The Educational Realities of Hmong Communities in Vietnam: The Voices of Teachers

Lavoie, Constance

doi:10.1080/15427587.2011.571348

Cited by 22 publications

(10 citation statements)

References 11 publications

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“…A member of Group 4 raised more strident voices for bringing equality to children of ethnic minorities: 'Teaching minority students requires teachers to understand the families and communities with whom they work.' This notion of teaching is plausible because failure tends to have resulted from teachers' lack of knowledge of the cultures of minorities (Lavoie, 2011;Luong & Nieke, 2013). This group therefore advocated a pedagogy that takes students' lives and experiences into account.…”

Section: Transformation In Teaching Belief: Embracing Equity and Social Justicementioning

confidence: 99%

Second language teachers learn to teach for social justice through community field experiences

Nguyen

Zeichner

2019

Language Teaching Research

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The current study explores how pre-service teachers of English as a foreign language in Vietnam developed their belief about social justice teaching through community field experiences in their teacher education programs. Participants of the study were a cohort of 38 pre-service teachers in a TESOL program in a Vietnamese university. Based on multiple sources of data, the findings indicate that community field experiences helped the cohort of pre-service teachers discover inequalities among families, geographical areas, and ethnic groups inherent in children’s schooling opportunities and their access to English learning. The cohort therefore developed their belief about social justice teaching appropriate to the sociocultural context of Vietnam.

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Section: Transformation In Teaching Belief: Embracing Equity and Social Justicementioning

confidence: 99%

Second language teachers learn to teach for social justice through community field experiences

Nguyen

Zeichner

2019

Language Teaching Research

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“…Vietnamese, the language of the Kinh group, has been the common language among Vietnamese in the country, at least since 1945. Across all these communities it is estimated that over 100 languages are spoken (Lavoie 2011), although many of these languages did not have writing systems until recently. Ten ethnic languages are used by over one million speakers in each group; and it was regulated by national language policy that users of these languages are entitled to bilingual education.…”

Section: Phan Le Ha Vu Hai Ha and Bao Datmentioning

confidence: 99%

Language, Education and Nation-building

Sercombe¹

2014

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“…Among approximately 100 languages spoken across the country (Lavoie 2011), Vietnamese—the language of the Kinh majority—has been promoted as a single official language for national communication (Tran 2014). Vietnamese is commonly used for most social, political, educational, cultural, and economic activities throughout the country (Nguyen & Hamid 2017b).…”

Section: Contextmentioning

confidence: 99%

“…The focus on Vietnamese as the primary language has left little place for minority languages in education (Kirkpatrick & Liddicoat 2017). Although the Educational Law (Vietnamese Government 2005) remains clear that minority students are enabled to learn their ethnic languages, very few schools in non-Vietnamese-speaking areas have fully implemented this policy (Lavoie 2011). Consequently, most minority children who are exposed to their ethnic languages and have little or no experience of Vietnamese are put at a disadvantage in their early schooling.…”

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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The Educational Realities of Hmong Communities in Vietnam: The Voices of Teachers

Cited by 22 publications

References 11 publications

Second language teachers learn to teach for social justice through community field experiences

Second language teachers learn to teach for social justice through community field experiences

Language, Education and Nation-building

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

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