Subtractive Schooling and Identity: A Case Study of Ethnic Minority Students in Vietnam

Nguyen, Trang Thi Thuy; Hamid, M. Obaidul

doi:10.1080/15348458.2017.1286990

Cited by 13 publications

(3 citation statements)

References 29 publications

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“…Selected segments from interviews, which were quoted in the analysis, were translated into English. As I have suggested elsewhere, school, ethnic community, and other individuals had a profound influence on the students’ language practices and beliefs (Nguyen & Hamid 2016, 2017a, b, 2018; Nguyen 2018).…”

Section: Methodsmentioning

confidence: 97%

“…Among approximately 100 languages spoken across the country (Lavoie 2011), Vietnamese—the language of the Kinh majority—has been promoted as a single official language for national communication (Tran 2014). Vietnamese is commonly used for most social, political, educational, cultural, and economic activities throughout the country (Nguyen & Hamid 2017b). Ethnic minorities have no choice but to limit their ethnic languages in their family and community and join the mainstream society using mainly Vietnamese.…”

Section: Contextmentioning

confidence: 99%

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Vietnamese ethnic minority students’ language practices under the influence of external interventions: A management perspective

Nguyen

2019

Lang. Soc.

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This article examines Vietnamese ethnic minority students’ language practices under the influence of external interventions from a language management perspective. It focuses on the ways the students engage with various levels of interventions in their language practices. The study mainly draws on a group of college-age minority students’ experiences and perspectives collected through semistructured interviews. Findings suggest that the students, in making decisions to use their ethnic language and Vietnamese, the mainstream language, responded to interventions by the school and the ethnic community by adapting to the latter's language policy, while reinterpreting to conform to/deviate from interventions by other individuals such as their parents, their teachers, or their peers. In that process of managing their language practices, they reframed their identity in which both maintenance and transformation orientations were active. Implications related to minority language policy and language maintenance are then suggested. (Language management, individual language management, language practices, language choice, language policy, language maintenance, ethnic minority)*

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Section: Methodsmentioning

confidence: 97%

Section: Contextmentioning

confidence: 99%

Vietnamese ethnic minority students’ language practices under the influence of external interventions: A management perspective

Nguyen

2019

Lang. Soc.

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“…However, there are inconsistencies in these policies implementation in teacher education and in schools. In reality, these Vietnamese education policies tend to ignore and underestimate cultures and languages of minority students in teaching practices (Nguyen & Hamid, 2017).…”

Section: Context Of the Studymentioning

confidence: 99%

HMông Students’ Sources of Funds of Knowledge: A Case Study of Kinh Primary School Teachers’ Practices

Tran

Le²

2021

VJE

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Teachers working with ethnic minority students who have different language and cultural background from their own may have little knowledge of their students in out-of-school context. This lack of students’ knowledge and resources outside of the school may lead to deficit thinking regarding this non-dominated group as intellectually and academically deficient. Underachievement and low study engagement by HMông ethnic minority students in disadvantaged primary schools in Vietnam evidence a need for more effective teaching practices to support these minority students’ learning and reduce inequality within their educational environment. The funds of knowledge (FoK) approach attempts to overcome teachers’ perceptions of ethnic minority students and their knowledge through learning about these students’ FoK and incorporating these insights into the teaching practices. The purpose of this study is to explore how Kinh teachers identify HMông students’ sources of FoK in order to support their teaching/learning practices. This research employs qualitative educational research method together with case study method to examine the way Kinh primary teachers identify HMông students’ sources of FoK. The findings indicate that Kinh primary teachers identified HMông students’ different sources of FoK that the teachers could beneficially be drawing on to empowering HMông children’ participation, achievement and Kinh teachers’ teaching practices.

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Teaching English through a Second Language to Linguistic Minority Students in EFL Contexts: Identifying “Double Subtractive” Education

Nguyen

2024

TESOL Quarterly

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Although English education is a topic of huge concern in TESOL research, the issue of teaching English through a second language to linguistic minority students in EFL contexts is often overlooked. The teaching of English in such a circumstance can be labeled as a form of double subtractive education. This article explores and provides illustrations of double subtractive education in Vietnam. Data were gathered through interviews or conversations with administrators, teachers, and minority students from six suburban secondary schools. Findings suggest that in such an education program, the teachers and students confronted major challenges in teaching and learning English due to cross‐linguistic transition problems in relation to the students' home language, Vietnamese, and English. This form of education, however, seemed to be not only about linguistic issues alone, but also related to political and social factors. The idea of linguistic capital associated with English which suggests that the language is a tool for its learners' social mobility, in addition, may not necessarily be applied to minority students experiencing such an education form. Decolonial approaches to minority education are, therefore, needed to remedy issues with double subtractive education in practice.

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Subtractive Schooling and Identity: A Case Study of Ethnic Minority Students in Vietnam

Cited by 13 publications

References 29 publications

Vietnamese ethnic minority students’ language practices under the influence of external interventions: A management perspective

Vietnamese ethnic minority students’ language practices under the influence of external interventions: A management perspective

HMông Students’ Sources of Funds of Knowledge: A Case Study of Kinh Primary School Teachers’ Practices

Teaching English through a Second Language to Linguistic Minority Students in EFL Contexts: Identifying “Double Subtractive” Education

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