3.1.6. Principle of ensuring synchronization 84
3.2. Measures to manage education to preserve the mother tongue for ethnic minority students at secondary schools in Dinh Hoa district, Thai Nguyen province 84
3.2.1. Raising awareness for managers, teachers and other forces participating in activities to preserve the mother tongue of Tay ethnic students at Secondary School 84
3.2.2. Completing the organization of thematic activities for teachers in the direction of approaching the content of preserving the mother tongue for ethnic minority secondary school students.
................................................................ ................................................................ ...87
3.2.3. Strengthening coordination with family education to educate and preserve the mother tongue for ethnic minority secondary school students 90
3.2.4. Perfecting legal conditions for mother tongue preservation education for ethnic minority students in secondary schools 92
3.2.5. Increasing diversification of education forms to preserve mother tongue for ethnic minority students 94
3.2.6. Implementing communication and education on preserving mother tongue for ethnic minority secondary school students 97
3.3. Relationship of measures 99
3.4. Testing the necessity and feasibility of measures ..100 3.4.1. Survey subjects 100
3.4.2. How to conduct the survey 100
3.4.3. Purpose and content of survey 101
3.4.4. Survey results 101
CONCLUSIONS AND RECOMMENDATIONS 107
REFERENCES 110
APPENDIX .....................................................................................................................
LIST OF SYMBOLS AND ABBREVIATIONS
TT
Symbol | Abbreviation | |
1 | BTTMĐ | Preserving the mother tongue |
2 | CBQL | Management staff |
3 | CM | Expertise |
4 | IT | Information technology |
5 | DH | Teach |
6 | Education and Training | Education and training |
7 | GV | Teacher |
8 | HS | Pupil |
9 | HT | Principal |
10 | KTDG | Check reviews |
11 | PHT | Vice Principal |
12 | PPDH | Teaching methods |
13 | QLGD | Education Management |
14 | SHCM | Professional activities |
15 | TCM | Professional team |
16 | Secondary School | Junior High School |
17 | High School | High school |
18 | TTCM | Head of professional team |
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LIST OF TABLES
Table 2.1: Size and qualifications of secondary school teachers in Dinh district
Chemistry 2016-2018 44
Table 2.2. Student size, academic performance and conduct of secondary schools in Dinh Hoa district, Thai Nguyen province 45
Table 2.3. Meaning of average score 48
Table 2.4: Assessment results on the importance of preserving the mother tongue for Tay ethnic students in some schools above
Dinh Hoa district, Thai Nguyen province 49
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 54
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 56
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 59
Table 2.8: Evaluation results of planning for mother tongue preservation education for Tay ethnic students in schools in the locality
Dinh Hoa district, Thai Nguyen province 61
Table 2.9: Evaluation results of the organization and implementation of mother tongue preservation education for Tay ethnic students in the above schools
Dinh Hoa district, Thai Nguyen province 65
Table 2.10: Evaluation results of the work of directing the implementation of mother tongue preservation education for Tay ethnic students in the above schools
Dinh Hoa district, Thai Nguyen province 68
Table 2.11: Results of testing and evaluating the work of educating and preserving the mother tongue for Tay ethnic students in schools in the locality.
Dinh Hoa district, Thai Nguyen province 70
Table 2.12: Results of assessing factors affecting the management of education to preserve the mother tongue for Tay ethnic students at secondary schools in Dinh Hoa district, Thai Nguyen province 74
Table 3.1: Survey results on the necessity of measures to manage BTTMĐ educational activities of Tay ethnic students in secondary schools in Dinh Hoa district, Thai Nguyen province 102
Table 3.2: Survey results on the feasibility of measures to manage BTTMĐ educational activities of Tay ethnic students in secondary schools in Dinh Hoa district, Thai Nguyen province 103
INTRODUCTION
1. Reason for choosing the topic
Vietnam is a multi-ethnic and multi-lingual country, with 54 ethnic groups and more than 90 different languages. Each ethnic minority community has its own language, of which Vietnamese is the common language of communication. However, the trend of international integration is creating the risk of ethnic minority languages declining.
The issue of the relationship between languages, language education and language use in ethnic minority areas in Vietnam has been raised for a long time and is still considered urgent, first of all because of the requirement to unify the will and strengthen national solidarity, while demonstrating equality among ethnic groups. It is necessary to preserve and develop the identity features in the traditional culture of each ethnic group. Because language is not only a basic element of culture, a manifestation of humanistic values, but also a means to form and transmit the most important forms in the spiritual and cultural life of a nation. At the same time, that also contributes to preserving and developing the diversity of Vietnamese culture. There are many things to discuss about the issue of language education and language use in ethnic minority areas in Vietnam, as well as the role and position of ethnic minority languages today. This is not only a matter of linguistics, but also of education, ethnology, literature, folklore, psychology, of ethnic policy makers and implementers and of the people themselves... However, the problem of the decline and disappearance of the mother tongues of ethnic minorities, in the current situation in our country, is of concern to many people...
In our opinion, there are three reasons for the decline of ethnic minority languages. (i) First, in terms of demographics: The number of people speaking ethnic minority languages in Vietnam is not much (very little compared to Vietnamese), the number of people who can speak ethnic minority languages is often in the
The elderly and middle-aged, and the young know less of their "mother tongue", even many children do not know their mother tongue... Naturally, languages with a small number of speakers, scattered, and not used by many ages are at risk of being lost more quickly. (ii) Second, regarding cultural-linguistic factors: Currently, more than half of ethnic minorities in Vietnam have written languages, the above-mentioned language systems have a very narrow scope of use and are not known by many people. On the other hand, most of the languages of ethnic minorities in Vietnam have not been taught in an organized way for a long time, but have only been taught spontaneously, or used in the form of colloquialism within the family, village... (iii) Third, regarding psychological-social factors: In our country, ethnic minorities highly value the cultural identities passed down by their ancestors, including their mother tongue. However, for many different reasons, mainly economic, parents have to direct their children to master Vietnamese and foreign languages (English, French, Chinese, Japanese...) to find jobs and secure their livelihoods.
Dinh Hoa district, Thai Nguyen province has 14 ethnic groups living together. Ethnic minorities account for 70.13% of the district's population, of which the Tay people in Dinh Hoa have a population of over 43,367 people, accounting for 49.2% of the district's population. In recent years, the education and training career of Dinh Hoa district has received much attention, policies of the Party and State, foreign projects to implement the work of preserving the mother tongue for ethnic minority students, but mainly only at the preschool and primary levels without really paying attention and focusing on maintaining and developing the work of preserving the mother tongue for ethnic minority students at higher levels from secondary school and above. From that reality, I chose the issue of "Management of education to preserve the mother tongue for Tay ethnic students in secondary schools in Dinh Hoa district, Thai Nguyen province" as the topic of my master's thesis.
2. Research purpose
Based on theoretical research and the current situation of preserving the mother tongue for Tay ethnic students, the topic proposes measures to manage and educate the preservation of the mother tongue for Tay ethnic students in some secondary schools in Dinh Hoa district, Thai Nguyen province to improve the quality of education, increase the effectiveness and promote the education of preserving the mother tongue for ethnic minority students in secondary schools in Dinh Hoa district, Thai Nguyen province.
3. Research object and subject
3.1. Research object
Educational management to preserve mother tongue for Tay ethnic students in secondary schools.
3.2. Research subjects
Managing education to preserve the mother tongue for Tay ethnic students in secondary schools in Dinh Hoa district, Thai Nguyen province.
4. Research tasks
4.1. Building a theoretical basis for educational management to preserve the mother tongue for Tay ethnic students in secondary schools.
4.2. Assessment of the current status of education management to preserve the mother tongue for Tay ethnic students in some secondary schools in Dinh Hoa district, Thai Nguyen province.
4.3. Propose some measures to manage education to preserve the mother tongue for Tay ethnic secondary school students in Dinh Hoa district, Thai Nguyen province.
5. Scientific hypothesis
Currently, the management of education to preserve the mother tongue for ethnic minority students by the Principal still has many limitations. If measures to manage education to preserve the mother tongue for students are proposed in accordance with the characteristics of ethnic minority secondary schools, it will contribute to improving the quality of education.
The current quality of mother tongue preservation education for ethnic minority students, overcomes the phenomenon of ethnic minority language fading away, and at the same time preserves the cultural values of the ethnic group. In addition, it improves the effectiveness and promotes mother tongue preservation education activities for ethnic minority students in secondary schools.
6. Scope of research
The topic focuses on studying educational management to preserve the mother tongue (Tay language) for ethnic minority students within the school.
The topic focuses on surveying 23 secondary schools in Dinh Hoa district.
- Thai Nguyen province with 30 managers and 115 teachers.
7. Research methods
7.1. Theoretical research methods group
We use this group of methods to collect scientific information, documents on viewpoints surrounding the issue; policies of the Party and State on preserving ethnic minority languages. In this topic, the main methods used are:
- Analysis and synthesis method: To analyze and synthesize scientific documents to serve the research of the problem.
- Method of classifying and systematizing theory: To arrange scientific documents and directives into a system of strict logical theories according to each aspect, each unit of knowledge, each scientific problem.
7.2. Group of practical research methods, including:
7.2.1. Observation method : Observe the process of organizing BTTMĐ activities for Tay ethnic students in secondary schools to collect information to serve the research process of the topic;
7.2.2. Educational investigation method: Using questionnaires to survey managers and teachers of secondary schools in Dinh Hoa district, Thai Nguyen province to collect information on the current situation of organizing BTTMĐ activities for students and managing activities.