Bilingual lessons: key to success in Vietnam's mountain regions!

Bilingual lessons: key to success in Vietnam's mountain regions!

In the mountain regions of Vietnam, especially in provinces such as Ha Giang, Lao Cai, Lai Chau and Dien Bien, everyday school life for first graders is a unique challenge. As a rule, these children speak their mother tongues, such as Mong, Dao or Thai, which makes the lessons in the national language of Vietnamese considerably more difficult. With a high degree of patience and commitment, the teachers have to prepare for not only teaching letters, but primarily to build relationships with the students. This is emphasized by Ms. Nhe Thi Phuong, teacher at the PO Qua-School in Ha Giang, who reports on the difficulty of teaching children like Tho Mi Mi who do not understand Vietnamese.

To overcome these barriers, flexible and intuitive teaching methods are used in class. Teachers use various aids, including pictures, videos and games to facilitate access to the Vietnamese language. The use of real objects also promotes learning and ensures that the students actively participate in the lessons. It is noteworthy that teachers bother to learn the national language of their students. These measures improve communication and enable a more profound understanding.

bilingual education and cultural integration

The bilingual lessons, which both contains the mother tongue of the students and Vietnamese, is crucial for understanding the learning content. Not only does it help to understand the teaching material better, but also makes it easier to familiarize your own culture. The students receive additional Vietnamese lessons every week, and ethnic lessons are also offered in the respective language of the students. Parents who often do not speak Vietnamese play an active role by accompanying their children for class and supporting them in the learning process. This creates a strong backing within the community.

Education experts emphasize the importance of a respectful learning environment and the intercultural bilingual education (IZE). This underlines the relevance of enabling children in multicultural and multilingual contexts to have extensive training. Historically speaking, the need for bilingual education was recognized in many countries that are shaped by a variety of cultures, as in Latin America. These approaches, which have often arisen from the need to survive in a multilingual society, show that students often achieve better results in such programs than in monolingual classes.

In the Vietnam case, it can be seen that the teachers in the highland regions not only convey knowledge, but also strengthen the self -confidence of the students. The aim is that Vietnamese is no longer an obstacle for these children. Rather, it should become a valuable companion in the learning process, which is associated with the promotion of self -confidence and intercultural exchange. This strategy also corresponds to the global endeavors to promote intercultural education and to preserve linguistic diversity that is still confronted with challenges in many countries, especially in Latin America, such as discrimination on indigenous languages.

The generation of multilingual education initiatives is also discussed in other countries such as Ecuador, Peru and Bolivia, where the inclusion of indigenous languages ​​and cultures is becoming increasingly important. This is in accordance with the global trends to appreciate the cultural diversity and to promote a respectful intercultural dialogue. In Vietnam, the bilingual education helps to better integrate ethnic minorities into society, which can lead to positive social changes.