On the steep, misty slopes of Vietnam’s northern highlands and in the sun-drenched classrooms of the Central Highlands, an educational movement is quietly gaining momentum. Across diverse regions, local educators and officials are uniting behind a single goal: to help ethnic minority children master Vietnamese before they step into grade 1. In a country where more than fifty ethnic groups weave a rich cultural tapestry, this initiative isn’t just about language—it’s about giving every child a fair shot at success.
On July 17, 2025, the Department of Education and Training issued a pivotal directive—Official Dispatch No. 181/SGDĐT-GDMN-TH—tasking local governments with organizing Vietnamese language instruction for ethnic minority children before they enter first grade. According to Bao Gia Lai, this marks a strategic, long-term effort to address a stubborn challenge: many ethnic minority students arrive at school with only a limited grasp of Vietnamese, the country’s official language of instruction. This language gap often leads to difficulties in learning, reluctance to communicate, and, all too often, falling behind their peers.
The new program aims to flip the script. By immersing children in Vietnamese through a mix of games, storytelling, singing, and group activities, educators hope to make language learning a natural, joyful experience. The approach is summed up by the philosophy “learning while playing, playing while learning.” Instead of rote memorization or rigid drills, children are invited to participate, laugh, and discover—building not just vocabulary, but confidence and curiosity.
At Nguyen Van Troi Primary and Secondary School in Ia Mo commune, this vision is already taking shape. This year, sixty-two ethnic minority students preparing for grade 1 attended a two-week summer course focused on practical skills: listening, speaking, reading, and writing Vietnamese. “The content isn’t heavy on theory. We focus on practice—storytelling, folk games, songs, and collective activities,” explained Principal Dinh Van Phuong, as reported by Bao Gia Lai. “With this approach, the children pick up Vietnamese naturally, without pressure. They become excited and confident as they enter grade 1.”
The success of such programs depends on more than just classroom innovation; it requires a coordinated effort from local authorities. People’s Committees in each commune are responsible for working with schools to identify eligible students, develop teaching plans, and allocate resources. In Ia Mo, officials see the program as a top priority. “The goal is to help children get used to the new environment and ensure they’re ready for the school year—so that no child is left behind,” a local leader told Bao Gia Lai.
Elsewhere, similar stories are unfolding. At Canh Hiep Primary School in Canh Vinh commune, sixty incoming first graders are split into two classes for summer Vietnamese lessons. “If we skip this stage, many students will stumble right from the first week,” said Principal Do Thi Kim Dung. “Even though it’s hard, we’re determined to maintain the program—it’s the foundation for our students’ future success.” Teachers like Tran Thi Ngoc Anh have witnessed firsthand how ethnic minority children often start out shy and silent, hesitant to speak Vietnamese. “At first, many just stayed quiet. But through games and stories, they began to greet us and answer in Vietnamese. Even small progress gives us teachers a huge boost,” she shared.
From August 4 to August 22, 2025, An Quang Primary School in An Hoa commune assigned two teachers to guide fourteen students through sixty lessons over twenty sessions. Teacher Nguyen Thi Nga emphasized the importance of a relaxed, friendly atmosphere: “We don’t force the children. This is a special summer class, so we create closeness and encouragement. When the kids feel happy and supported, Vietnamese gradually becomes familiar.”
Of course, challenges persist. Remote schools often lack adequate classrooms, desks, and teaching materials. Teachers must juggle their regular duties with extra summer classes, leading to considerable stress. Funding for teacher stipends and student allowances remains a work in progress, requiring greater attention from both local authorities and the education sector. Yet, despite these hurdles, the drive to offer equitable, sustainable education continues to inspire.
In the far north, the story takes on a deeply personal dimension. Since the 2022-2023 school year, teacher Giang Thi Sao of Van Ho commune, Son La province, has been running free Vietnamese classes—aptly named “Vietnamese for Children”—for local Mong students. “When I first started teaching here, all the students were Mong and their Vietnamese was very limited,” Sao recounted to Bao Phu Tho. “During lessons, they didn’t understand what I was saying. Even in music class, when I counted ‘2-3’ to start a song, they’d just repeat ‘2-3’ back to me! It was a real challenge.”
To bridge the gap, Sao developed a bilingual teaching method, combining Vietnamese and Mong languages with expressive gestures and body language. Slowly, her students began to engage—greeting her, answering questions, and participating in Vietnamese through games and stories. “The free classes run every summer from early July to late August,” Sao explained. “In the mornings, we focus on Vietnamese lessons. In the afternoons, parents bring their children to play and practice communication skills. When the younger kids play and talk with older siblings who already know some Vietnamese, they learn faster.”
Support from the school’s Board of Management has been crucial, providing space and materials. The program’s popularity has grown, with more Mong children joining each year. For Sao, a native Mong speaker herself, the mission goes beyond language. “I know how hard it is for teachers and for the kids when there’s a language barrier,” she said. “Some children are left behind simply because they don’t understand Vietnamese. I want to help them catch up and believe in themselves.”
Her efforts extend well beyond the classroom. As the school’s lead youth activities coordinator, Sao organizes cultural events, sports, and after-school activities to build students’ confidence and life skills. For struggling students, she offers extra help—even inviting them to her home for more practice. “The warmth and closeness make the children more open and willing to express themselves,” she noted. Through these activities, students gain the self-assurance to perform, speak up, and take pride in their learning.
Changing attitudes among parents is another key piece of the puzzle. In some Mong communities, economic hardship and traditional views mean that education isn’t always a priority. Sao works tirelessly to persuade families of the importance of schooling, encouraging them to send their children to class instead of keeping them home for farm work. Her family’s homestay business has even become a hub for donations—books, clothing, and school supplies—helping ease the burden for disadvantaged students.
Recognition for Sao’s dedication has come from many quarters. She’s been celebrated as an outstanding teacher and youth leader, and this year, she is set to receive a commendation from the Ministry of Education and Training for her innovative contributions to teaching and community engagement.
Across Vietnam’s varied landscapes, these efforts—large and small—are making a difference. By equipping ethnic minority children with the language skills they need, teachers and communities are breaking down barriers and lighting the way to a brighter, more inclusive future.
