This Decision issues the Program for Teaching the Mong Language to officials and civil servants working in ethnic minority and mountainous areas, consisting of 450 sessions with the goal of enhancing communication skills and knowledge about Mong culture. The program applies to learners who do not know the Mong language or have been assigned to study it.
Scope of application
Officials and civil servants working in ethnic minority and mountainous areas who do not know the Mong language or wish to learn it as a second language.
Key points
- Learners will be taught listening comprehension, reading comprehension, correct speaking, and correct writing to communicate normally in the Mong language.
- The program consists of 450 sessions, focusing on developing listening and speaking skills (70%), followed by reading and writing skills (30%).
- The ultimate goal is for learners to be able to use the Mong language in their work and daily life.
- The program is designed into several clusters, each cluster including integrated lessons on phonetics, vocabulary, grammar, and Mong culture.
- Evaluation of learning outcomes is diverse, including regular, periodic, and final assessments.
🌐 Social impact of this document
- Positive impact: Helps enhance the communication ability of officials and civil servants with the Mong ethnic group, contributing to the preservation and promotion of traditional culture.
- Negative impact: May encounter difficulties in organizing teaching in remote mountainous areas lacking equipment.
❓ Frequently asked questions
Who does this Program apply to?
The program applies to officials and civil servants working in ethnic minority and mountainous areas who do not know the Mong language or wish to learn it as a second language.
What is the duration of the Program?
The program consists of 450 sessions, each session lasting 45 minutes.
What is the final goal for learners after completing the Program?
Learners will acquire listening comprehension, reading comprehension, correct speaking, and correct writing skills to communicate normally in the Mong language and have basic knowledge about the traditional culture of the Mong ethnic group.
How many clusters does this Program consist of?
The program is designed into several clusters, each cluster including integrated lessons on phonetics, vocabulary, grammar, and Mong culture.
What training methods are there for this Program?
The program can be implemented through various methods: intensive training in one or multiple sessions, semi-intensive training, or self-study with guidance.
Full text
Pursuant to …;
Issuing the Program for Teaching the Mong Language to Officials and Civil Servants Working in Ethnic Minority Areas and Mountainous Regions for
Officials and civil servants working in ethnic minority areas and mountainous regions
______________________
Pursuant to Decree No. 86/2002/NĐ-CP dated November 5, 2002 of the Government on the functions, tasks, powers, and organizational structure of Ministries and ministerial-level agencies;
Pursuant to Decree No. 85/2003/NĐ-CP dated July 18, 2003 of the Government on the functions, tasks, powers, and organizational structure of the Ministry of Education and Training;
Pursuant to Decree No. 75/2006/NĐ-CP dated August 2, 2006 of the Government detailing and guiding the implementation of certain provisions of the Education Law;
Pursuant to Directive No. 38/2004/CT-TTg dated November 9, 2004 of the Prime Minister on accelerating the training and enhancement of ethnic minority languages for officials and civil servants working in ethnic minority areas and mountainous regions;
At the proposal of the Director of the Department of Continuing Education,
Pursuant to …;
Article 1. This Decision promulgates the Program for Teaching the Mong Language to officials and civil servants working in ethnic minority areas and mountainous regions.
Article 2. This Decision shall take effect fifteen days from the date of publication in the Official Gazette. The Mong language program attached to this Decision serves as the basis for compiling textbooks and teaching materials for teaching the Mong language to officials and civil servants working in ethnic minority areas and mountainous regions.
Article 3. The Director of the Office, the Head of the Department of Continuing Education, the heads of relevant units under the Ministry of Education and Training, the Directors of provincial Departments of Education and Training, the Chairpersons of People's Committees of provinces and centrally-administered cities, are responsible for implementing this Decision.
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DEPUTY MINISTER
DEPUTY MINISTER
(Signed)
Nguyen Van Vong
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PROGRAM
Teaching the Mong Language to Officials and Civil Servants Working in Ethnic Minority Areas and Mountainous Regions
(Issued together with Decision No. 44/2006/QĐ-BGDĐT
dated October 23, 2006 of the Minister of Education and Training)
I. OBJECTIVES OF THE PROGRAM FOR TEACHING THE MONG LANGUAGE TO OFFICIALS AND CIVIL SERVANTS WORKING IN ETHNIC MINORITY AREAS AND MOUNTAINOUS REGIONS (hereinafter referred to as the Program)
The objective of the Program is to teach the Mong language to officials and civil servants working in ethnic minority areas and mountainous regions (hereinafter referred to as students) to meet the following basic requirements:
1. To have the skills to listen, read, speak, and write correctly in Mong to be able to communicate in daily situations.
2. To have some basic knowledge about the Mong language: writing system, pronunciation of consonants, syllables, tones, spelling rules, and grammar, as well as a basic vocabulary. To have necessary understanding about the traditional culture and customs of the Mong ethnic group.
3. To enhance awareness of preserving and promoting the traditional culture of the Mong ethnic group.
II. APPROACHES TO BUILDING THE PROGRAM
1. Suitability for the target audience
Students studying this Program are officials and civil servants working in ethnic minority areas and mountainous regions who do not know the Mong language and have a need or have been assigned to learn Mong as a second language. The content of the Program is compiled concisely, practically, and with high practicality, aiming to create conditions for flexible organization of teaching suitable for the actual situation in many localities, helping students achieve the goals set out in the Program at the end of the course.
2. Communication
The communication approach is reflected in the structure of the content and teaching methods:
- The learning content focuses on forming and practicing listening, speaking, reading, and writing skills, with more emphasis on listening and speaking skills; selecting basic sentence patterns, basic vocabulary, and common communication situations to form and practice these skills;
- The teaching method focuses on organizing students to practice communication (listening, speaking, reading, writing) in Mong, closely combining classroom learning with daily communication practice in work and life with the Mong ethnic group.
3. Integration
Integrating listening and speaking skills with reading and writing skills; integrating the teaching of basic Mong language knowledge and the material and spiritual life of the Mong ethnic group with the teaching of listening, speaking, reading, and writing skills in Mong. Integration is concretized in the structure of each lesson: each lesson has a lesson plan, which includes requirements for practicing listening, speaking, reading, and writing skills; some knowledge about the Mong language, Mong culture, and general knowledge about science, economy, and law, enabling students to apply and complete their assigned work better.
4. Proactivity
The program focuses on training learners in self-study methods and self-assessment of their academic performance. Learners take the initiative in developing skills and accessing knowledge through active learning activities such as applying their own experiences and understanding to listening, speaking, reading, and writing exercises. In addition to being taught by instructors and assessed based on their academic results, learners also organize self-study through field trips and practical applications of learned knowledge in local work, as well as self-assessing their individual academic outcomes and those of other learners.
III. TEACHING PLAN
1. Duration of the Program
The program consists of 450 sessions, each session lasting 45 minutes.
2. Structure of the Program and Time Distribution
a) Program Structure
- The program is designed into several clusters (approximately 11 clusters). Each cluster corresponds to a specific topic. The duration for each cluster varies depending on the topic and ranges from 25 to 40 sessions.
- The program is divided into two stages: stage one focuses on pronunciation and writing, while stage two involves integrated lesson learning.
- Each cluster includes integrated lessons. Each integrated lesson comprises the following components:
+ Key lesson (dialogue or excerpt from a text, complete text);
+ Listening, speaking, reading, and writing practice;
+ Vocabulary, Grammar.
b) Specific time distribution: approximately 70% of the time is allocated to listening and speaking practice, particularly focusing on consonant pronunciation and tone drills; about 30% of the time is dedicated to reading, writing, vocabulary, and grammar study. This time allocation includes sessions for learners to conduct practical work at the local level (approximately 15 sessions) and review, testing, and evaluation.
IV. BASIC REQUIREMENTS TO BE MET
1. Skills
a) Understand simple opinions of fellow villagers. Comprehend the basic content of conversations around 200 words long; grasp the main points of short news reports, speeches, anecdotes, and can record some key points.
b) Pronounce Mong consonants, syllables, and tones relatively accurately. Speak relatively clearly with proper Mong dialect, grammatically correct sentences, and communication purposes to be able to: exchange with Mong ethnic compatriots on familiar life issues (disseminate knowledge, guide tasks, mobilize compatriots to follow Party guidelines, state policies and laws..., express personal opinions on cultural and social topics of the Mong region, with speech length around 300 words).
c) Read relatively fluently common texts: letters, short news reports, announcements, narrations, scientific and policy dissemination texts; some folk stories and poems of the Mong ethnic group, with text length around 200 words. Understand the content and main points of the text.
d) Write short paragraphs and essays for communication purposes: sending messages, making announcements, exchanging work-related emails, explaining and clarifying familiar issues, telling simple stories, recounting simple events. Written pieces have a length of about 100 words.
2. Knowledge
a) Know how to pronounce Mong consonants, syllables, and tones, and how to write them. Know how to combine sounds to form Mong words.
b) Have a vocabulary of approximately 1000 to 1500 words (including idioms and borrowed words) across various topics. Recognize single words, compound words, reduplicated words; synonyms, antonyms.
c) Know rules for forming certain types of sentences: simple declarative sentences, questions, imperative sentences, exclamatory sentences, complex sentences. Know how to form sentences answering questions such as When? Where? Why? For what purpose? By what means? To meet the requirements of communicating with Mong ethnic compatriots.
d) Know how to write common texts: announcements, messages, letters, simple narrations.
e) Have an understanding of customs, traditions, and traditional culture; understand and know how to use common social communication rituals and know how to interact appropriately using language that fits the Mong culture.
3. Attitude and Emotion
a) Be aware of preserving and promoting the Mong language, script, and traditional culture.
b) Develop the habit of using the Mong language and script in work and daily life.
V. CONTENT
1. Pronunciation and Writing (approximately 100 sessions).
- 58 consonants and symbols for consonants: practice pronunciation and writing; focus on Vietnamese consonants not present, aspirated consonants, prenasalized consonants.
- 24 syllables and symbols for syllables: practice pronunciation and writing.
- 8 tones and symbols for tones: practice pronunciation and writing. Focus on Vietnamese tones not present.
- Combine consonants with syllables and tones to form words: practice syllable combination and writing.
- Practice listening and responding to greetings, introductions, and self-introductions.
2. Listening, Speaking, Reading, and Writing Skills in Mong (approximately 350 sessions including about 15 sessions for fieldwork and practical application at the local level) a) Listening and Speaking
- Distinguish Mong consonants, syllables, and tones, especially stop/plosive, aspirated/unaspirated, prenasalized/non-prenasalized consonants, and tones not present in Vietnamese.
- Listen and understand simple questions about people, objects, events; statements containing one or two simple notifications; directive imperatives; expressions of emotion. Particularly, understand questions and imperatives with structures and intonations characteristic of the Mong language.
- Listen and understand short passages or texts with content: notifications, knowledge dissemination, action guidance, narration, storytelling. Record some key points when listening.
- Pronounce Mong consonants, syllables, and tones.
- Ask and answer simple questions about people, objects, events; characteristics and properties; time, place, purpose, cause, method, means, quantity.
- Present short notifications, simple instructions, and explanations using simple sentence structures.
- Present a topic with content from studied themes using a few simple sentences.
- Tell known or witnessed anecdotes; recount simple events experienced or performed.
- Narrate known stories, witnessed accounts; describe simple known matters, performed actions.
- Using some common verbal rituals in communication appropriate to the customs and culture of the Mong people: greetings upon meeting and farewell, inquiries, congratulations, sharing joy, expressing condolences, polite requests, addressing when speaking before many people.
b) Reading
- Reading consonants, vowels, tones of the Mong language, phonetic characters, words. Pay attention to reading consonants, tones that do not exist in Vietnamese (stopped consonants, fricatives, aspirated consonants, prenasalized consonants).
- Reading sentences in texts with pauses at punctuation marks, with intonation appropriate to the sentence type.
- Reading and understanding the main idea of short texts belonging to types: news, letters for work exchange, knowledge dissemination texts, policies, some stories, some folk poems of the Mong ethnic group.
c) Writing
- Practice copying: consonants, vowels; words, sentences, paragraphs, short essays.
- Spelling (listening-writing): special consonants, especially those not found in Vietnamese (stopped consonants, fricatives, aspirated consonants, prenasalized consonants); vowels, words, sentences, paragraphs or short essays.
- Writing: notifications, short news, instructions, letters for work exchange; applications (according to models); paragraphs describing events, telling known or witnessed stories.
3. Integrating basic and general knowledge about the Mong language and Mong ethnic culture into skill teaching.
a) Phonetics and writing
- Characters representing initial consonants, vowels, tones and pronunciation rules for initial consonants, vowels, tones in the Mong language.
- Rules for forming syllables in the Mong language.
- Reading onomatopoeic words and compound words.
- Differences among some Mong dialects.
- Capitalization rules: names, geographical names, first letter of sentences.
b) Vocabulary
- A vocabulary of approximately 1000 to 1500 basic and frequently used words across various topics (including some idioms and borrowed words).
- Borrowed words and borrowing rules in the Mong language.
- Word formation rules: compounding and derivation.
c) Grammar
- Parts of speech: nouns, noun phrases and word order in noun phrases; verbs, verb phrases and adverbial modifiers indicating time and direction in verb phrases; adjectives and adjective phrases, ways to repeat adjectives to express degrees of adjectives; some conjunctions, particularly coordinating conjunctions in complex sentences.
- Sentences:
+ Simple declarative sentences with a predicate as an introduction; simple declarative sentences with a predicate indicating actions, states, emotions; simple declarative sentences with a predicate indicating characteristics, qualities.
+ Questions: non-choice questions about people, objects, actions, states, characteristics, time, place, purpose, cause; choice questions about actions, states, emotions; hypothetical questions. Emphasis on choice questions (for example: Have you eaten rice yet? Have you eaten rice? ).
+ Imperative sentences;
+ Exclamatory sentences;
+ Affirmative and negative sentences;
+ Complex sentences;
+ Punctuation marks used in learned sentences: period, question mark, exclamation point, comma, colon, ellipsis, single quotation marks, double quotation marks, hyphen.
- Ways to create a paragraph; how to write some common texts: applications, letters for work exchange, notifications, short news.
d) Communication activities
- Some verbal rituals: greetings upon meeting and farewell, inquiries, sharing joy, expressing condolences, congratulations, polite requests, rituals when chairing meetings or speaking before many people.
- Some taboos in oral communication regarding phonetics, vocabulary, and expression of thoughts.
đ) Some customs and traditions of the Mong people
- Introductions, inviting meals, house taboos, ancestor worship, funerals, weddings.
4. Topics for learning the Mong language
a) Family and Clan
- Family and clan relationships and emotions.
- Household and production items.
- Income and expenditure in the family.
- Marriage.
- Planned childbirth.
b) Village and Homeland
- Relationships and feelings in the village and homeland.
- The Mong ethnic groups and their residential areas.
- Regulations and conventions of the village.
- Modernizing the village and homeland.
c) Nature and Environment
- Seasons, weather, climate.
- Mountains, forests, fields, streams, rivers, seas.
- Forest birds and animals.
- Livestock and crops.
- Protecting natural resources and the environment (according to customs and laws).
d) Vietnam and neighboring countries
- The Fatherland Vietnam.
- The Mong people and other ethnic groups in Vietnam.
- Neighboring countries: China, Laos, Cambodia, and some countries in Southeast Asia.
đ) The Mong people's gratitude to the Party and Uncle Ho
- The life of the Mong people since the establishment of the Party and Uncle Ho.
- Stories about Uncle Ho.
- Outstanding Communist Party members from the Mong ethnic group.
- The affection of the Mong people towards the Party and Uncle Ho.
e) Production and Increasing Income
- Changing the structure of livestock and crops.
- Livestock and crop cultivation techniques.
- Techniques for processing and preserving agricultural products.
- Running a household economy.
- Traditional crafts (growing flax, weaving traditional cloth, etc.).
- Examples of advanced labor.
g) Health Care
- Harmful customs for health.
- Methods to prevent accidents and injuries, ways to avoid certain diseases.
- Food hygiene.
- Personal hygiene, home, and village hygiene.
- Safe use of chemicals in daily life and production.
- Traditional herbal medicines in folk remedies and treatment using traditional medicine.
- Medical examinations and treatments at health stations and hospitals.
h) Education
- The Mong people's literacy eradication and implementation of universal primary education.
- Continuous learning by the Mong people in villages.
- Role models of active learners among the Mong people (children, adults).
i) National Defense
- The tradition of patriotism and national defense of the Vietnamese people.
- The tactics of dividing ethnic groups and destroying peace by enemies.
- Border protection.
- Maintaining public order and security in Mong villages.
- Good examples of Mong people protecting the country, maintaining public order and security in their villages and hometowns.
k) Ethnic Culture
- Ethnic history and cultural traditions of the Mong people.
- Folk music and literature of the Mong people.
- Clothing of the Mong people.
- Festivals and some beautiful customs and traditions of the Mong people.
- Building new cultural lifestyles, cultural families, and cultural villages in Mong regions.
- Preserving and promoting Mong cultural heritage.
l) Policies and Laws
- The Party's guidelines and state policies and laws for ethnic minorities.
- Basic rights and civic duties.
- Some issues related to law.
- The Mong people living and working according to the constitution and laws.
The contents mentioned in Sections 2, 3, and 4 are interconnected in integrated lesson clusters. Teaching knowledge and skills are integrated according to thematic systems. Below is a proposed program linkage for authors compiling Mong language teaching materials to refer to.
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Learning theme - Lesson unit |
Mong language knowledge and Mong culture |
Listening, speaking, reading, writing skills |
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1. Family, lineage - Family and clan relationships and emotions. - Household and production items. - Income and expenditure in the family. - Marriage. - Planned childbirth. |
- Consolidate reading of some consonants and tones of Mong already learned: consonants not present in Vietnamese, aspirated consonants, prenasalized consonants. - Vocabulary about family and lineage; terms of address; counting words and ordinal numbers; time expressions. Some proverbs, folk sayings, and folk songs about the topic of family. Single and compound words. - Simple declarative sentences with the model Who - is who?, Who - does what. Non-choice questions about time, work, quantity, and order. Period and question mark. |
- Asking and answering questions: about day, hour, and general time; about work; about quantity and order; about members and their work in the family. (When is corn harvested? What month is this? How many people are there in your house? When will you go to the market? What is your husband doing now?...) - Introduce oneself and one's family and work. - Practice reading compound words; practice reading lesson units and answering questions about the content of the lesson units. - Practice copying and spelling dictation of a passage from the lesson unit. |
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2. Village, hometown - Relationships and feelings in the village and homeland. - The Mong ethnic groups and their residential areas. - Regulations and conventions of the village. - Modernizing the village and homeland. |
- Vocabulary about village and positions in the village and commune; transportation and activities in the village; some place names and ethnic groups of Mong in Vietnam. Some proverbs, folk sayings, and folk songs about the topic. Interrogative words. Reduplication. - Nouns, noun phrases, and word order in noun phrases. - Simple declarative sentences describing actions, states, emotions. Non-choice questions about location, direction, purpose. Hyphen. - Communication rituals and cultural etiquette: thank you, sorry, greetings, congratulations, condolences. |
- Saying and responding to thank you, sorry, greetings, congratulations, condolences. - Asking and answering questions about directions, locations, purposes, actions, states, and emotions (Please show me which way to go back to the village? Go that way. Thank you. / Why do we keep the forest? To avoid floods./ ...). - Introduce the village and commune. - Practice reading reduplicated words; practice reading lesson units and answering questions about the content of the lesson units; practice summarizing the lesson units. - Practice copying and spelling dictation of a passage from the lesson unit. |
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3. Nature, environment - Seasons, weather, climate. - Mountains, forests, fields, streams, rivers, seas. - Forest birds and animals. - Livestock and crops. - Protecting natural resources and the environment (according to customs and laws). |
- Vocabulary about seasons, weather phenomena in highlands, seasonal crops of Mong, birds and animals in each season, natural scenery in highlands. Some proverbs, folk sayings, and folk songs about the topic. Units of measurement. Types. - Verbs, verb phrases, and words indicating direction of action, time. - Choice questions and ways to express choice meanings in questions. Conditional sentences and conditional verbs. Exclamation point. - Directive paragraph. - A few taboos when talking. |
- Asking and answering choice questions about actions (Have you gone to school yet? Does our village have electricity yet?). - Saying and responding to requests, suggestions, and favors (May I see your medical record? Please cook water for the children to drink! May I stay at your house to avoid the flood!...). - Introduce: weather and seasons in highlands, natural scenery in highlands, plants and animals in highlands, environmental protection activities in highlands. - Practice reading lesson units and answering questions about the content of the lesson units; practice summarizing the lesson units. - Practice copying and spelling dictation of a passage from the lesson unit. - Write simple directives. |
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4. Vietnam and neighboring countries - The Fatherland Vietnam. - The Mong people and other ethnic groups in Vietnam. - Neighboring countries: China, Laos, and some countries in Southeast Asia. |
- Vocabulary about: history and geography of Vietnam, ethnic groups in Vietnam, names of some countries in Southeast Asia, major holidays in Vietnam and among Mong people. Some proverbs, folk sayings, and folk songs about the topic. - Adjectives and ways to repeat adjectives to express degree of adjectives, adjective phrases. - Simple declarative sentences with predicate indicating characteristics. Exclamations and exclamatory words. Consolidate previously learned declarative, interrogative, and imperative sentence patterns. Exclamation point. - Business exchange letter - Speaking ritual before a crowd. |
- Asking and answering questions about Vietnam and its people, about neighboring countries. Questions with the pattern Who - how? (How is this forest? How is the child?...). - Introduce Vietnam and Mong people in Vietnam. Exchange on solidarity among ethnic groups in Vietnam, solidarity between Vietnamese people and neighboring countries' people. - Expressing emotions. - Practice reading lesson units and answering questions about the content of the lesson units; practice summarizing the lesson units. - Practice copying and spelling dictation of a passage from the lesson unit. Write geographical names of Vietnam and foreign places. - Write a simple explanatory paragraph on a topic studied. Write a business exchange letter. |
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5. Mong people grateful to the Party, grateful to Uncle Ho - The life of the Mong people since the establishment of the Party and Uncle Ho. - Stories about Uncle Ho. - Outstanding Communist Party members from the Mong ethnic group. - The affection of the Mong people towards the Party and Uncle Ho. |
- Vocabulary about the Party, Uncle Ho, feelings of Mong people and Vietnamese people towards the Party and Uncle Ho. Some proverbs, folk sayings, and folk songs about the topic. - Local words and borrowed words in Mong. - Sentences to negate, refuse, reject. Ellipsis mark. |
- Asking and answering why? questions and what? questions (Why are Mong people grateful to the Party and Uncle Ho? How do we return to the capital?...). Asking and answering negative questions. - Talk about Mong people's feelings towards the Party and Uncle Ho. Talk about the Party and Uncle Ho's contributions to Mong people. - Refuse, reject. - Practice reading lesson units, answering questions to understand the content of the lesson, and summarizing the lesson. - Write dictation of a passage from the lesson unit or a short lesson unit. Write an explanatory paragraph about Mong people living and working according to the Party's policies and Uncle Ho's teachings. |
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6. Production, increasing income - Changing the structure of livestock and crops. - Livestock and crop cultivation techniques. - Techniques for processing and preserving agricultural products. - Running a household economy. - Traditional occupations (growing flax, weaving brocade, blacksmithing, etc.). - Examples of advanced labor. |
- Vocabulary about production labor (livestock, crops, farming techniques, traditional occupations...). Some proverbs, folk sayings, folk songs, and stories about the topic. Vocabulary about money and prices. - Synonyms, antonyms, and homophones. - Compound sentences. Comma, colon. |
- Asking and answering questions about prices. - Giving instructions on farming, animal husbandry, traditional occupations, household economy, and agricultural product preservation. - Introducing exemplary models in labor in the locality. - Practice reading lesson units, summarizing lesson units, and answering questions about the content of the lesson units. - Transcribe a short paragraph or passage. Write a guiding paragraph and an explanatory paragraph (introduction) about the topic. |
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7. Health care - Harmful customs for health. - Methods to prevent accidents and injuries, ways to avoid certain diseases. - Food hygiene. - Personal hygiene, home, and village hygiene. - Safe use of chemicals in daily life and production. - Traditional herbal medicines in folk remedies and treatment using traditional medicine. - Medical examination and treatment at health stations, hospitals. |
- Vocabulary related to health: illness, treatment methods, traditional herbal remedies, medicine, hospital, health station, prevention and treatment methods. Some idioms, proverbs, folk songs, and stories about the topic. - Consolidate borrowed words, synonyms, antonyms, homophones. - Conjunctive words. - Compound sentences connected by conjunctive words. Parentheses, quotation marks. |
- Question-and-answer session on illnesses and medical examinations. - Speak instructions for preventing and treating diseases, instructions for using medicine, instructions for planting traditional herbal remedies. - Narrate explanations about health care using both simple and compound sentences. - Read aloud class extracts, answer questions to understand the content, and summarize the class extract. - Transcribe a passage or a short class extract. Write a guiding paragraph and an explanatory paragraph (introduction, propaganda) about the topic's contents. |
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8. Education - The Mong people's literacy eradication and implementation of universal primary education. - Continuous learning by the Mong people in villages. - Role models of active learners among the Mong people (children, adults). |
- Vocabulary related to studying, school, books, diplomas. Some idioms, proverbs, folk songs, and stories about the topic. - Consolidate nouns and noun phrases. - Consolidate simple declarative sentences with the model: Who - is what (who)? Who - does what? Who - how? - Texts: news reports, announcements. - Etiquette when interacting with teachers. |
- Question-and-answer session on studying in the local area. - Speak greetings to teachers, forms of address, and polite exchanges when communicating with teachers. - Listen to news reports, speeches, and stories within the theme and recount some main points. - Practice reading, answering questions, and summarizing the class extract. - Transcribe a passage or a short class extract. Write news reports and announcements about education, and explanatory paragraphs (introductions, propaganda) about education. |
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9. National Defense - The tradition of patriotism and national defense of the Vietnamese people. - The tactics of dividing ethnic groups and destroying peace by enemies. - Border protection. - Maintaining order and security in Mong villages. - Good examples of Mong people protecting the country, maintaining public order and security in their villages and hometowns. |
- Vocabulary related to national defense: tradition of national defense, forces and activities for national defense. Some idioms, proverbs, folk songs, and stories about the theme. - Consolidate verbs and verb phrases. - Consolidate questions and choice questions. - Texts: letters, reports. |
- Question-and-answer session on national defense activities in the local area. - Practice forming choice questions. - Listen to stories about national defense activities and recount some main points. Write down a few characters from the story heard. - Listen to news reports, speeches, and stories related to the theme and recount some main points. - Practice reading, answering questions, and summarizing the class extract. - Transcribe a passage or a short class extract. Write explanatory paragraphs (introductions, propaganda) about national defense. Write short letters and reports. |
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10. Ethnic Culture - Ethnic history and cultural traditions of the Mong people. - Folk music and literature of the Mong people. - Clothing of the Mong people. - Festivals and some good customs and traditions of the Mong people. - Building new cultural lifestyles, cultural families, and cultural villages in Mong regions. - Preserving and developing Mong cultural heritage. |
- Vocabulary related to art and culture (general art and Mong art). Some idioms, proverbs, folk songs, and stories about the theme. - Consolidate adjectives and adjective phrases. - Consolidate exclamatory and imperative sentences. - Simple narrative essays. - Etiquette for invitations, requests, proposals, and interactions during weddings, funerals, and festivals. |
- Question-and-answer session on Mong ethnic culture (festivals, clothing, folk arts, etc.). Speak praise and criticism. - Speak introductions about some festivals, clothing, and ethnic dishes of the Mong people. - Speak instructions on eliminating outdated customs in the locality. - Listen to and recount some main points in the stories heard that are relevant to the theme. - Practice reading, answering questions, and summarizing the class extract. - Transcribe a passage or a short class extract. Write explanatory paragraphs (introductions, propaganda) about preserving and promoting Mong culture. Write simple narrative essays. |
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11. Policies and Laws - The Party and State policies towards ethnic minorities. - Basic rights and civic duties. - Some basic laws. - The Mong people living and working according to the constitution and laws. |
- Vocabulary related to policies and laws. Some idioms, proverbs, and stories relevant to the topic. - Consolidate numerical terms, types of words, and conjunctive words. - Consolidate negative, refusal, and rejection sentences. - Consolidate speaking etiquette: speaking when presenting opinions before many people, speaking to elders, and teachers. |
- Question-and-answer session on some Party and State policies towards ethnic minorities (Policy 135, loans, poverty reduction). Question-and-answer session on some basic laws. - Listen to stories and recount the main content of the stories heard that are relevant to the theme. - Speak introductions about some policies and laws related to the lives of the Mong people. Speak instructions for implementing some policies and laws. - Practice reading, answering questions, and summarizing the class extract. - Transcribe a passage or a short class extract. Write explanatory paragraphs (introductions, propaganda) about policies and laws, and write instructional paragraphs on implementing some policies and laws. |
VI. EXPLANATION AND GUIDANCE FOR IMPLEMENTING THE PROGRAM
1. Legal status of the Mong script and the issue of dialects
a) Regarding the legal status of the Mong script The Mong script used in this Program is the script approved by the Government in Decision No. 206-CP dated November 27, 1961.
b) The issue of dialects
The Mong language has five dialects. When developing the Mong writing system, those who developed the script took the Leng Mong dialect in Sa Pa, which is relatively widespread, as the basis for building the phonetic writing system. This script relatively fully represents the phonetic system of other dialects in the Mong language.
However, since the chosen dialect is only relatively widespread, when compiling teaching materials, there needs to be a comparison table of dialects after each lesson or a vocabulary comparison table at the end of the material. In addition, it is necessary to equip learners with reference tools such as a Mong Dialect Dictionary, a Vietnamese-Mong, Mong-Vietnamese Dictionary to help learners refer to.
2. Structure of the program content
a) Characteristics of structure
The program is designed into two stages: Stage 1 focuses on learning pronunciation and writing characters, while Stage 2 focuses on listening, speaking, reading, writing, and knowledge about the Mong language and Mong culture through integrated lessons. In Stage 1, the content centers on learning the pronunciation of consonants, syllables, tones in the Mong language and the symbols for these consonants, syllables, and tones; practicing syllable combination and simple reading and listening exercises. In Stage 2, the content focuses on refining listening, speaking, reading, and writing skills, providing knowledge about the Mong language and culture according to a system of integrated lessons across 11 learning topics. The program outlines 11 topics, but when compiling study materials, it is necessary to base them on the requirements, target audience, and content of this program to propose additional necessary topics and redistribute time appropriately for each topic and suitable for the learner's profile and local conditions.
b) Structure and tasks of integrated lessons
The program is structured into lesson clusters. Each cluster corresponds to a learning topic. Each cluster includes multiple integrated lessons. Each integrated lesson consists of the following parts: Core Lesson; Listening and Speaking Practice; Reading Practice; Writing Practice; Mong Language Knowledge (vocabulary, grammar) and Mong Culture. Each part of the lesson has the following tasks:
- Core Lesson: provides vocabulary, sentence patterns, and understanding of society and traditional culture of the Mong ethnic group;
- Vocabulary and Grammar Knowledge: expands vocabulary, equips basic knowledge about Mong vocabulary and grammar; trains word usage and sentence construction skills;
- Listening and Speaking Practice: trains listening skills in conversation (listening to questions, opinions in discussions with other learners and teachers), listening to stories and recounting events; trains speaking skills in conversation (asking and answering questions, responding to others' opinions); expressing opinions based on prompts or topics; recounting events and telling stories;
- Reading Practice: trains pronunciation, reading aloud and silently, reading comprehension, listening and answering questions;
- Writing Practice: trains spelling, sentence and paragraph writing skills (describing events, explaining, common texts such as notices, short news, work exchange letters, applications, instructions, etc.).
c) Time allocation for parts of integrated lessons
The time allocated for each part in integrated lessons generally reflects the time ratio specified in the teaching plan. Within the time allocated for each part, the material compiler can proactively arrange time to train skills, teach new knowledge, or review and consolidate previously learned knowledge and skills; teachers also have flexibility in allocating time to train individual skills and teach specific knowledge to make the lesson suitable for the learner profile in each class.
3. Regarding teaching materials
a) Teaching materials for Mong include dialogues, news reports, scientific and life-related texts, applications, letters, riddles, proverbs, historical stories, folk tales, folk poetry, humorous stories in the original Mong language or translated from Vietnamese to Mong. These materials have a simple linguistic structure, easy to understand, reflecting the Mong language knowledge outlined in the content section.
b) This program serves as the basis for compiling textbooks and teaching materials for Mong learners and teaching guidance materials for teachers. The language used in the materials is Mong and Vietnamese.
4. Regarding teaching methods and organizational forms
a) Teaching methods
To effectively implement the Mong language program, teachers need to apply teaching methods that promote learners'积极性和主动性，集中运用该学科特有的教学方法，如交际实践、角色扮演、模仿训练、语言分析、讨论以及在教学中提出和解决问题。需要灵活结合上述方法，以充分发挥学习者的学习能力，并激发他们对学习的兴趣。
b) Organizational forms of teaching
To familiarize learners with self-study, lively and effective classes, teachers need to change the organizational form of teaching within a lesson: combining three forms of teaching organization (individual study, small group study, whole-class study). Individual study is applied in cases where teachers assign tasks to discover small units of knowledge, practice individual skill components without requiring cooperation (for example: pronouncing sounds and words correctly, answering small questions in reading, presenting personal understanding and experience on issues raised in the lesson, etc.). Small group study is applied in cases where learners must cooperate to complete tasks assigned by teachers (for example: studying dialogues, role-playing, discussing to solve problems encountered in their work). Whole-class study is mainly applied in cases where learners listen to teachers' explanations, demonstrations, etc. Additionally, depending on specific teaching conditions, teachers should combine classroom teaching with field-based teaching at learners' workplaces (during visits or practical sessions).
5. Regarding assessment of learning outcomes
a) Assessment methods
The assessment of learners' learning outcomes is carried out through the following methods:
- Continuous assessment (during each class session);
- Periodic assessment (at the end of each lesson or cluster of lessons);
- Final assessment.
b) Principles of assessment
Comprehensive assessment of learners' learning outcomes according to the contents outlined in the program. Listening and speaking skills should be assessed more frequently and regularly than reading and writing skills. Assessments must ensure comprehensiveness, objectivity, and accuracy.
c) Methods of testing and assessment
Testing and assessment methods need to be diverse and appropriate for each skill. The program advocates diversifying assessment tools. Depending on the skill, the following types of tools may be used in combination: assessment through multiple-choice questions, essay questions; assessment through oral questioning, written assignments, specifically as follows:
- Reading aloud, writing, and spelling skills are evaluated through each learner's practical activities;
- Reading comprehension, vocabulary usage, and sentence construction skills are assessed through multiple-choice questions and open-ended questions;
- Listening and speaking skills are evaluated through multiple-choice questions, open-ended questions, and oral questioning formats;
- Paragraph and essay writing skills are assessed through written examination (essay-type tests).
d) Issuing Certificates
The issuance of certificates to learners is based on their learning process and final examination results.
6. On Training Formats
a) Intensive training in one session at designated classes according to the time stipulated in the Program. Upon completion of the course, learners will take the exam and be eligible for certificate issuance.
b) Intensive training in multiple sessions, with each session covering part of the Program content. Upon completion of the course, learners will take the exam and be eligible for certificate issuance.
c) Semi-intensive training: learners work while attending some classes during the week or month. Upon completion of the Program, learners will take the exam and be eligible for certificate issuance.
d) Guided self-study: learners study using provided materials. After completing each section of the Program, learners will continue with subsequent sections under teacher guidance until the end of the Program. Upon completion of the Program, learners will take the exam and be eligible for certificate issuance.
7. On Conditions for Implementing the Program
To effectively implement this Program, certain basic conditions must be met:
a) Adequate learning materials for learners and instructional guides for teachers;
b) Teachers who can teach in both Mong and Vietnamese for each class;
c) Classrooms;
d) Other conditions (depending on each locality):
- Supplementary books (folk tales, folk poetry, riddles, proverbs, idioms in Mong language); reference books (Vietnamese-Mong dictionary, Mong-Vietnamese dictionary, Mong language vocabulary and dialect handbook, Mong grammar...);
- Teaching equipment: audio-visual equipment (cassette players and audio tapes, TV and DVD players, video tapes) and other teaching aids.
e) Policies and incentives for learners and teachers to encourage them to complete their tasks successfully./.
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