1. Viet Nam experience on language
classroom mapping:
a tool for planning and managing
bilingual education
4th International Language and Education Conference:
Multilingual Education for ALL in Asia and the Pacific – Policies,
Practices and Processes
6th-8th November 2013 Bangkok
2. Contents of the Presentation
1) 1. Country context
2) 2. Purpose and research questions
3) 2. Process and methodology
4) 3. Results and applications
3. 1. Viet Nam country context
Linguistic and Cultural Diversity in Viet Nam
Population: 86 million
53 ethnic minority groups (13%
of the total population of Viet
Nam;)
54 ethnic groups speaking
approximately 100 languages;
30 languages with scripts;
Rich diversity as to language
genetic affinities
Distinctive characteristic of
language situation all over the
country: mixed population
distribution
Multilingual education as a way towards
achieving quality UPE in Vietnam
UNICEF
Sources: SIL International (www.ethnologue.com)
4. 1.Viet Nam country context
Quality and equity in Ethnic Minorities Education in Viet
Nam
UNICEF
Source: VIES and INTREC/Mekong Economics, (2008). Assessing learning results in Vietnamese Reading
and Mathematic of children grade 5, school year 2006-2007.
Multilingual education as a way towards
achieving quality UPE in Vietnam
5. 1. Positive Experience on Mother Tongue Based
Bilingual Education in Viet Nam
- Vietnamese subject:
children learning, speaking;
they are good at the oral of
VN
- Math: the initial result is
positive;
- For other subjects, MTBBE
students got A+ marks;
- MTBBE students have good
behaviours in school.
Levels MTBBE Non-
MTTBE
Excellent
(86-100%)
67,5% 29,57%
Very good
(66-85%)
24,78% 31,49%
Good (50-
65%)
6,03% 19,41%
Fair (30-49%)
1,30% 9,32%
Fail (0-29%)
0,75% 10,18%
6. 1. Country context:
Assessment results primary level 2010-2011 school
- MTBBE students had better learning outcomes than their
peers.
- MTBBE contributed to better learning outcomes of ethnic
minority children.
6
7. 2. Purpose and Research Questions
Purpose of Research:
- To understand the language situation in the
classroom so that education can be appropriate for
all the students and their communities.
- Students learn best when they can begin studying
in the language that they know best.
Research Questions:
- How many classes and locations are there where all the students
speak the same language? What is the situation for these students?
- How many classes and locations are there where students don't
share the same strongest language?
- What are the language abilities of the teachers?
8. 3. Process of Language Mapping
Project
Planning Training Data
Collection
Data
Anlaysis/
Mapping
Presenting
Results
9. 3. Process and Methodology
- Leadership and participation from all levels of the
educational system (school, district, province, and
national).
- The data collected was carefully checked.
- Maximizing of education system to collect data.
- Training of trainers for the data collection process
– teachers collected data – Principals reviewed
data – District, Province, and National education
levels reviewed the information.
- Basic information was collected that could easily
be collected by teachers and mapped using GIS
software.
10. 3. Process and Methodology
Reviewing Important Points in research
School
• Main School
• Satellite
• Classroom
Information collected according to
• Language
• Location
• Classroom
What are the other factors related to language and
location (academic performance, poverty...)?
11. 1 Satellite School many Class Rooms
Kindergarten
Grade 1
Grade 2
Grade 3
12. Language Scenario at School
Language A
Language C Language B
Is this the situation in every school, at every
location, in every classroom??
13. There are at least two possibilities
Multi-language
School(A) but single
language satellites
Multi-language
School(A) and multi-language
satellites
18. 3.Single Language vs Multi Language Classrooms
51%
36%
13%
Single
Language
(Mong, Dao,
Tay,...)
Single
Language
(Kinh)
Multi
Language
Students in 51% of Lao Cai primary school classrooms
share the same home languages - Mong, Dao, and Tay.
However, their home languages are not used for teaching.
19. 3.Students' Strongest Language
33%
22%
6%
12%
16%
Mong
Kinh
Dao
Tay
not recorded
Nung
Giay
Xa Pho
Ha Nhi
other
languages
20. 3.Percentage of Primary Classrooms with 1 to 8 Languages
2011 – 2012
Percent of Classes 64% of primary school classes in Lao Cai have students that all
1 2 3 4 5 6 7 8
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Languages per Class
speak the same language - Mông, Kinh, Dao, Tày -
21. 70%
5% 3
12%
%
Kinh
Tay
Nung
Muong
Giay
Mong
Dao
not recorded
Phu La
Pa Di
Tu Di
Xa Pho
Thai
San Diu
Hoa
Cao Lan
Teacher Ethnicities
22. Teachers Students
Ethnicities Strongest Language
In Lao Cai primary schools, 70% of the teachers are Kinh and speak
Vietnamese as their mother tongue but Vietnamese is the strongest language of
only 22% of the students.
23. Single Language Classes with the Ethnicity of Their Teachers.
Teachers Language of Class
All
classes
Single
Lg
Classes
Ethnicity of Teachers Mông Dao Kinh Tày Giáy Nùng
Kinh 2426 1565 649 309 277 92 56 19
Tay 585 392 210 66 46 21 15 14
Nung 218 135 78 31 5 4 3 6
Mong 105 73 48 14 5 1 1 3
Muong 114 63 26 19 7 4 4
Giay 108 60 30 12 5 4 4 3
Dao 90 51 22 7 8 6 3 2
Total Classes 3808 2440 1122 475 361 140 83 55
Teacher Student Match 14.88% 363 48 7 277 21 4 6
Ethnic Classes Single Lg 1932
4.45% 86 48 7 21 4 6
25.98% 502 105 90 140 83 55
Teacher Ethnic Student
match
Maximum Teacher Ethnic
Student Match Possible
24. How many students can be helped by MTBBE in
single language classrooms?
Study Environment - Single vs Multi Language
Mong Dao Kinh Tay Giay Nung
25,000
20,000
15,000
10,000
5,000
0
Total Students Students at Monolingual Site
Approximately 19,000 Mong and Dao students could immediately be a part of
an MTBBE program.
25. Percent Students in Monolingual Class per Grade
1 2 3 4 5
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Grade
Monolingual Class Mong Monolingual Class Dao
Students in Monolingual Class
The percentage of students in monolingual classes is farily consistent
across grades which would allow MTBBE through grade 5.
26. Grade 1 Academic Performance 2010-2011
Excellent Good Average Weak
60%
50%
40%
30%
20%
10%
0%
Kinh
MTBBE
Province
Average
Grade 1
Mong
The MTBBE program is helping Mong children close the learning gap
between themselves and other ethnic groups.
27.
28. 4. Applications
Local:
Adjust teacher training and allocation especially ethnic
teachers to match student languages.
Expand for MTBBE planning.
Conduct further research, expand mapping to other levels
(Kindergarten and Secondary school).
Inform policy and plans for human resource training,
management and development to support the education
system.
Ministry of Education and Training:
Share the methods and results of language mapping with
other programs to strengthen ethnic education and make it
more effective.
Editor's Notes
This context could be good for language and culture exchange and contact, BUT challenges for language development and use in schools
More disadvantaged than Kinh children in education attainment, as measured by rates of primary school completion, lower secondary school net enrolment, and lower secondary school net attendance.
Issues :
- Quality and equity in UPE
Increasingly, vulnerable and excluded groups lack equal access to quality education at all levels
The Government of Viet Nam is strongly committed to achieving the EFA objectives and MDGs BUT... structural challenges remain to reach the remaining 18%, the majority of whom are poor, disadvantaged and ethnic minorities.
In addition to other challenges like poverty, isolation, Ethnic minority children don’t have, or have very limited access to education in their mother tongues.
Lớp 1: 14 lớp, 248 HS; Lớp 2: 14 lớp, 258 HS
Chất lượng học tập của học sinh các lớp song ngữ cao hơn nhiều so với lớp phổ thông bình thường. cả 3 môn cơ bản Tiếng Việt, tiếng mẹ đẻ và môn toán.
Học sinh tự tin trong học tập và điều quan trọng là học sinh thích đi học. Cho nên tỉ lệ chuyên cần rất cao.
Lớp 1: Giỏi 28,2%; khá 44%; TB 26,6%, Yếu 1,2%
Lớp 2: Giỏi 27,2%; khá 43,6%; TB 33%, Yếu 0%
Lớp 1 & 2: So sánh kết quả học tập giữa học sinh lớp song ngữ và học sinh lớp thường về môn Toán (tháng 5 năm 2010, lứa học sinh thứ hai)- Grade 1: It is clear that MTBBE students outperformed non-MTBBE students, scoring 75.35 out of a maximum of 100 while the non-MTBBE scored only 61.43. In addition, it is important to note MTBBE students’ performance (75.35) is closer to the Kinh students’ performance (85.92) with a difference of 10.57 points, than to that of non-MTTBE (61.43) with a difference of 13.92 points. This indicates that learners’ proficiency of the language of instruction significantly affects their academic performance.
- Grade 2: Similarly in Grade 2, a comparison between MTBBE and non-MTBBE shows that the difference in terms of Math is also statistically significant: the non-MTBBE group had an average score of 74.42 of a maximum of 100 while the MTBBE group scored 85.42. In addition, similar to the results of Grade 1 assessment, it is important to note MTBBE students’ performance (85.42) was closer to the Kinh students’ performance (90.78) with a difference of 5.36 points, than to that of non-MTTBE (74.42) with a difference of 11 points. This again indicates that learners’ proficiency of the language of instruction significantly affects their academic performance.
