This Circular stipulates the principles and specific measures for implementing the teaching of ethnic minority languages and scripts, aiming to universalize primary education in Vietnamese while preserving and developing the languages and cultures of ethnic minorities. This Circular applies to the Ministry of Education and Training, Departments of Education and Training, schools, and teachers.
适用范围
The Ministry of Education and Training; Departments of Education and Training; kindergartens, primary schools, literacy classes, and cultural supplementary classes in ethnic minority areas; ethnic language teachers; ethnic minority people.
要点
- Educational institutions need to implement the teaching of ethnic language subjects (spoken language, script) in kindergartens, primary schools, and literacy classes in ethnic minority areas based on the curriculum and plan of the Ministry of Education and Training.
- Ethnic language lessons are considered equal to other subjects, aimed at helping students acquire knowledge in both their ethnic language and the common language.
- The ethnic language subject curriculum needs to be developed in accordance with the type of script, phonetic structure, and learning conditions of students. Teaching begins from Grade 3 for scripts based on the Latin system, and may start from Grade 1 for traditional scripts.
- Departments of Education and Training need to conduct training and capacity building for ethnic language teachers, focusing on their ability to teach two languages: the common language and the ethnic language.
- The teaching of ethnic languages is determined at preschool, primary school, and continuing education levels, aimed at providing ethnic minorities with initial foundations for self-study and improvement in their mother tongue and writing skills.
🌐 本文件的社会影响
- Positive impact: Helps preserve and develop the languages and cultures of ethnic minorities; creates opportunities for ethnic minorities to access education in Vietnamese.
- Negative impact: May face difficulties in organizing teaching in remote areas due to a lack of teachers and facilities.
❓ 常见问题
When does the teaching of ethnic languages begin?
The teaching of ethnic languages begins from Grade 3 for scripts based on the Latin system, while it may start from Grade 1 for traditional scripts.
What additional allowances do ethnic language teachers receive?
Teachers in ethnic minority regions who teach the ethnic language curriculum and textbooks prescribed by the Ministry of Education and Training will receive an additional responsibility allowance.
What contents should the ethnic language subject curriculum include?
The ethnic language subject curriculum needs to be developed in accordance with the type of script, phonetic structure, and learning conditions of students, aimed at helping students become relatively proficient and solid in reading and writing their ethnic language.
At which educational levels is the teaching of ethnic languages applied?
The teaching of ethnic languages is implemented at preschool, primary school, and continuing education levels, aimed at providing ethnic minorities with initial foundations for self-study and improvement in their mother tongue and writing skills.
What actions must Departments of Education and Training undertake?
Departments of Education and Training need to conduct training and capacity building for ethnic language teachers and develop plans to assign teacher training and capacity building programs for ethnic language teachers and bilingual teachers to teacher training colleges.
全文
CIRCULAR
H||| Guidelines for teaching spoken language and writing of ethnic minorities
___________________________
||| On February 22, 1980, the Council of Ministers (now the Prime Minister) issued Decision No. 53/CP on "Policy towards the writing system of ethnic minorities."
||| On August 16, 1991, the State enacted the Law on Universal Primary Education, which states in Article 4: Primary education shall be conducted in Vietnamese. Ethnic minority groups have the right to use their own spoken language and writing system together with Vietnamese to conduct primary education."
||| To effectively implement the aforementioned policies, the Ministry of Education and Training provides specific guidance as follows:
||| 1. Some general principles:
||| - Implementing the Law on Universal Primary Education, first and foremost, the teaching of ethnic language subjects (including spoken language and writing) shall be carried out in kindergartens, primary schools, literacy classes, and supplementary education classes in areas inhabited by ethnic minorities. Teaching ethnic languages must be based on the curriculum and teaching plans of these types of schools and classes.
||| - The teaching of ethnic languages must be implemented in a solid manner, after ensuring the following conditions: approval from the People's Councils and People's Committees at provincial and municipal levels to proceed with teaching, having a curriculum and teaching materials, sufficient teachers, and adequate facilities. In places where ethnic language teaching is currently underway, these conditions must be strengthened to ensure continuous and quality teaching.
||| - At institutions teaching ethnic languages, ethnic languages shall be taught as a subject, equal to other subjects in school, with the aim of helping students quickly and easily absorb knowledge transmitted in both ethnic and common languages, contributing to the preservation and development of ethnic languages, writing systems, and traditional cultural heritage.
||| Diversify forms of ethnic language teaching. Students can choose suitable learning methods: studying at school, at home, in additional classes outside regular hours, learning ethnic languages after completing primary education... Establish literacy classes for older adults in villages and hamlets, evening and night classes for ethnic languages... Regardless of the teaching method, it must strictly follow the curriculum and teaching materials prescribed by the educational sector.
||| 2. Specific actions to be taken:
||| a) Develop ethnic language subject curricula, compile textbooks and teaching materials as needed.
||| Based on the type of writing system, phonetic structure, and learning conditions of students, develop curricula and teaching plans, and compile ethnic language textbooks that are appropriate to the goal of teaching students to read and write their ethnic language relatively fluently and confidently.
||| - For ethnic languages using the Latin script, the ethnic language subject should begin in Grade 3, after students have completed and mastered the Vietnamese phonetic system to avoid the situation where young students in Grades 1 and 2 have to learn two different phonetic systems simultaneously.
||| - For traditional writing systems (Chinese, Khmer, Cham, Thai), due to differences in the writing system and phonetic structure compared to the Vietnamese script, mastering the phonetic system requires more time, so teaching can start from Grade 1, so that after completing primary education, students can read and write their mother tongue relatively fluently.
||| - The ethnic language subject should be included in the overall teaching plan: in primary schools, four lessons per week. Schools and classes teaching ethnic languages must meet requirements and follow the curriculum distribution, students are evaluated and their results recorded in grade books like other subjects.
||| - Proceed to revise and compile ethnic language textbooks to align with the curriculum and teaching plan as prescribed.
||| - All types of ethnic language subject curricula must be reviewed and officially issued by the Central Review Board. Ethnic language textbooks and teaching materials must be beautifully printed in multiple colors and distributed free of charge to students. Initially, develop the ethnic language subject curriculum for Cham, Khmer, Thai, Tay, Nung, and other languages such as Ede, Jarai, Bana, Sedang, and K'ho in the Central Highlands; evaluate and review the Chinese language curriculum applied since the 1989-1990 academic year in Ho Chi Minh City, continue compiling Chinese language textbooks from Grade 1 to Grade 9 as prescribed; implement teaching of the Hmong language according to the new curriculum and textbooks compiled in provinces with large Hmong populations; revise or recompile ethnic language textbooks to align with the primary school curriculum.
||| b) Strengthen the training and upgrading of ethnic language teachers.
||| - Based on the specific curricula, teaching plans, and content of ethnic language subjects, localities should organize teacher training and upgrading. In the training plan, select local people, ethnic minority individuals with certain knowledge, understanding of ethnic languages and scripts to study at normal schools so that after training, they can immediately work in their locality. Training content must focus on the ability to teach two languages: common language and ethnic language. Annually, organize teacher upgrading sessions to improve proficiency in ethnic languages and scripts, bilingual teaching methods through seminars, specialized activities...
||| - Departments of Education and Training must plan, build plans, and assign normal schools to open classes for training and upgrading ethnic language teachers and bilingual teachers. Normal school training programs need to include relevant content such as historical characteristics, culture, languages, scripts of ethnic minorities, and teaching methods for ethnic language subjects and bilingual subjects.
||| - The Ministry of Education and Training will gradually research and establish ethnic language training centers in each region to train and upgrade researchers, leaders, and teachers of ethnic languages and scripts as core forces for localities.
- Teachers teaching the national program and textbooks in ethnic languages in ethnic minority areas as prescribed by the Ministry of Education and Training shall be entitled to an additional responsibility allowance aimed at encouraging teachers to study, improve their language proficiency, and pedagogical skills. Regarding the specific amount of the allowance, the Ministry of Education and Training will negotiate with relevant ministries. Depending on the specific conditions of each province, the Department of Education and Training shall submit to the People's Committee of the province or city for a decision on the appropriate allowance.
c) Determine the level of teaching ethnic languages:
- In preschool education:
In ethnic minority kindergarten classes, teaching is mainly conducted in the ethnic language. For older kindergarten classes, through the curriculum and various forms of communication, ethnic folk songs are introduced in the ethnic language to the children; at the same time, emphasis should be placed on teaching basic Vietnamese speaking skills to facilitate their transition to primary school.
- In general education:
At the primary school level, students are taught to read and write the ethnic script relatively fluently and firmly, providing them with a foundation for self-study and further improvement in their mother tongue later on.
- In continuing education:
The continuing education sector needs to quickly create necessary conditions to introduce ethnic languages in literacy programs for ethnic minorities. Initially, this involves conducting literacy programs in the ethnic language for older individuals who did not have the opportunity to learn through the national script. After literacy, supplementary reading materials in the ethnic language should be provided to reinforce and enhance their knowledge of the mother tongue.
For cadres at village, commune, ward, and township levels, and young people aged 15-25, after completing literacy and supplementary education in the common language and script, they are encouraged to study the ethnic language to use it in their work and daily life locally.
- Besides teaching in schools, ethnic languages need to be widely used in local social life through radio, television, publishing local books and newspapers...
3. Implementation:
Organizing ethnic language instruction alongside general language in schools is a major policy. The Ministry will strengthen research and guidance on teaching methods, textbook compilation, teaching materials, and teacher training. To effectively implement this task, the Ministry assigns:
- The Institute of Educational Science (National Education Center) to lead the coordination with relevant departments of the Ministry and provinces in developing ethnic language curricula for primary schools and literacy classes in ethnic minority areas. The Ministry will review and officially promulgate these curricula.
- The Educational Publishing House to coordinate with the Institute of Educational Science, the Primary Education Department, the Teacher Department, and localities in compiling ethnic language textbooks, teaching guides, and necessary teaching materials according to the general textbook format; coordinating with other institutions such as the Linguistics Institute, Dictionary Center... to develop dictionaries and grammar books for ethnic languages used in schools.
- The Primary Education Department to direct and guide provinces and cities in implementing ethnic language curricula in primary schools, supplementing ethnic language subjects in student records and report cards.
- The Preschool Education Department to cooperate with the Institute of Educational Science in developing programs and compiling teaching materials for ethnic languages, annually directing the implementation of these programs in preschools and kindergartens in ethnic areas.
- The Continuing Education Department to direct and guide provinces and cities in developing and implementing plans for ethnic language literacy and supplementary education for target groups as directed.
- The Teacher Department to collaborate with provinces in developing training programs and curricula for ethnic language teachers and bilingual teachers in ethnic area teacher training colleges; working with the Planning and Finance Department and the Cadre Organization Department to develop annual teacher training plans; researching appropriate policies and benefits for ethnic language teachers and bilingual teachers.
- Provincial Departments of Education and Training in provinces and cities with ethnic minority populations are responsible for coordinating with relevant ministries to concretize the development of curricula suitable for each ethnic language, compiling teaching materials, training, and retraining ethnic language teachers; developing annual plans for ethnic language instruction across sectors within the province and city, calculating financial requirements; coordinating with related agencies (Culture, Information, Science and Technology...) to promote the use of ethnic languages in daily life. Each province and city should establish an organization for monitoring and directing (Ethnic Language Office, or group...) to ensure effective leadership and direction.
To promote the widespread and stable use of ethnic languages, the Ministry of Education and Training requests central agencies and provincial and municipal authorities to strengthen the promotion and use of ethnic languages in daily life, cultural exchanges between ethnic groups, and enriching the country's culture; urging all levels of government, educational agencies, and schools to implement this Circular effectively.
This Circular replaces Circular No. 14/TT dated April 12, 1962, issued by the Ministry of Education guiding the implementation of Decree No. 206/CP of the Government on teaching ethnic scripts in general education schools and literacy programs; and Circular No. 19/TT dated February 18, 1972, issued by the Ministry of Education guiding the implementation of Decision No. 53/CP of the Government on teaching ethnic scripts in the education sector.
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