This study explores the English language learning practices among H’Mong children in Sapa, Vietnam, focusing on the intersection of cultural traditions, community involvement, and technological advancements. Utilizing a qualitative research design, data were collected through semi-structured interviews, field notes, and observations. Three primary research questions guided this investigation: (1) How do cultural traditions, community involvement, and technological advancements collectively influence the English language learning experiences of H'Mong children, and what strategies can enhance language acquisition? (2) What are the strengths and weaknesses of current educational policies in promoting English language learning among ethnic minority children in Sapa, and how can policy improvements be tailored to better address the diverse educational needs of these communities? (3) How do teacher and student perspectives on the integration of English language instruction with H'Mong cultural practices inform effective bilingual education strategies, and what role do informal learning environments, including social media, play in supplementing formal language learning for H'Mong children? The findings reveal that the integration of H'Mong cultural practices with English instruction, supported by community involvement and technological tools, significantly enhances language acquisition. However, existing educational policies require adjustments to more effectively meet the needs of ethnic minority students. This study provides insights into the development of tailored educational strategies that embrace both formal and informal learning environments to support the bilingual education of H’Mong children in Sapa, Vietnam.

Authors:
Dung Le Quang, Dai Nam University, Vietnam
Ha Le Quang, Hanoi University of Law, Vietnam

About the Presenter(s)
Le Quang Dung is currently working at Dai Nam University in Hanoi, Vietnam. As the Dean of English Language Faculty, the main interests lie in Curriculum development, Learning styles and seeking learning opportunities for ethnic minority groups.

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