Understanding gender inequality through playful education
	Helping Ethnic Minority Children Better Understand Vietnamese Language

At the event, the pedagogical framework “Language-rich learning environment” was introduced as a solution to enhance preschool children’s language skills, particularly in disadvantaged and ethnic minority areas.

The seminar was part of the project “Teachers applying language-rich classroom knowledge and skills for kindergarten children” (TALK), implemented by VVOB Vietnam from 2022 to 2026. Participants included domestic and international education experts, representatives from agencies under the Ministry of Education and Training, Departments of Education and Training from the three TALK project provinces (Gia Lai, Quang Tri, and Tuyen Quang), as well as specialists from international organizations active in the field of education in Vietnam.

Seminar on “Language and Emergent Literacy Development for Preschool Children.” (Photo: VVOB)

According to a baseline study by Southern Cross University, prior to the implementation of the TALK project, preschool teachers in the project provinces faced challenges in creating a rich language environment, especially in ethnic minority areas. Three main challenges were identified: the need to strengthen teachers’ capacity to support children’s emergent writing skills and familiarity with print; the underutilization of child-centered activities; and the need to improve effective interaction in child-initiated activities.

In response to these findings, the “Language-rich learning environment” pedagogical framework, developed based on international research and adapted to the Vietnamese context, was designed around three pillars: creating a safe and positive learning environment; designing learning tasks connected to children’s real-life experiences; and enhancing quality teacher-child interactions. The framework encourages the use of the mother tongue and the integration of local cultural elements, enabling ethnic minority and disadvantaged children to develop their language skills in the most effective way.

Speaking at the seminar, Dr. Pham Thi Thu from the Faculty of Early Childhood Education, Central Pedagogical College, remarked that the “Language-rich learning environment” pedagogical framework not only supports teachers in improving their teaching practices but also contributes to the realization of the Prime Minister’s project “Enhancing Vietnamese Language Skills for Ethnic Minority Preschool Children and Primary School Students for the 2016-2020 Period, with Orientation to 2025.” This, she noted, provides a foundation for preschool children to develop language as well as thinking and problem-solving skills, facilitating a smoother transition to Grade 1.

Delegates discuss at the seminar. (Photo: VVOB)

Dr. Do Thi Ngoc Quyen, Education Manager at VVOB Vietnam, shared: “Through on-site observations in several localities applying the ‘Language-Rich Learning Environment’ framework, we have found that children have become more confident in communication and expression, and more actively engaged in classroom activities. Interactions between children, as well as between teachers and children, have become more diverse and closely connected to everyday life. Overall, children have shown improved soft skills.”

At the seminar, delegates exchanged and shared experiences in implementation, with a view to expanding the application of the “Language-rich learning environment” framework from the three TALK project provinces to a nationwide scale, aiming to enhance the quality of preschool education, particularly in disadvantaged areas.

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