pour leur apport incomparable.

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Drawing-voice as a methodological tool for understanding teachers' concerns in a pilot Hmong–Vietnamese bilingual education programme in Vietnam

Cited by 13 publications

References 17 publications

Vietnamese ethnic minority students’ language practices under the influence of external interventions: A management perspective

Vietnamese ethnic minority students’ language practices under the influence of external interventions: A management perspective

Subtractive Schooling and Identity: A Case Study of Ethnic Minority Students in Vietnam

Le dessin-entretien : un outil de collecte de données innovateur et approprié auprès des communautés culturelles et linguistiques minoritaires

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