Implementation Content of Mother Tongue Preservation Work for Tay Ethnic Students in Some Schools in Dinh Hoa District, Thai Nguyen Province

2.3.2. Implementation content of the work of preserving the mother tongue for Tay ethnic students in some schools in Dinh Hoa district, Thai Nguyen province

To find out the current status of implementing BTTMĐ contents for students, the author conducted a survey of school managers and teachers on the level of implementation, the results obtained are as follows:

Table 2.5: Evaluation results on the content of mother tongue preservation work for Tay ethnic students in some schools in the area

Dinh Hoa district, Thai Nguyen province

Content

Level n=145

Average score

Rank

Very disagree

idea

Disagree

Confused

Agree

Totally agree

Educating ethnic minority students to have a correct understanding of the role and significance of

preserve mother tongue

4.21

Educate students on the correct and positive attitude in using and

preserve mother tongue

4.31

Encourage students to demonstrate and apply their acquired skills.

mother tongue

4.05

Educate self-awareness and initiative in exploring, researching and practicing the ability to use

use your mother tongue

4.14

Average score

4.01

Maybe you are interested!

Observation results show that the majority of managers and teachers agree with the contents of BTTMĐ activities at the school, the specific assessment contents are as follows:

- The content "Educating students on the correct and positive attitude in using and preserving their mother tongue" achieved 4.31 points, ranked as strongly agree. In fact, when implementing the content, teachers tried to shape students' positive attitudes and goodwill towards BTTMĐ for Tay ethnic students. The attitude here is cooperation, agreement, and expressing goodwill when receiving and using this language.

to preserve the mother tongue from being lost. The content of attitude is always valued by teachers. Through observation, students of Dinh Hoa District Secondary School have expressed their interest in studying Vietnamese at school, which makes them respect their mother tongue and create a positive learning attitude that brings about effectiveness when learning the language.

- The content "Educating ethnic minority students to have a correct understanding of the role and significance of preserving their mother tongue" achieved 4.21 points, ranked as strongly agree. Managers and teachers said that this content is very important because it directly affects the knowledge that students acquire. The main perceptions are the preservation of the unique cultural traditions of the ethnic group, the cradle of each student born in a very beautiful and lyrical cultural environment. In addition, the mother tongue helps students have a bridge between ethnic culture and national culture, making parents, relatives, and neighbors where they live more knowledgeable about the common knowledge of humanity and the country in which they live.

- The content " Educating self-awareness, proactiveness in exploring, researching and practicing the ability to use the mother tongue of one's ethnic group" achieved 4.14 points, ranked at the level of agreement. When students are given knowledge about their mother tongue, it will encourage them to improve their initiative, voluntarily seek to learn their mother tongue through mass media, books, documents, and BTTMĐ such as museums, tourism, etc., thereby encouraging students to always be proactive in learning.

- The content "Encouraging students to demonstrate their trained abilities and use their mother tongue" achieved 4.05 points, ranked at the level of agreement. Teachers and managers believe that implementing the content of learning their mother tongue regularly stimulates Tay ethnic students' thinking, enriches their knowledge, and demonstrates their ability to listen, speak, read, and write in Tay. This is a positive manifestation in the content that is often deployed.

Through the survey results of secondary schools in Dinh Hoa district with the implementation of BTTMĐ content, schools pay attention to the psychology of age groups, so that the curriculum design

The program, content, form, and implementation method should be appropriate. The school, teachers, and participating forces discuss and propose rich content and related topics selected annually by the Department of Education and Training, making BTTMĐ activities voluntarily accepted by a large number of students.

2.3.3. Implementation of the work of preserving the mother tongue for Tay ethnic students in some schools in Dinh Hoa district, Thai Nguyen province

The results of the assessment of the current status of BTTMĐ activities for students of secondary schools in Dinh Hoa district achieved an average score of 3.59 points, the forms had component scores ranging from 3.32 to 4.16 points. To evaluate this content, we used question number 2 of Appendix 1, the results are as follows:

Table 2.6: Results of the assessment of the implementation of the work of preserving the mother tongue for Tay ethnic students in some schools in Dinh Hoa district, Thai Nguyen province

Form

Level n=145					Average score	Rank
Very unusual through	Not often	Normal	Frequent	Very often	Average score	Rank
Bilingual education	6	22	20	46	51	3.79	2
Organize a contest to find understand mother tongue	10	25	26	46	38	3.53	4
Organize a discussion	16	30	25	39	35	3.32	7
Club activities	15	27	21	47	35	3.41	5
Daily communication between teacher - student	8	44	26	20	47	3.37	6
Through the process teaching culture	0	10	33	26	76	4.16	1

Media

information

9	26	23	42	45	3.61	3
Average score						3.59

- The form "Through the cultural teaching process" achieved 4.16 points, ranked the highest and is considered to be implemented regularly. This is a form that attracts a lot of attention and participation from schools. Through a survey of managers and teachers, it is said that the Tay-speaking students at school often learn through cultural subjects such as literature, geography, history, civic education, etc. This is the most popular form in secondary schools in Dinh Hoa district, with the advantage of easily conveying knowledge and applying it to practical situations where students live.

- The form of "Bilingual education" achieved 4.16 points, ranked first, reaching the level of regular organization. This form is organized regularly by schools and teachers because currently, schools in mountainous and remote areas are interested by the Party and the State and included in the annual action program of mountainous districts using ethnic minority languages. Bilingual education makes it easier for students to attract and stimulate learning, when implemented as a second main language, it helps students feel comfortable and confident in learning culture at school.

- The form of "Media" achieved a score of 3.61 points. Currently, Thai Nguyen Radio and Television Station has a separate program on information and guidance on learning Tay language on television, which gives students the opportunity to learn through the broadcast program. In addition, the program of learning Tay language via the Internet is used by students as a learning channel.

- The form of "Organizing a contest to learn about mother tongue" achieved 3.53 points, schools organized the contest according to the annual program launched by the Department of Education and Training of Dinh Hoa district. Schools organized qualifying rounds, cluster rounds and final rounds according to the topics of homeland, country, ethnic groups, etc. in the Tay language. Through studying the school records, it can be seen that students participated in interest groups registered with the school, or the block.

Classes register separately, then the teams compete and select the best team to compete in the cluster round and the final round. However, this form is only done once a year, it is only effective for groups that prefer their mother tongue to participate, the number of times it is done is too small to select the best individual or group to compete, other students actively register the following year.

- The form of "Club activities" achieved 3.41 points, the normal level. Currently, schools organize BTTMĐ through clubs for individual students who love their mother tongue. The form of club activities does not limit the number of students, but attracting groups to the club is difficult because the students study a lot of culture, the high school curriculum is still quite heavy, so the time for club activities is not much.

- The form of "Daily communication between teachers and students" achieved 3.37 points, ranked as irregular. Currently, teachers using the Tay language in Dinh Hoa secondary schools are not many, accounting for about 12% of schools, so communication can only be carried out by teachers who know the language to chat and exchange information with students.

- The form of "Organizing discussion" achieved 3.32 points, ranked as regular. The form of discussion is a difficult form to implement in schools in Dinh Hoa district, because the implementation time is mainly outside of class hours. To organize well, both managers, teachers and students must focus their time and effort on exchanging and each subject must understand and use the Tay language. Therefore, this form is implemented by a few schools according to the requirements of the Department of Education and Training, organizing points for other schools to participate and discuss together.

Thus, it can be seen that for secondary school in Dinh Hoa district, it will be suitable to organize BTTMĐ through the process of cultural teaching; bilingual teaching; media and mother tongue competitions. These are important bases to help school principals have measures.

Methods for developing program plans, resources, and teacher quality associated with practical implementation effectiveness when implementing the program to preserve mother tongue for Tay students in secondary schools in Dinh Hoa district.

2.3.4. The effectiveness of the implementation of the work of preserving the mother tongue for Tay ethnic students in some schools in Dinh Hoa district, Thai Nguyen province

In order to study the current effectiveness of BTTMĐ forms implemented in secondary schools in Dinh Hoa district, the author used question number 4, appendix 1 to survey teachers' evaluation of the results of BTTMĐ forms implemented in schools, specifically as follows:

Table 2.7. Results of evaluating the effectiveness of forms of work to preserve the mother tongue for Tay ethnic students in some schools in Dinh Hoa district, Thai Nguyen province

The effectiveness of the forms

Level n=145					Average score	Rank
Very ineffective fruit	Inefficient	Normal	Effective	Very effective	Average score	Rank
Bilingual education	0	0	25	45	75	4.34	1
Organize a contest to find understand mother tongue	3	8	17	70	47	4.03	5
Organize a discussion	15	26	22	52	30	3.39	7
Club activities set	13	14	35	44	39	3.57	6
Daily communication between teachers and students born	6	12	17	36	74	4.1	4
Through the process teaching culture	3	8	17	36	81	4.27	2

Media

information

5	13	20	26	81	4.14	3
Average score						3.97

The results of the table above show:

The effectiveness of BTTMĐ forms is very effective with forms such as: Bilingual education (4.34 points); Through the cultural teaching process (4.27 points); has given good results because: for this form, almost all grades participate, when studying and exchanging languages, students are imparted with basic, essential and important knowledge, so the knowledge will be deeply engraved and recorded by them, however, teachers also said that to organize students to participate in BTTMĐ in this form is very difficult for teachers and schools from the preparation stage, teachers choose topics suitable to the psychology, needs and interests of students.

The effectiveness of BTTMĐ forms reached the effective level with the following forms: Media (4.14 points); Daily communication between teachers and students (4.1 points); Organizing mother tongue learning contests (4.03 points); Club activities (3.57 points). Because this form is used quite often, it brings positive effects to BTTMĐ for Tay ethnic students. The purpose of the forms is to diversify the attraction of students to learn their mother tongue to preserve the rich traditions of their ethnic group, so the implementation results ensure the goals set by the school. However, the effectiveness of the form "Organizing seminars" reached 3.39 points, a normal level, due to the difficulties we mentioned above, the effectiveness is not great when the school organizes seminars.

From the viewpoint of the teachers and staff on the above forms of BTTMĐ, we see that the organization of BTTMĐ forms is not unified, only a formality to cope with the general educational requirements of the industry, still based on the feelings of each individual, not going into depth to bring high efficiency in comprehensive education for students. Therefore, in the coming time, teachers and staff of secondary schools in the area

Comment