What is the number of periods for teaching Vietnamese language to ethnic minority children before they enter the first grade in Vietnam?

What is the number of periods for teaching Vietnamese language to ethnic minority children before they enter the first grade in Vietnam?

Pursuant to Article 11 of Circular 23/2023/TT-BGDDT, the following regulations apply:

Development of teaching plans

1. Duration, timing: The program should not exceed 80 lessons (each lesson is 35 minutes), with a maximum duration of one month; implementation is to be during the summer, before the children begin the first-grade curriculum. Localities and schools are to arrange the time and duration suitable and effective to the practical conditions.

2. Allocation of teaching time: Depending on the conditions of the classroom, teachers, target children, and living conditions in each locality, the Principal and relevant professional departments shall develop a detailed plan for teaching Vietnamese to ethnic minority children before entering first grade appropriately and effectively.

3. Based on the requirements, goals to be achieved, and detailed plan for teaching Vietnamese to ethnic minority children before entering first grade, teachers shall build teaching plans suitable to the practical conditions and submit them to the Principal for approval before implementation.

Therefore, the period for teaching Vietnamese to ethnic minority children before they enter the first grade is during the summer, before the children begin the first-grade curriculum.

What is the number of periods for teaching Vietnamese language to ethnic minority children before they enter the first grade in Vietnam? (Internet image)

What are the contents for teaching and learning Vietnamese for ethnic minority children before they enter the first grade in Vietnam?

Pursuant to Article 5 of Circular 23/2023/TT-BGDDT, the teaching and learning of Vietnamese for ethnic minority children before they enter the first grade include the following specific contents:

(1). Preparation for entering the first grade. To be specific:

- Children get accustomed to the physical environment at primary schools: classroom space, school, library, subject-specific classrooms, playgrounds, boarding facilities, supporting facilities; learning tools, teaching equipment, and learning devices.

- Children get accustomed to the psychological environment at primary school: feeling safe, friendly environment, and respect for local language and culture and that of their ethnicity.

- Children participate in learning and other educational activities; they are trained in independent living habits, self-service, and collective activities as per the school and class regulations.

(2). Developing basic learning skills. To be specific:

- Skills in preparing, using, preserving, and keeping learning tools, identifying positions on small boards, large boards within the classroom space, and school.

- Skills in using symbols and conventions used in learning, playing, and other collective activities.

- Skills in working individually as per the teacher's instructions; seeking help from peers and teachers when facing difficulties in learning.

- Initial skills in working in pairs, groups, and participating in class and school collective activities.

- Skills in receiving tasks, completing assigned tasks, and presenting personal or group learning outcomes to friends and teachers at a simple level.

(3). Developing and enhancing listening and speaking skills. To be specific:

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

- Listening and speaking in initial familiarization situations and age-appropriate Vietnamese communication.

- Listening to and understanding, and speaking some simple conversational sentences on topics like requests, permissions, etc.

(4). Developing and enhancing reading skills. To be specific:

- Practicing proper book handling, accurate reading techniques: holding books properly, opening, and turning pages; maintaining the eye-book distance; recognizing book covers and book pages, text, and image illustrations in books; eye movement from top to bottom, left to right, reading at different levels (loud-quiet-silent).

- Reinforcing recognition and reading of single letter characters (one sound represented by one letter) in lowercase, and numbers from 1 to 9.

(5). Developing and enhancing writing skills. To be specific:

- Sitting correctly for writing, knowing how to hold the pencil with three fingers, practicing tracing letters and numbers on lined paper.

- Identifying horizontal, vertical lines, drawn lines, grid lines, and coordinate points when tracing letters and numbers: starting point, turning point, and ending point.

- Tracing basic stroke combinations: horizontal strokes, straight strokes, left and right slant strokes; forward and backward hooks, double-ended hooks; close curves, left and right curves; upper hooks, lower hooks, upper knots, and middle knots.

- Performing tracing activities for letters, words, and numbers from 1 to 9.

These contents are arranged in a scientific sequence corresponding to 20 lessons, displayed through topics, subtopics close and suitable to children, oriented towards developing learners' competencies and qualities.

What are the purposes of teaching Vietnamese to ethnic minority children before they enter the first grade in Vietnam?

Pursuant to Article 3 of Circular 23/2023/TT-BGDDT, the purposes of teaching Vietnamese to ethnic minority children before they enter the first grade include:

- Organizing, managing, and guiding the activities of teaching and learning Vietnamese for ethnic minority children before they enter the first grade.

- Preparing children mentally, creating interest and proactive learning attitudes; forming some basic learning skills and the ability to use Vietnamese, communication, and social interaction skills for ethnic minority children before they enter the first grade.

- Identifying the necessary contents for coordination among schools, families, and society in teaching and learning Vietnamese for ethnic minority children before they enter the first grade.