ĐẠI DIỆN CÁC DÂN TỘC THIỂU SỐ VIỆT NAM TRONG SÁCH GIÁO KHOA THÍ ĐIỂM MÔN TIẾNG ANH TRUNG HỌC PHỔ THÔNG

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Tác giả: Bình Trịnh Thanh, Hạnh Phạm Thị

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Nghiên cứu Nước ngoài, 2024

Mô tả vật lý: tr.50-69

Bộ sưu tập: Metadata

ID: 402265

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In Vietnamese boarding schools for ethnic minority students, learners use national textbooks, primarily designed to serve the major group - Kinh students. Therefore, representations of Vietnamese people and culture in these textbooks may mainly focus on this group, and consequently lead to unfamiliarity and loss of interest among students (Cunningsworth, 1995). In international contexts, representations of ethnic groups in English textbooks have been found problematic (Bassani, 2015
Kim & Ma, 2018
Yamada, 2006, 2010). In Vietnam, this issue has not received sufficient interest except for only one study into this type of representations by Dinh (2014), who reveals that the Vietnamese culture in old high school English textbooks was mainly of Kinh people. To address this research gap, this study was conducted to investigate the representations in new high school English textbooks and the accompanying teachers’ books. Employing qualitative approach and quantitative approach, with the underlying procedures adapted from the study by Weninger and Kiss (2013), the researchers identified certain problems. Some noteworthy findings are the underrepresentation compared to Vietnamese people and culture, the absence of some groups, and the limited range of contextual topics. From the results, it is recommended that teachers make modifications to classroom procedures and materials, and textbooks designers incorporate ethnic minorities with more diverse topics.Tại các trường trung học phổ thông dân tộc nội trú, học sinh sử dụng các bộ sách giáo khoa tiếng Anh quốc gia. Các bộ sách này được thiết kế hướng tới đối tượng người học chủ yếu là học sinh dân tộc Kinh. Do đó, đại diện người và văn hóa Việt Nam tập trung ở nhóm học sinh này. Điều này có thể dẫn tới sự không thân thuộc và làm giảm sự hứng thú của học sinh (Cunningsworth, 1995). Ở nhiều nước trên thế giới, một số vấn đề với đại diện các nhóm dân tộc thiểu số trong sách giáo khoa tiếng Anh đã được phát hiện (Bassani, 2015
Kim & Ma, 2018
Yamada, 2006, 2010). Tại Việt Nam, vấn đề này chưa nhận được sự quan tâm đầy đủ. Phát hiện duy nhất liên quan tới đại diện các dân tộc thiểu số là của Dinh (2014). Tác giả này nhận thấy trong sách giáo khoa tiếng Anh trung học phổ thông cũ, văn hóa quốc gia của Việt Nam được thể hiện thông qua văn hóa của nhóm người Kinh. Để khắc phục khoảng trống nghiên cứu này, chúng tôi đã thực hiện nghiên cứu này để phân tích đại diện các dân tộc thiểu số trong sách giáo khoa thí điểm môn tiếng Anh trung học phổ thông và các bộ sách giáo viên đi kèm. Sử dụng cả phương pháp định lượng và định tính, cùng với quy trình phân tích được đề xuất bởi Weninger và Kiss (2013), chúng tôi đã phát hiện ra một số vấn đề đáng chú ý, bao gồm: sự thiếu vắng đại diện dân tộc thiểu số trong tổng hòa con người và văn hóa Việt Nam,và hạn chế về đề tài liên quan tới ngữ cảnh. Từ kết quả trên, nghiên cứu đề xuất giáo viên cần thực hiện thay đổi với quy trình lớp học và học liệu. Ngoài ra, các nhà thiết kế sách giáo khoa nên tạo điều kiện để các dân tộc thiểu số xuất hiện ở các chủ đề đa dạng hơn.

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