Inequality of Access to English Language Learning in Primary Education in Vietnam

Chinh, Nguyen Duc; Linh, Lê Thùy; Quynh, Tran Huong; Ha, Nguyen Thi Thu

doi:10.1007/978-94-6209-692-9_11

Cited by 12 publications

(7 citation statements)

References 16 publications

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“…Decisions when to start English instruction are often made locally and funded privately. They depend on the affluence of the schools and families whose children attend these schools (Chinh et al 2014, Shohamy 2014: 280, Tsiplakides 2018. The level of the English language proficiency is often an indicator of class distinction and an essential prestige marker.…”

Section: Teaching English: From a Foreign To An International Languagementioning

confidence: 99%

Teaching languages in multicultural surroundings: New tendencies

Yelenevskaya

Protassova

2021

Russian Journal of Linguistics

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The purpose of this article is to help language teachers at all levels of education to understand in depth problems posed by linguistic superdiversity. Based on the study of scholarly literature, documents of educational bodies and the authors experience in language teaching in different countries, the article answers the question of how the teaching of world languages such as English and Russian is changing due to the recognition that their functions and status differ in various countries. We explore why, despite gradual changes in curricula, there is still pervasiveness of pedagogies attempting to achieve a perfect command of the studied languages, without considering students needs and language repertoires, the local sociolinguistic situation and labor market requirements. We focus on methods of teaching English and Russian, taking into account various aspects of language ideologies related to mono- and pluricentricity. To show the dependence of language teaching on the socio-cultural situation, we apply the concept of Critical Language Awareness covering aspects of language variation and changes in attitudes to normativity, prescriptivism and regional language varieties. We also show that innovative pedagogies put new demands on teachers requiring that they have to adjust to new teaching formats, acquire skills of using educational technologies and teaching diverse student populations. The focus of the review on teaching English and Russian proves that despite different histories of their pedagogies, the interplay of language, ethnicity, identity, culture and education systems is significant for both, and without taking all these elements into account, the goal of educating effective multilinguals is elusive.

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Section: Teaching English: From a Foreign To An International Languagementioning

confidence: 99%

Teaching languages in multicultural surroundings: New tendencies

Yelenevskaya

Protassova

2021

Russian Journal of Linguistics

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“…In recent years, the Vietnamese government has been upgrading rural infrastructure in an attempt to equalize educational attainment nationwide, mainly by providing funds for constructing new schools or renovating the available infrastructure [18][19][20][21]. This, however, only helps to improve the facade of these schools, without further investment in the facilities, and rural schools still have a severe lack of dedicated equipment for specific subject areas, especially for English learning and teaching [22,23]. Classrooms for language learning are the same as for other school subjects, with fixed seating, making it difficult to conduct communicative activities.…”

Section: Bridging the Gaps In English Language Educationmentioning

confidence: 99%

“…Foreign language centers in rural localities are rare, so are bookstores that sell English reference materials. As a result, English learners in rural areas are in dire need of learning resources and a communicative environment for language practice beyond the school context [22]. The limitations in facilities, language resources and social support for language learning are major threats to the teaching and learning quality in rural high schools [23].…”

Section: Bridging the Gaps In English Language Educationmentioning

confidence: 99%

English Language Education in Rural Areas: Current Issues, Complexities and Ways Forward

Pham

2021

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Despite various challenges confronting teachers, learners and other stakeholders, English language education in rural settings remained relatively underexplored. This study reviews contemporary research on the global and local constraints confronting language teaching and learning in rural areas with a view to proposing measures for boosting the quality of education specifically for the context of Vietnam. The findings uncover a number of limitations in facilities and funding for language education, shortages of teaching staff and the deployment of English curricula. The study also reveals that such learning conditions impact significantly on students’ motivation as well as the associations they develop with language learning. These problems are attributable to inequities in educational policy, financial support and endeavors to account for the discrepancies existing in different learning settings. Such insights provide important implications for policy makers, school administrators, teachers and parents in formulating approaches to tackling such issues and the complexities resulting from contextual elements.

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“…The two outcomes inevitably tend to result in a larger gap between students with higher achievements and those with lower achievements (Chinh et al, 2014; Jung and Hasan, 2015; Lathapipat, 2016; Ng, 2014; Rolleston and Krutikova, 2014). One of the possible approaches to close the gap between the high performing students and the weaker ones is asking questions or requesting for support, as defined by Webb (2013).…”

Section: Meaning Of Questions: Help-seeking By Studentsmentioning

confidence: 99%

Issues in introducing collaborative learning in South East Asia: A critical discussion

Saito

Takahashi²,

Wintachai

et al. 2020

Management in Education

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In many South East Asian countries, group learning has been introduced as a method to reform classroom practices. Cooperative learning in particular, based on role division, rewards and competition, is highly popular. On the other hand, collaborative learning, the other type of group learning, based on mutual consultation and help-seeking without the structures of cooperative learning, is a challenge to introduce. The aim of this essay is to discuss the reasons why teachers in South East Asia face difficulty in adjusting to collaborative learning. Three issues are discussed, namely (1) students’ reluctance to ask what they do not know due to the lesson structure and negative psychological effects; (2) difficulty in creating sufficiently challenging tasks for students to have mutual consultation, due to the teachers’ insufficient experience in academic inquiry and expertise in their disciplines; and (3) connecting their learning from observation and reflection with their own teaching.

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Inequality of Access to English Language Learning in Primary Education in Vietnam

Cited by 12 publications

References 16 publications

Teaching languages in multicultural surroundings: New tendencies

Teaching languages in multicultural surroundings: New tendencies

English Language Education in Rural Areas: Current Issues, Complexities and Ways Forward

Issues in introducing collaborative learning in South East Asia: A critical discussion

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