Current Situation of Paths and Forms of Vietnamese Language Education for Ethnic Minority Students at Primary Schools in Dinh Hoa District, Thai Nguyen

More or less affecting the awareness of their limited Vietnamese language ability. In particular, the lack of a learning environment and educational environment for students has led to the formation of low-level awareness, and has not created adaptation and integration into the common language environment... The reason, according to research, is that "Teachers have provided students with basic knowledge of the Vietnamese language to help them recognize their Vietnamese language ability, however, the living environment of ethnic minority students has many limitations, especially in the environment of using the Vietnamese language because people around them mainly communicate in their mother tongue".

Thus, the content of Vietnamese language education for ethnic minority students still has some limitations, along with limitations in general physical facilities, the problem of shortage of staff and lack of inheritance are challenges for the management of Vietnamese language education in Dinh Hoa district.

2.3.4. Current status of paths and forms of Vietnamese language education for ethnic minority students at primary schools in Dinh Hoa district, Thai Nguyen

Using question 4 (Appendix 1), we studied the assessment of managers and teachers on the current status of Vietnamese language education paths for ethnic minority students at primary schools in Dinh Hoa district, Thai Nguyen, the results are in table 2.5.

Table 2.5. Current status of Vietnamese language education paths for ethnic minority students at primary schools in Dinh Hoa district, Thai Nguyen

The roads	Level						Average
	Good		Medium		Weak		Average
	SL	Ratio	SL	Ratio	SL	Ratio
1	Through activity teach	296	100.0%	0	0.0%	0	0.0%	3.01
2	Through the organization of activities dynamic experience	65	22.0%	141	47.6%	90	30.4%	1.92
3	Through activities extracurricular activities	136	45.9%	82	27.7%	78	26.4%	2.20
4	Organizing student activities group activity	145	49.0%	11	3.7%	140	47.3%	2.02
5	Organize activities society	102	34.8%	43	14.5%	151	50.7%	1.85

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Teachers in primary schools in Dinh Hoa district have implemented well the ways of teaching Vietnamese language to students: Through teaching activities (3.01 points), why are these methods used by teachers regularly? Through the survey, it is known that in Vietnamese language classes, teachers have used reading, storytelling, writing (oral), and practicing words and sentences to practice Vietnamese language for ethnic minority students. There is nothing faster than asking and answering questions, talking directly with students, helping them form Vietnamese language in their thinking and perception, creating closeness with them. Teachers create a flexible Vietnamese language education environment, directly teaching students to develop communication skills, through teaching activities in class, suitable for the goals and specific content of each subject, teachers balance Vietnamese and students' vocabulary with educational content to decide on the most effective educational program.

The path of Vietnamese language education for ethnic minority students is not often applied by teachers at primary schools in Dinh Hoa district, and may not be implemented effectively: Through organizing experiential activities (1.92 points) and Through extracurricular activities (2.20 points); Organizing collective activities (2.02 points); Organizing social activities (1.85 points). The reason is that most teachers are not ethnic minorities, mainly Kinh people, and have limited language skills of one or several ethnic minorities, so teachers do not effectively organize experiential activities and extracurricular activities, collective activities and social activities for ethnic minority students. To overcome these limitations, some teachers have studied ethnic minority languages themselves, but to deeply understand that language and use it in Vietnamese language education for ethnic minority students has not brought about the desired results. According to Ms. HTH - teacher at Tan Duong Primary School: "We carry out Vietnamese language education for students but still face difficulties because we do not fully understand the customs and psychology of the people where we work, and we have few opportunities to discuss with parents to find ways to coordinate to help students improve their Vietnamese language practice skills."

Observing the programs of the Team and Children's Stars of the schools, the current Team leader has not organized experiential activities and extracurricular activities such as bringing folk games of ethnic groups into extracurricular activities. The Team leader and the homeroom teachers of the classes have not

Conduct a selection of games related to the formation and development of Vietnamese language for ethnic minority students. In all games, students are required to use the common language. Some teachers when organizing extracurricular activities, experiential activities, and collective activities have not paid attention to dividing into groups and assigning a Kinh ethnic student to support ethnic minority students in practicing Vietnamese language. On the other hand, teachers have not focused on guiding students to correct pronunciation errors in Vietnamese language classes, extracurricular classes, and encouraging students to correct each other's mistakes, while group activities are a cooperative learning method that promotes students' initiative and creativity.

The above-mentioned shortcomings show the need to organize professional capacity training for teachers and train teachers to effectively organize Vietnamese language education for ethnic minority students.

To study the current status of Vietnamese language education for ethnic minority students in primary schools in Dinh Hoa district, Thai Nguyen, we conducted a study on the assessment of managers and teachers on the form of Vietnamese language education for ethnic minority students, the results are in Table 2.6.

Table 2.6. Current status of Vietnamese language education for ethnic minority students at primary schools in Dinh Hoa district, Thai Nguyen

Forms	Level						Average
	Good		Medium		Weak
	SL	Ratio	SL	Ratio	SL	Ratio
1	Activities under the flag	270	91.2%	26	8.8%	0	0.0%	2.92
2	Class activities	80	80.0%	20	20.0%	0	0.0%	2.80
3	By target group awareness	152	51.4%	46	15.5%	98	33.1 %	2.18
4	Practice form	155	52.4%	38	12.8%	103	34.8 %	2.17
5	Club	95	32.5%	100	33.8%	98	32.5 %	1.98
6	Visual form	142	48.0%	55	18.6%	99	33.4 %	2.15

Through the survey, we found that the flag-raising activities (2.92 points) and class activities (2.80 points) were well implemented, through the flag-raising activities.

Teachers encourage ethnic minority students to participate in activities such as performing arts, skits, folk games, speeches, sports, team activities, etc. to achieve the goal of Vietnamese language education. With the contents of moral education, intellectual education, life skills education, aesthetic education, physical education, labor education, traffic safety education, environmental education, etc. in class activities, teachers encourage ethnic minority students to express their opinions and thoughts on these contents to enhance their Vietnamese language.

However, there are still forms used by teachers in Vietnamese language education activities for ethnic minority students in primary schools that are implemented at an average level, the forms are not rich and diverse. Here, some teachers have also paid attention to creating an environment for practicing communication in Vietnamese for ethnic minority students and Vietnamese language education activities are organized for ethnic minority students through teaching according to cognitive groups (51.4% regularly implemented) and practical forms (52.4% regularly implemented), visual forms (48% regularly implemented). However, due to limitations in funding and facilities, on the other hand, current teachers have not been properly trained in professional expertise in Vietnamese language education for ethnic minority students. Some teachers who teach according to cognitive groups (2.18 points) have not focused on explaining pronunciation to students, especially for difficult sounds and syllables. When pronouncing, some teachers have not described by clearly stating how to place the tongue, the position of the tongue with the teeth, the opening of the lips... in the early stages of students learning Vietnamese.

Due to limited facilities, the visual method (2.15 points) through images, sounds, and activities supported by modern teaching equipment such as computers, projectors, tape recorders, televisions, etc. makes it difficult for teachers to use this method. Due to financial difficulties, teachers have not yet effectively organized clubs to teach Vietnamese language to ethnic minority students.

This is also an issue that managers need to pay attention to overcome so that the management of Vietnamese language education activities for ethnic minority students is effective, besides, there also needs to be many forms used richly. From practice

In the above situation, managers need to have a master plan in organizational forms to coordinate with each other, integrate and combine with the general activities of the school to enhance Vietnamese language education activities for ethnic minority students, attracting many students to participate at the same time.

2.3.5. Current status of coordination between educational forces in Vietnamese language education activities for ethnic minority students at primary schools in Dinh Hoa district, Thai Nguyen

Studying the assessment of managers and teachers on the current situation of coordination between educational forces in Vietnamese language education activities for ethnic minority students, the results are shown in Table 2.7.

Table 2.7. Current status of coordination of educational forces in Vietnamese language education activities for ethnic minority students in primary schools

Dinh Hoa district

Status

Content

Good

Medium

Weak

Average

Ratio

The school knows how to organize, attract and guide families and social forces to participate in the process of Vietnamese language education.

for students anywhere, anytime.

268

90.5%

9.5%

0.0%

2.91

Families cooperate and support language education for students through communication as well as all activities in daily life with

family members

137

46.3%

18.2%

105

35.5%

2.11

Social organizations organize common community activities with the participation of primary school children, especially children's activities inside and outside of school, join hands to create conditions for students to participate in training and practice, contributing to opening up

Expand Vietnamese language for children

33.1%

183

61.8%

5.1%

2.28

Leaders of the People's Committee of districts, communes and towns

direct and care about Vietnamese language education activities

32.8%

100

33.8%

33.4%

1.99

Parents' representatives participate in exchanges and coordinate the organization of events.

school activities

268

90.5%

9.5%

0.0%

2.91

The results of table 2.8 show that, to implement Vietnamese language education activities for ethnic minority students.

The school knows how to organize, attract, and guide families and social forces to participate in the process of Vietnamese language education for students everywhere, at all times (2.91 points), the school plays a key role in Vietnamese language education for ethnic minority students. At primary schools in Dinh Hoa district, school managers and teachers have focused on creating a Vietnamese language education landscape in schools and classrooms. In the classroom, in addition to the national flag, Uncle Ho's picture, slogans (general regulations), the products displayed to create a Vietnamese language landscape are very diverse and rich, such as class lists, slogans by topic, comics, additional reading books; Teaching aids: Models, pictures, specimens, maps, alphabets... and students' products: clean notebooks with beautiful handwriting, drawings, tests, handicrafts... In the school campus, there are mostly newsletters, slogans, billboards, posters... for students to read to practice the Vietnamese language. However, school managers have not focused on coordinating with the Parents' Representative Committee to teach Vietnamese language to ethnic minority students.

However, in the families of ethnic minority students, most of them are poor, so there are almost no audio-visual aids such as television, radio, books, newspapers, etc. for ethnic minority students to listen and read Vietnamese. In addition, most parents speak their mother tongue and are not aware of and do not know how to create conditions to help their children study at home, leading to the Vietnamese language of students not being effectively improved. On the other hand, social organizations have not coordinated effectively to organize common community activities with the participation of primary school children to create conditions for students to participate in practice, contributing to expanding the Vietnamese language for them. The Board of Representatives of Parents

Students' mothers have not participated in exchanging and coordinating school activities to teach Vietnamese language to ethnic minority students.

2.4. Current status of management of Vietnamese language education activities for ethnic minority students at primary schools in Dinh Hoa district, Thai Nguyen province

2.4.1. Current status of planning Vietnamese language education for ethnic minority students at primary schools in Dinh Hoa district, Thai Nguyen province

To assess the current status of planning Vietnamese language education for ethnic minority primary school students, we conducted a survey of managers and teachers of primary schools in Dinh Hoa district, Thai Nguyen. The results are shown in Table 2.8 as follows:

Table 2.8. Current status of planning Vietnamese language education for ethnic minority students at primary schools in Dinh Hoa district, Thai Nguyen

Content

Level of implementation

Phone B

Good

Not good

Are not

perform

Ratio

Integrating Vietnamese language education activity plan into general plan

of the school year

290

98.0%

2.0%

0.0%

2.98

Concretize the general plan into specific plans

for managing Vietnamese language education activities for ethnic minority primary school students

100

33.8%

3.7%

185

62.5

1.71

Build a plan to manage educational activities

Vietnamese language education for ethnic minority primary school students

32.1%

5.7%

184

62.2

1.7

Develop a plan to manage program content, methods, and forms of organizing language education activities.

Vietnamese for ethnic minority students

145

49.0%

3.7%

140

47.3

2.02

Develop a coordination plan between the school's Youth Union and professional groups to develop an educational activity plan.

Vietnamese language education for ethnic minorities

33.1%

14.9

154

52.0

1.81

Develop a plan to test and evaluate the results of Vietnamese language education activities.

for ethnic minority students

271

91.6%

8.4%

0.0%

2.92

There are regulations on timely rewards and criticism in implementing the management plan for Vietnamese language education activities for students.

ethnic minority primary school

103

34.8%

14.5

150

50.7

1.84

Through survey data, in general, primary schools in Dinh Hoa district, the management staff directed the integration of the plan to manage Vietnamese language education activities for ethnic minority students in the general plan of the school year (2.98 points) and directed the professional team to deploy to teachers responsible for implementing the plan of Vietnamese language education activities. After each semester and school year, the management staff evaluated the implementation results of the plan of the professional team and teachers.

However, the management board has not yet concretized the general plan into a specific plan for managing Vietnamese language education activities for ethnic minority primary school students (1.71 points). When developing a plan to manage Vietnamese language education activities for ethnic minority primary school students, the plan has not clearly stated the advantages, difficulties, implementation content, the plan has not clearly stated the coordination of educational forces in the plan to manage Vietnamese language education activities for ethnic minority primary school students, but only stated in general terms, not showing the feasibility of the plan.

According to Mr. NVM, the leader of Quy Ky Primary School, building a plan for Vietnamese language education activities for ethnic minority students is very important. Many schools have also paid attention to and proposed a general plan, with a division of labor in coordination between forces, but when it comes to building a specific and detailed plan, they are still confused. If we only teach Vietnamese, there are already plans and specific timetables, but to build a specific plan for Vietnamese language education activities for students in schools, there are still many difficulties and obstacles...

The plan's contents are not specific about the forms and methods of managing Vietnamese language education activities for ethnic minority students. The regulations on timely rewards and criticism in implementing the plan to manage Vietnamese language education activities for ethnic minority primary school students have not been given due attention, and the rewards have not been timely for teachers with achievements in activities.

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