communication, the goal will be achieved quickly and completely. On the contrary, if a certain requirement is not achieved, the communication effect will not be as expected. Therefore, the important issue for each of us is to practice communication skills in Vietnamese to improve communication effectiveness.
1.2.3. Educational activities
Educational activities can be understood at two levels:
- In a broad sense: Educational activities are a specific type of activity of human society aimed at reproducing human needs and capacities to maintain social development, to perfect social relationships through forms, contents, and measures of systematic, methodical, and intentional impact on the subject in order to form, develop, and perfect personality in all aspects of morality, intelligence, physicality, and aesthetics [25]
- In a narrow sense: Educational activities are pedagogical activities organized in schools in a planned and purposeful manner. In which, under the leading role of the educator, the educated actively and proactively self-educate and self-train to form the foundation of a scientific worldview, the qualities and personality traits of a citizen and a worker. [25]
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1.2.4. Teaching communication skills in Vietnamese
Teaching communication skills in Vietnamese is a process of oriented, purposeful, and planned impact of teachers on students, an educational process of schools and related forces to achieve the set goals and determine the level of achievement in communication skills in Vietnamese.
1.2.5. Ethnic minority students
The concept of ethnic minorities is used to refer to groups of people who have differences in some aspects with the general community in society. They can be different from the majority group in terms of language and culture. Differences in perception and religion, economic circumstances, living conditions and income, etc. and accompanied by differences in the way the community treats them. Thus, ethnic minority students are students of ethnic groups with a smaller population than the majority within the territory of the Socialist Republic of Vietnam.
Ethnic minority students are ethnic minorities from the time they were young.
With their families, they often have to speak their own ethnic language, but when they enter school, they are forced to communicate fluently in Vietnamese to be able to follow the current education and training program. The use of communication skills in Vietnamese is still limited, causing students to have many complexes, lack of confidence, and be afraid to go to class. Therefore, teaching communication skills in Vietnamese for ethnic minority students needs to be taken seriously and implemented regularly and seriously to help them be confident, have the ability to absorb and communicate fluently in Vietnamese, and shorten the gap in learning ability of students from different ethnic groups.
1.2.6. Managing communication skills education activities in Vietnamese for ethnic minority students at high schools
Vietnamese is chosen as the common language for ethnic groups in Vietnam. Vietnamese communication skills are concretized by using common communication tools both in schools in two forms: speaking and writing, and in society to express the purpose and needs of the subject. Ensuring that students have basic skills in using Vietnamese to complete the high school education program; creating a premise for learning and acquiring knowledge of the next levels of education. Therefore, it can be understood that the activity of educating communication skills in Vietnamese for ethnic minority high school students is concretized by:
- Students need to understand the meaning of words before learning the sounds in words. Students need to understand the meaning of words in the lesson, difficult words are adverbs, adjectives, abstract nouns.
- Through interacting with classmates in Vietnamese communication, learning together, discovering and solving problems, learning will be more effective.
- Activities to teach communication skills in Vietnamese for ethnic minority students at high schools must clearly demonstrate communication requirements, language development purposes, experiences, sharing group activities to build lessons, decorate classrooms... to improve the students' own products.
- Students learn effective communication skills in Vietnamese in an environment.
safe, friendly, supportive and respectful learning.
- Children have a wealth of knowledge accumulated from their family, community and ethnic cultural traditions. Teaching/learning communication skills in Vietnamese for ethnic minority students at high schools needs to be based on what they already know.
Managing the activities of teaching communication skills in Vietnamese for ethnic minority students requires high schools to master the standards of communication skills in Vietnamese that need to be formed in students, organize and guide teachers to design assessment tools and organize realistic assessment processes to accurately reflect the current situation of communication in Vietnamese among students, on that basis, there are measures to direct, control and adjust the teaching and learning process effectively.
Managing communication skills education in Vietnamese for ethnic minority students is a process of oriented, purposeful, and planned impact of the principal on teachers, students, the school's educational process, and related forces to achieve the set goals and determine the level of achievement in Vietnamese communication skills, attitudes of ethnic minority students with listening, speaking, reading, and writing content in authentic contexts compared to output standards, on that basis, there are measures to direct, control, and adjust the activities of communication skills education in Vietnamese for ethnic minority students to improve the quality of two-sided education in high schools.
1.3. Basic issues on teaching traffic skills in Vietnamese for ethnic minority high school students
1.3.1. Psychological and communication characteristics of ethnic minority high school students
1.3.1.1. Psychological characteristics of ethnic minority high school students
High school age is a period of special importance in the life of every person. General education is the basic condition for improving people's knowledge, the initial basis for training children to become people with comprehensively developed personalities, meeting the requirements of society and the country. The quality of general education depends on many factors, in which the ability to understand students (a component of the pedagogical capacity of educators) is important. Because, on the basis of understanding the psychological characteristics of students, educators will choose appropriate and effective educational and teaching methods. Teaching Vietnamese to ethnic minority students in
The mountainous provinces are always the top priority of those who are teaching here. That is teaching Vietnamese as a second language for ethnic minority high school students. The purpose of this language education is to provide them with a communication tool, a unique means of thinking to quickly integrate into the community, live under the common roof of Vietnam, speak the same language, use the same language, and promote the strength of the whole nation in the new revolutionary cause. However, in terms of quality, the effectiveness of current language education for ethnic minority high school students is still low. Students do not have enough Vietnamese vocabulary to understand other subjects. The cause of this situation is that their Vietnamese language skills and knowledge are still limited. In order for the education of communication skills in Vietnamese for ethnic minority high school students to be effective, educators need to grasp the psychological characteristics of ethnic minority high school students at high schools.
- Cognitive characteristics
In general, the psychological traits, the will to practice, the sense of observation, the memory, the perseverance, the discipline... of ethnic students have not been well prepared. Besides, the sensory perception is quite well developed, the feelings and perceptions of the students have unique features. However, it is not yet complete; the vague feelings do not see the nature of things and phenomena.
The ability to analyze, synthesize, and generalize develops slowly, the ability to think in general and the ability to perform mental operations in particular are difficult to form. The thinking process of these children is only at an average level. From the above psychological characteristics, it can be seen that: the ability to think experientially is high compared to the general level of the age group; However, the ability to think logically is still low compared to the requirements. Habitual knowledge is formed through experience, affecting the process of performing intellectual operations of children; the ability to remember consciously and intentionally is still weak. Especially in terms of language, they are familiar with their mother tongue, while the process of cognition and knowledge acquisition in the future takes place in Vietnamese, so in terms of communication, they have difficulties.
Ethnic students have advantages in physical strength, personality, love of work, respect for teachers, honest friendship, bravery, besides students who are shy, timid, self-conscious, self-esteem, many students are altruistic, eager to learn, especially the will to strive. In their lifestyle, they are not constrained, have bad habits (such as slow style, lack of neatness, lack of hygiene) affecting the educational work when they
attend school
It is necessary to equip students with a common language to expand the scope of communication needs, realize age-specific needs and unique features in the needs of ethnic high school students today.
- Self-esteem and pride are basic characteristics of ethnic high school students.
Inferiority combined with limited ability to express themselves in Vietnamese and a need to enjoy spiritual life much lower than Kinh students makes them feel difficult to integrate.
At the same time, ethnic minority students have high self-esteem. If they encounter harsh criticism or poor academic results, are too far behind their friends in some aspect of life, or are ridiculed by their friends... they easily distance themselves from their teachers and friends and drop out of school. If teachers do not understand clearly, they will lack the necessary enthusiasm to find directions and solutions to solve their problems.
In addition, ethnic minority students are often quiet, shy, easily embarrassed, and lack necessary ambitions and dreams. Therefore, external influences easily cause these students to drop out of school and get married early.
Learn and master the psychological characteristics, personality, ability, circumstances, family... of each student in the homeroom class. Pay more attention to students who are ethnic minorities, educate and influence students to actively participate in learning and collective activities.
1.3.1.2. Communication characteristics of ethnic minority high school students
* The need for communication in Vietnamese of ethnic minority high school students
The requirements of activities and basic relationships of students in school, in society, and in daily life will affect the need to communicate in Vietnamese of ethnic minority students. Ethnic minority high school students communicate in Vietnamese with members of their living and learning environment with basic needs: information needs, emotional needs, and personal needs. In the process of communicating in Vietnamese, ethnic minority high school students aim for the following basic information:
- Information about learning activities: lesson content, learning methods, knowledge
new scientific knowledge to support learning and research in schools.
- Information about other activities in the school: Youth Union activities, extracurricular activities, after-school activities, cultural and artistic activities, sports...
- Information about teachers and friends
- Information about yourself: comments and assessments of others about yourself, your influence on those around you.
Along with satisfying the need for information, in the process of interacting with teachers and friends, students aim for a common psychological sympathy. This comes from the need to participate in a new environment and community, to be recognized, to exchange, to work together to achieve goals in life.
* Communication content in Vietnamese
- Cognitive communication: Through the process of communication and contact with teachers and friends, ethnic minority students learn new knowledge and new experiences at a much broader level than in previous stages. At the same time, through communication, they learn about the interlocutor and themselves.
- Work communication: During class hours, class meetings, common activities, experiential activities... students perform specific roles to carry out their own tasks.
- Emotional communication: During the process of contact with the communication object, children will express their emotional attitudes towards the interlocutor and the content of the story, thereby expressing emotions, sharing, beliefs, feelings, respect...
* Vietnamese communication objects of ethnic minority high school students
Ethnic minority high school students are entering adulthood, which means that each individual participates in a communication environment with many new communication objects and different communication methods. The communication objects of ethnic minority students are expressed through communication groups. In addition to the formal groups in and out of school, in their lives, there will appear many informal groups such as: close friends, classmates, friends from the same village - commune, hamlet - neighborhood, groups of friends participating in activities, groups of friends with common interests... The appearance of many different groups of friends makes the communication objects of
Children become rich, diverse, and have a much broader range of communication.
The communication objects of ethnic minority students are related to their communication scope. If the number of communication objects is increased, their communication scope will also be expanded. When entering high school, students have changed their learning environment and living environment, so in general, their communication objects and scope are mostly in the direction of expansion, richness and diversity, at the same time, suitable for the characteristics related to their main activities and personality characteristics at this stage.
* Communication range
The communication object is expanded, the communication content includes many complex topics, it is no longer limited to the family environment, village but it is an open environment at school with new teachers and friends from many ethnic groups with many different cultures, a new living environment that requires higher requirements on communication skills to easily live and integrate into it.
* Means of communication
Vietnamese is the common language for communication in schools and in society. However, the way in which ethnic minority high school students use this means is influenced by their language ability, communication circumstances and the nature of their relationships in life. For ethnic minority high school students, the language interference between their mother tongue and Vietnamese can influence the way they use Vietnamese in communication. This is expressed through the pronunciation, word usage, expression, etc. of each student.
1.3.2. Meaning and importance of KNGT education activities in Vietnamese for ethnic minority high school students
Communication is an indispensable need of every person living in Vietnamese society, thanks to communication skills, people can live together and integrate into a constantly changing Vietnamese society. Reality has proven that people operate successfully and effectively thanks to communication skills, accounting for 60%. Communication is an extremely important tool for all of us in life and at work. Good communication skills are the key to starting other successes. Communication is also an indispensable way to help us enjoy life in Vietnamese society.
According to the most recent report of the National Assembly Committee for Ethnic Minorities [24], the literacy rate of ethnic minorities is only 79.2% while the national average is 94.7%. The rate of ethnic minority students attending high school is only 41.8% and the general literacy rate is low. In addition to encouraging ethnic minority students to attend high school, helping them to have fluent communication skills in Vietnamese is also a problem for educational policy makers. Ethnic minority students are characterized by being straightforward, honest and self-respecting, combined with limited ability to express themselves in the common language. Ethnic minority students often have high self-esteem. If they encounter harsh criticism or when their academic results are poor, they are too inferior to their friends in some aspect of life, are ridiculed by public opinion, etc., they easily distance themselves from teachers and friends or drop out of school...
Teaching communication skills in Vietnamese for ethnic minority high school students plays a very important role in improving their ability to use Vietnamese, ensuring that they have basic skills in using Vietnamese to complete the high school education program; creating a premise for studying and acquiring knowledge of the next levels of education; contributing to improving the quality of life and sustainable development of ethnic minorities, contributing to the overall progress and development of the province.
Teaching Vietnamese language skills to ethnic minority high school students is an important task that not only helps overcome language limitations for students but also gradually improves the quality and effectiveness of high school education in ethnic minority areas. Creating a premise for learning and acquiring knowledge of the next levels, while eliminating language barriers so that ethnic minority students can increasingly progress in their studies, have access to advanced and modern education to become knowledgeable people contributing to the development of society and the country.
Teaching communication skills in Vietnamese in general schools is a very important content, helping students to be more confident, behave in a cultured manner, be aware of living in a truly friendly community, and reasonably resolve conflict situations. They are the ones who know how to speak up, protect the right, have an attitude of condemning and resolutely eliminating all acts of violence. They will be more proactive in their own lives. Teaching communication skills in Vietnamese for students