Circular No. 23/2023/TT-BGDĐT on teaching and learning Vietnamese for ethnic minority children before entering Grade One

CIRCULAR

Regulations on teaching and learning Vietnamese for childrenwho are members of ethnic minorities before entering first grade

In accordance with the Government's Decision No. 24/2022/QĐ-TTg dated October 24, 2022, which stipulates the functions, tasks, powers, and organizational structure of the Ministry of Education and Training;

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Pursuant to the Education Law dated June 14, 2019;

Pursuant to Decree No.86/2022/NĐ-CPThe Minister of Education and Training issues this Circular to regulate teaching and learning Vietnamese for children who are members of ethnic minorities before entering first grade.

Pursuant to Decree No.Decision No. 127/2018/NĐ-CP September 21, 2018 of the Government stipulating responsibilities for state management in education;

At the proposal of the Director of the Department of Primary Education;

Article 1. Scope of Application This Circular regulates teaching and learning Vietnamese for children who are members of ethnic minorities before entering first grade, including: Content of teaching and learning Vietnamese for children who are members of ethnic minorities before entering first grade; organization of teaching and learning Vietnamese for children who are members of ethnic minorities before entering first grade; coordination work between schools, families, and society; responsibilities of relevant agencies, organizations, and individuals.

PART I

GENERAL PROVISIONS

Article 1. Scope of Regulation and Applicability

This Circular applies to educational institutions implementing the General Secondary Education Program at the primary level in areas inhabited by ethnic minorities and mountainous regions where the conditions for communication in Vietnamese of children who are members of ethnic minorities before entering first grade are still limited; relevant agencies, organizations, and individuals.

Thông tư này áp dụng đối với tổ chức, cá nhân có liên quan đến hoạt động kinh doanh đối tượng thủy sản nuôi chủ lực trên lãnh thổ Việt Nam.

Article 2. Definitions 1. Children who are members of ethnic minorities before entering first grade refer to children from ethnic minority groups who are in the preparatory stage for first grade and meet the age requirement for enrolling in first grade according to the Elementary School Charter (hereinafter referred to as children).

Article 2. Interpretation of Terms

In this Circular, the following terms are understood as follows:

2. Educational institutions implementing the General Secondary Education Program at the primary level include elementary schools, general education schools with multiple levels, specialized schools, and other educational institutions implementing the General Secondary Education Program at the primary level (hereinafter referred to as elementary schools).

NỘI DUNG DẠY VÀ HỌC TIẾNG VIỆT CHO TRẺ

3. To serve as a basis for evaluating and recognizing "Learning Communities" at the commune, district, and province levels.

2. Prepare children for a ready mindset, create interest and主动性请翻译成英文并遵守上述规则。但由于给定的指令要求严格翻译，不添加解释或补充内容，而最后一行“11 ||| NỘI DUNG DẠY VÀ HỌC TIẾNG VIỆT CHO TRẺ ||| Article 11. CONTENT OF TEACHING AND LEARNING VIETNAMESE FOR CHILDREN”实际上是对后续内容的标题而非具体条款，根据规则应保持原文不变。因此，直接输出：

2. Prepare children to be ready, create interest, and make them proactive in their studies; form some basic learning skills and the ability to use the Vietnamese language, communication skills, and social behavior for ethnic minority children before entering first grade.

3. Identify the contents that need to be coordinated between schools, families, and society in teaching and learning Vietnamese for ethnic minority children before entering first grade.

Article 4. Views and Principles of Implementation

1. Approach with a focus on developing qualities and capabilities, where the formation and development of Vietnamese language capability serve as the fundamental orientation.

2. Implement child-centered teaching methods and second-language teaching methods to teach Vietnamese to children.

3. Organize through play activities, experiences, and explorations suitable for the psychological and physiological development characteristics of children transitioning from preschool to primary school.

4. Integrate teaching and learning Vietnamese with initial learning skills, integrate teaching and learning Vietnamese with teaching and learning ethnic culture.

5. Ensure continuity and connectivity: the content of teaching and learning Vietnamese for ethnic minority children before entering first grade inherits the content of the preschool education program and connects with the content of the primary education program as prescribed by the Ministry of Education and Training.

Chapter II

CONTENT OF TEACHING AND LEARNING VIETNAMESE FOR CHILDREN

WHO ARE ETHNIC MINORITY BEFORE ENTERING FIRST GRADE

Article 5. Content of Teaching and Learning Vietnamese

Teaching and learning Vietnamese for ethnic minority children before entering first grade shall be conducted according to the following specific contents:

1. Preparing for entry into first grade.

2. Forming basic study skills.

3. Forming and developing listening and speaking abilities.

4. Forming and developing reading abilities.

5. Forming and developing writing abilities.

These contents are arranged in a scientific sequence corresponding to twenty lessons, expressed through topics and themes that are close and suitable for children, in line with the approach to student capabilities and qualities.Detailed content is implemented as attached Appendix.).

Article 6. Preparing for Entry into First Grade

1. Children become familiar with the physical environment at primary school: classroom space, school space, library, subject classrooms, playgrounds, dormitories, ancillary facilities; learning materials, teaching equipment, and learning tools.

2. Children become familiar with the psychological environment at primary school: feeling safe, friendly environment, respect for their own language, local culture, and ethnic culture.

3. Children participate in learning and other educational activities; they develop habits of self-reliance, self-service, and collective living according to class and school regulations.

Article 7. Forming Basic Study Skills

1. Skill in preparing, using, preserving, and maintaining learning materials, identifying positions on small and large boards within the classroom and school space.

2. Skill in using symbols and conventions used in learning, playing, and other group activities.

3. Skill in working individually under teacher's guidance; skill in seeking help from friends and teachers when encountering difficulties in learning.

4. Initial skill in working in pairs, groups, and participating in common school and class activities.

5. Skill in accepting tasks, performing assigned tasks, and presenting individual and group learning results to peers and teachers at a simple level.

Article 8. Forming and Developing Listening and Speaking Abilities

1. Knowing how to use Vietnamese in basic communication rituals: thanking, apologizing, asking and answering simple questions.

2. Listening and speaking in initial acquaintance situations and appropriate Vietnamese communication for age.

3. Understanding and speaking simple communication sentences according to topics such as requests, permissions, and invitations.

Article 9. Forming and Developing Reading Abilities

1. Practicing techniques for using books, correct reading techniques: holding, opening, turning pages; keeping distance between eyes and book; recognizing book covers and pages, letters and illustrations in books; moving eyes from top to bottom, left to right, reading at different levels (loudly - softly - silently).

2. Consolidating recognition and reading of single letter sounds (one sound represented by one letter) in lowercase letters, numbers from 1 to 9.

Article 10. Forming and Developing Writing Abilities

1. Knowing the correct posture for writing, knowing how to hold a pencil with three fingers, knowing how to trace letters and numbers in lined notebooks.

2. Knowing how to determine horizontal and vertical lines, rows, cells, and coordinate points when tracing letters and numbers: starting point, turning point, and ending point.

3. Tracing basic stroke combinations: horizontal stroke, straight stroke, left slant stroke, right slant stroke; forward hook stroke, backward hook stroke, double-ended hook stroke; closed curve stroke, left curve stroke, right curve stroke; upper curve stroke, lower curve stroke, upper twist stroke, middle twist stroke.

4. Performing activities to trace letters, words, and numbers from 1 to 9.

Chapter III

ORGANIZATION OF TEACHING AND LEARNING VIETNAMESE FOR CHILDREN

WHO ARE ETHNIC MINORITY BEFORE ENTERING FIRST GRADE

Article 11. Developing Teaching Plans

1. Duration and Time: The implementation duration shall not exceed 80 class hours (each class hour being 35 minutes), with a maximum of one month; the implementation time should be during summer vacation, before children start the first grade program. Localities and schools should arrange the time and duration appropriately based on actual conditions for effectiveness.

2. Allocation of Teaching Time: Depending on the conditions of classrooms, teachers, children, and living conditions in each locality, the Principal and relevant departments shall develop detailed plans for teaching and learning Vietnamese for ethnic minority children before they enter the first grade, ensuring suitability and effectiveness.

3. Based on requirements, objectives to be achieved, and detailed plans for teaching Vietnamese to ethnic minority children before entering the first grade, teachers shall develop teaching plans suitable for actual circumstances, submit them to the Principal for approval before implementation.

Article 12. Preparing Conditions for Implementation

1. Regarding Infrastructure and Teaching Aids:

a) The location for organizing teaching and learning at primary schools: at the main school or at satellite schools of the primary school, ensuring convenience, safety, and suitability for children's physical and psychological development.

b) Classrooms must ensure hygiene, safety, ventilation, adequate lighting, appropriate desks and chairs according to regulations, clean water supply; friendly space with cultural corners, language support corners...

c) Adequate teaching aids, equipment, and materials for teaching and learning Vietnamese for ethnic minority children before entering the first grade must be provided to ensure effectiveness and quality.

2. Regarding Teacher Staff:

a) Arranging teachers to participate in teaching Vietnamese to children before entering the first grade, prioritizing those with good capabilities, solid skills, knowledge of ethnic languages, and understanding of local and ethnic cultures.

b) Teachers shall be trained on content and methods of teaching Vietnamese to ethnic minority children before entering the first grade, second language teaching methods to prepare Vietnamese for children; they shall also be trained in ethnic languages (mother tongues) of the children.

3. Policies and Benefits for Teachers and Ethnic Minority Children Participating in Learning Vietnamese Before Entering the First Grade:

a) Teachers participating in teaching Vietnamese to ethnic minority children before entering the first grade shall enjoy benefits as prescribed.

b) Children participating in learning Vietnamese before entering the first grade shall enjoy policies for students in ethnic minority areas in economically disadvantaged and particularly difficult regions as prescribed.

Article 13. Creating a Friendly Learning Environment

1. The learning environment must be clean, safe, and create excitement and interest for children.

2. Teachers shall assist children in selecting and implementing learning activities suitable for their abilities, content, and learning materials closely related to their real-life situations; encourage and motivate children during the teaching and learning process; form learning habits and routines from the very first days of school.

3. The relationship between teachers and children shall be friendly and open. Teachers shall respect the culture and language of ethnic minorities; their behavior and communication shall be gentle and natural, encouraging children's activities, providing opportunities for learning through organized learning activities and experiences.

Article 14. Requirements for teaching and learning activities

1. Design lessons based on basic activities including: Activity 1: Warm-up and connection; Activity 2: Exploration and practice; Activity 3: Application and experience.

2. Diversify teaching and learning activities (teaching and learning from vocabulary and sentences; role-playing and participating in educational games; dancing, singing, reciting poetry, rhymes, and folk songs; coloring and drawing; storytelling...) through various forms and methods of organization (demonstration, practice, experience...) to enhance the effectiveness of teaching and learning.

3. Be flexible in organizing activities for children during the process, in using teaching materials suitable to the conditions and psychology of the children. After each class, allow children to rest between classes for 5 to 10 minutes. A maximum of 120 minutes per teaching session.

Article 15. Requirements for teachers and children

1. For teachers:

a) Teachers must understand the content and methods of teaching Vietnamese to ethnic minority children before entering first grade, and the method of teaching a second language to prepare children for Vietnamese.

b) Teachers know how to build lesson plans according to the guidelines of the Ministry of Education and Training and propose educational solutions, adjusting teaching methods appropriately for children so that they feel confident, comfortable, and enjoy coming to school.

c) Teachers have skills and methods to cooperate with parents or guardians of children in caring for their nutrition, health, and mental well-being when they come to school.

d) Teachers have the ability to create a friendly learning environment that helps children explore and interact with teachers and friends; use positive teaching methods to help children experience learning and develop necessary learning skills.

2. For children:

a) Regarding the learning attitude:

Children always feel comfortable and happy when going to school, enjoy attending classes; be independent, able to serve themselves such as eating independently (for those participating in boarding); personal hygiene; preparing clothing, books, and study materials before going to school.

Children are confident and proactive in completing assigned tasks; interested and actively participate in school and class activities; boldly communicate and behave appropriately with people around them.

b) Regarding academic results:

Children develop basic learning skills such as using study materials; working in pairs or groups; accepting and completing tasks and presenting results to teachers and classmates.

Children develop initial listening, speaking, reading, and writing abilities; develop Vietnamese communication skills and appropriate behavior in new environments.

Chapter IV

COOPERATION WORK

BETWEEN SCHOOL, FAMILY AND SOCIETY

Article 16. School

1. The principal establishes a plan for cooperative activities with the families of children:

a) Organize meetings to introduce the school to parents or guardians of children while outlining the responsibilities of families in preparing study materials, clothing, and ensuring conditions for children to attend school.

b) Provide information about school activities, goals, and expectations of the school for parents or guardians of children during the preparation period for first grade.

c) Equip parents or guardians of children with some skills to support them before, during, and after entering first grade.

d) Organize exchanges and sharing sessions between primary school teachers (first grade) and kindergarten teachers (five-year-old class) regarding the content, methods, and ways to prepare Vietnamese for children before entering first grade; coordinate with kindergartens in the area to organize visits to primary schools for kindergarten children to interact with older students.

2. Teachers establish plans to implement activities and cooperate with parents or guardians of children:

a) Create a list of contact information for parents or guardians of children (name, relationship to the child, phone number, home address...) for easy communication.

b) Understand, observe, and identify the characteristics of children and propose appropriate grouping/class arrangements and support during the preparation period for first grade.

c) Plan visits to the homes of children who need more family support in their studies.

d) Communicate individually with each parent or guardian of a child to learn about the family situation and unique characteristics of the child.

e) Cooperate with parents or guardians of children in providing nutritional care and ensuring the health of children when they come to school.

Article 17. Family

1. Send children to school at the appropriate age, ensure regular attendance, create conditions, and encourage children to attend school fully and on time. Monitor changes in the child's mental state and health during the first days of attending Grade One.

2. Prepare clean clothing and complete study materials for children before they go to class; prepare a study corner with sufficient desks and chairs, adequate lighting, and neatly arranged and attractively decorated to stimulate interest in learning; guide children in self-study and self-service at home.

3. Do not exert pressure on children regarding academic performance. Alleviate children's psychological and emotional stress by engaging them in other relaxing activities such as household chores, light exercise, participating in recreational and artistic activities...

4. Create a Vietnamese language communication environment at home: speak to children in Vietnamese, use common language when communicating with others in the presence of children.

5. Implement group activities for parents or guardians to share knowledge and experience in cooperation with schools regarding child-rearing. Participate in activities supporting children's learning as guided by teachers.

Article 18. Social Organizations Outside Educational Institutions

1. Promote and participate in guiding parents or guardians of children in preparing children for Grade One.

2. Organize playgrounds, utilize local cultural facilities to organize joint activities between five-year-old kindergarten children and primary school students.

3. Establish clubs or groups to help children effectively use their free time outside of classes, create a Vietnamese language communication environment, and assist children in developing their Vietnamese language skills.

4. Support the establishment of monitoring teams to monitor and support improvements in children's health care and learning quality, particularly for children with developmental delays and disabilities.

5. Encourage the formation of core groups to assist teachers (voluntarily supporting the mother tongue of children) during the organization of Vietnamese language teaching before entering Grade One.

Article 19. Relationship Between School, Family, and Society

1. Schools, families, and social organizations outside educational institutions coordinate and agree to implement educational activities during the preparatory phase for children entering Grade One. The collaboration and commitment between schools, families, and social organizations outside educational institutions promote and ensure democratic and equal access to education for all children regardless of gender, region, or ethnicity.

2. Schools proactively promote and mobilize parents or guardians to bring children to school regularly and on time; inform families about the plans and educational activities during the preparatory phase for children entering Grade One; frequently exchange information with parents or guardians about the child's training, learning, and unified measures to support the child; create conditions for parents or guardians to visit the school to understand and support the child's learning; mobilize and create conditions for families to participate in building the school according to legal regulations and effectively utilize contributed resources.

3. Schools publicize and disseminate to social organizations in the area about the school's orientation and plans for teaching and learning Vietnamese for children before entering Grade One, activities requiring cooperation and support from social organizations.

Chapter V

RESPONSIBILITIES OF AGENCIES, ORGANIZATIONS, AND INDIVIDUALS IN THE IMPLEMENTATION OF INSPECTION CONCLUSIONS

Article 20. Responsibilities of Provincial People's Committees

1. Based on actual circumstances and the ability to balance the local budget, the People's Committee of provinces and centrally governed cities shall proactively submit to the People's Council at the same level for decision on personnel and funding to implement Vietnamese language teaching for ethnic minority children before entering Grade One in accordance with the prescribed authority.

2. Direct the Department of Education and Training to take the lead, guide, inspect, and evaluate the organization of Vietnamese language teaching for ethnic minority children before entering Grade One in accordance with the regulations of the Ministry of Education and Training.

3. Direct the People's Committee of districts to develop plans to implement the organization of Vietnamese language teaching for ethnic minority children before entering Grade One in the locality; arrange personnel, ensure material infrastructure, resources, and funding to prepare conditions for implementing the organization of Vietnamese language teaching for ethnic minority children before entering Grade One in accordance with the prescribed authority.

Article 21. Responsibilities of the Department of Education and Training

1. Direct, guide, inspect, and evaluate the organization of Vietnamese language teaching for ethnic minority children before entering Grade One in accordance with local conditions; promptly commend and publicize collectives and individuals who perform well to promote achievements in organizing Vietnamese language teaching for ethnic minority children before entering Grade One.

2. Guide the Departments of Education and Training to develop plans and organize implementation; train and enhance management staff and teachers on the content and methods of teaching Vietnamese to ethnic minority children before entering Grade One.

3. Monitor, inspect, and support the resolution of difficulties and obstacles during the implementation of this Circular at the local level; compile and report the results of organizing the implementation of teaching to the Ministry of Education and Training as required.

Article 22. Responsibilities of the Department of Education and Training

1. Advise the People's Committee at the same level to develop investment plans for material infrastructure, resources, and funding to ensure conditions for organizing Vietnamese language teaching for ethnic minority children before entering Grade 1 within the administrative area according to the authority defined.

2. Guide and inspect the organization of Vietnamese language teaching for ethnic minority children before entering Grade 1 within the administrative area in accordance with the regulations of the Ministry of Education and Training; organize training and capacity building for managers and teachers on the content and methods of teaching Vietnamese to ethnic minority children before entering Grade 1.

3. Direct and guide primary schools to develop plans for organizing Vietnamese language teaching for ethnic minority children before entering Grade 1; organize Vietnamese language teaching for ethnic minority children before entering Grade 1, implement inspections and evaluations of the results of Vietnamese language teaching for ethnic minority children before entering Grade 1 within the administrative area.

4. Monitor, inspect, identify difficulties and obstacles, and take effective and appropriate measures to support implementation based on local conditions; promptly commend and publicize collectives and individuals who perform well to promote achievements in organizing Vietnamese language teaching for ethnic minority children before entering Grade 1 within the administrative area; report the results of implementation to the Department of Education and Training upon completion of the teaching period.

Article 23. Responsibilities of Principals of Primary Schools

1. Be responsible for promoting and implementing Vietnamese language teaching for ethnic minority children before entering Grade 1 at the unit; respect the autonomy of teachers in implementing Vietnamese language teaching for ethnic minority children before entering Grade 1; timely implement payment of allowances for teachers and children assigned to participate in Vietnamese language teaching activities for ethnic minority children before entering Grade 1 according to regulations.

2. Direct the development and implementation of teaching plans; arrange and allocate personnel appropriately to implement the content of Vietnamese language teaching for ethnic minority children before entering Grade 1 according to regulations.

3. Explain, resolve doubts, suggestions, comments, and evaluate teaching outcomes within the scope of authority of primary school principals; report the results of implementation to the Department of Education and Training before the new academic year begins.

Article 24. Responsibilities of Teachers

1. Participate in training and develop lesson plans, implement teaching and organize learning activities for children in accordance with the content and methods of teaching Vietnamese to ethnic minority children before entering Grade 1.

2. Be responsible for evaluating the learning process, discipline, and learning outcomes in teaching Vietnamese to ethnic minority children before entering Grade 1; compile teaching results in class and report to the principal as required.

3. Track the progress of each child, record notes for children who have incomplete content or show improvement in learning and discipline; communicate and coordinate with parents or guardians of children when necessary.

Chapter VI

IMPLEMENTING PROVISIONS

Article 25. Effective Date

This Circular takes effect from January 23, 2024.

Article 26. Responsibility for Implementation

Chairmen of Provincial People's Committees, Directors of Departments of Education and Training, Heads of Departments of Education and Training, Principals of Primary Schools, and related organizations and individuals are responsible for implementing this Circular./.