VIETNAMESE EDUCATION FOR ETHNIC MINORITY PRESCHOOL CHILDREN IN THE NORTHERN MIDLAND AND MOUNTAINOUS AREAS OF VIETNAM

Abstract

This study uses the survey method of questionnaires and qualitative methods to learn about the characteristics and role of language and educational measures to improve the understanding and ability to use  the second language (Vietnamese) of ethnic minority preschool children in the Northern midland and mountainous areas of Vietnam. Differences in living, economic, and cultural conditions have led to distinctive features in the language of preschool children of ethnic minorities, such as: the children's vocabulary of their first language (mother tongue) develops faster than Vietnamese vocabulary; some ethnic groups live in remote areas where living conditions are isolated, so children only have experience with their mother tongue. From the data collected, the authors propose three groups of solutions: (i) building a language education environment; (ii) impacting the individual child; (iii) cooperating with families and communities in language education for children. These groups of solutions, if implemented simultaneously, will have a positive effect on the ability to use Vietnamese for preschool children of ethnic minorities in the northern midland and mountainous areas of Vietnam.