Challenges in teaching english for ethnic minority students in gia lai province = những thách thức trong việc dạy tiếng anh cho học sinh dân tộc thiểu số ở tỉnh gia lai

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGUYEN THI HANG CHALLENGES IN TEACHING ENGLISH FOR ETHNIC MINORITY STUDENTS IN GIA LAI PROVINCE Field: Theory and Methodology of English Language Teaching Code: 8140111 Supervisor: Assoc, Prof Dr Nguyen Thi Thu Hien BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƢỜNG ĐẠI HỌC QUY NHƠN NGUYỄN THỊ HẰNG NHỮNG THÁCH THỨC TRONG VIỆC DẠY TIẾNG ANH CHO HỌC SINH DÂN TỘC THIỂU SỐ Ở TỈNH GIA LAI Ngành: Lý luận phƣơng pháp dạy học môn Tiếng Anh Mã số: 8140111 Ngƣời hƣớng dẫn: PGS TS Nguyễn Thị Thu Hiền i STATEMENT OF AUTHORSHIP I certify that the thesis “Challenges in Teaching English for Ethnic Minority Students in Gia Lai Province” is my own work No other person’s work has been used without acknowledgement in the paper This thesis has not been submitted for the award of any degree or diploma in any universities Quy Nhon, 2022 Nguyen Thi Hang ii ACKNOWLEDGEMENTS Without the support, encouragement, and contributions from my supervisor, my professors, my school, colleagues, friends and family, the successful completion of this thesis work would not have been possible I take this chance to express my deepest thanks to them for their support First and foremost, I am grateful to my thesis supervisor, Assoc Prof Dr Nguyen Thi Thu Hien, for her amazing supervision Her outstanding knowledge and profession inspired me a lot during my academic life at Quy Nhon University I appreciate her experienced guidance and suggestions, great patience in helping me resolve the obstacles during the process I carried out my thesis I am gratefully indebted to her for her very valuable comments on this thesis A special thank goes to Gia Lai Department of Education and Training and Chu Van An High School for giving me the chance to attend a MA course at Quy Nhon University This study was made achievable by the participation of the enthusiastic teachers at High Schools in Gia Lai, who devoted their time taking part in this research I was also thankful to my colleagues for their support during my study time I am also grateful to Quy Nhon University, Post-graduate Department, and Foreign Languages Department for the administrative assistance Last, but not least, I must express my gratitude to my family for providing me with unfailing support and continuous encouragement throughout the course and the study of this thesis iii ABSTRACT This study attempted to investigate the teachers’ challenges in teaching English to ethnic minority students in Gia Lai province from the high school teachers’ perspectives in terms of school environment and curriculum, students and parents as well as the teachers’ knowledge and professsional development The quantitative and qualitative approaches were used to answer the research questions The data were gathered from 53 English from various high schools in Gia Lai province via a questionnaire, including both open-ended questions and close-ended items The study showed the interesting results The teachers are challenged by the crowded classes, time constraints, unequal ability between Kinh and ethnic minority student, and pressure from curriculum, testing and assessment Meanwhile, students’ lack of interest, concentration and active learning, their frequent use of dialects, parents’ unawareness of the importance of English language, students’ lack of sufficient learning environment are challenges related to students and parents In addition, challenges concerning the teachers’ knowledge and professsional development are shortage of training, and lack of professional development A set of recommendations is presented in this paper which can contribute to tackle the challenges Key words: English Language Teachers, Challenges, School Environment, Students Community and Parents, The teachers’ knowledge and professsional development, Ethnic Minority Students iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vi LIST OF TABLES vii CHAPTER INTRODUCTION 1.1 Rationale 1.2 Aims and objectives 1.2.1 Aims 1.2.2 Objectives 1.3 Research Questions 1.4 Scope of The Study 1.5 Significance of the Study 1.6 Organization of the Study CHAPTER LITERATURE REVIEW 2.1 Factors Affecting Second Language Acquisition 2.1.1 Age factors 2.1.2 Psychological Factors 2.1.3 Sociocultural Factors 2.1.4 Cross-linguistic Factors 2.2 Schooling of Ethnic Minority Students in Vietnam 10 2.2.1 An Overview of Ethnic Minority Groups in Vietnam and in Gia Lai Province 10 2.2.2 Minority School Education in Vietnam 11 2.3 Current Situation of English Teaching in Vietnam 12 2.3.1 English at General Education Level in Vietnam 13 v 2.3.2 Current Situation of English Teaching in Gia Lai Province 15 2.4 Roles of Teachers and Students in Teaching and Learning English as a Foreign Language 15 2.4.1 The Roles of Teachers in English Teaching 15 2.4.2 The Roles of Learners in English Learning 17 2.5 Review of Related Empirical Studies 18 CHAPTER METHODOLOGY 23 3.1 Research Methods 23 3.2 Participants 23 3.3 Instruments 25 3.4 Data Collection 26 3.5 Data Analysis 27 3.6 Reliability and Validity 28 3.6.1 Scale Reliability Analysis 28 3.6.2 Validity 28 CHAPTER FINDINGS AND DISCUSSIONS 30 4.1 Challenges in terms of School Environment and Curriculum 30 4.3 Challenges in terms of Students and Parents 42 4.4 Challenges in terms of the Teachers’ Knowledge and Professsional Development 54 CHAPTER CONCLUSION AND IMPLICATIONS 63 5.1 Summary of The Study 63 5.2 Implications 65 5.3 Limitations 66 5.4 Suggestions for Further Research 67 REFERENCES 68 APPENDICES vi LIST OF ABBREVIATIONS EFL: English as a Foreign Language ELL: English Language Learner ELT: English Language Teaching SLA: Second Language Acquisition vii LIST OF TABLES Table 2.1 The Vietnam Education System 14 Table 2.2 The number of periods of ELT for each level of education 14 Table 3.1 Participants’ background characteristics 24 Table 3.2 Reliability Statistics of the questionnaire 28 Table 4.1 Challenges in terms of school environment and curriculum 31 Table 4.2 The detail description of in-class equipment 32 Table 4.3 The detail description of weak emotional and psychological support from the school board 34 Table 4.4 The detail description of crowded classes 35 Table 4.5 The detail description of the unequal ability between Kinh and ethnic minority students 36 Table 4.6 The detail description of the time constraint 37 Table 4.7 The detail description of the negligence of English language teachers’ suggestions 38 Table 4.8 The detail description of knowledgeable and helpful colleagues 39 Table 4.9 The detail description of the pressure from curriculum demands 40 Table 4.10 The detail description of the pressure of the exams on teaching contents 41 Table 4.11 Challenges in terms of students and parents 43 Table 4.12 The detail description of students’ interest in learning English 44 Table 4.13 The detail description of students’ comprehensive ability 45 Table 4.14 The detail description of students’ perspective about learning English 46 Table 4.15 The detail description of students’ concentration in class 47 Table 4.16 The detail description of students’ assignment completion 48 Table 4.17 The detail description of monority students’ interaction 49 viii Table 4.18 The detail description of parents’ attitudes towards teachers 50 Table 4.19 The detail description of parents’ perceptions of the importance of English 51 Table 4.20 The detail description of parents’ cooperation with teachers 52 Table 4.21 The detail description of supportive environment for learning English 53 Table 4.22 Challenges in terms of the teachers’ knowledge and professsional development 54 Table 4.23 The detail description of teachers’ preparation about material and knowledge 55 Table 4.24 The detail description of teachers’ knowledge about students’ cultural and linguistic backgrounds 56 Table 4.25 The detail description of teachers’ participation in training courses on teaching ethnic minority students.” 57 Table 4.26 The detail description of teachers’ exchange with students about their difficulties 58 Table 4.27 The detail description of no workshops related to English language teaching and learning for ethnic minority students 59 Table 4.28 The detail description of teachers’ eagerness to teach.” 60 Không chắn Đồng ý Rất đồng ý NỘI DUNG Không đồng ý CHỦ ĐỀ Rất không đồng ý AP-12 24 Khơng có hội thảo liên quan đến việc dạy học tiếng Anh cho học sinh dân tộc thiểu số mà giáo viên có đƣợc bí thực tế 25 Tơi thích thú với việc giảng dạy Phần 3: Câu hỏi mở thách thức việc dạy học sinh dân tộc thiểu số trƣờng thầy/ cô ( Thầy sử dụng tiếng Việt tiếng Anh để nêu quan điểm mình) Thầy/ nêu thêm thách thức đến từ mơi trƣờng chƣơng trình học? Đề xuất phƣơng án giải (nếu có) Thầy/ nêu thêm thách thức đến từ học sinh? Đề xuất phƣơng án giải (nếu có) Thầy/ nêu thêm thách thức đến từ phụ huynh? Đề xuất phƣơng án giải (nếu có) Thầy/ nêu thêm thách thức đến từ kĩ giáo viên? Đề xuất phƣơng án giải (nếu có) Cảm ơn hợp tác quý thầy/ cô! AP-13 APPENDIX TRANSCRIPTION OF THE OPEN-ENDED QUESTIONS T1  Học sinh kiến thức từ cấp học dƣới Năng lực học sinh ngƣời Kinh DTTS khác xa  Phụ huynh quan tâm đến việc học nói chung việc học Ngoại ngữ nói riêng e  Giáo viên thiếu đƣợc tham gia tập huấn T2  Learning environment is not competitive, English curriculum is not suitable for the communicative aim  My school has good facility conditions  can't not understand Jrai students' own language Stu  lack of parents' care  Our English division often have group discussion or we have meeting with division from other schools We depend on the objectives, content, and specific situations in teaching to prepare well in terms of methods for practical hours to ensure the requirements for practical skills, applying knowledge into practice, and improving students' interest in our teaching This motivated us a lot T3  Big class, heavy curriculum  Classrooms not have enough facilities such as projectors, computers, and speakers to teach, which is the most challenging aspect of my teaching environment  They not have strong motivations to study English  Sometimes I realize that Kinh students have discriminatory attitudes AP-14 towards EM students, so their interaction and help in the classroom is still limited This leads to more difficulty in managing lessons  They not know the reasons why their children have to learn English  Giáo viên cần đƣợc tập huấn nhiều đối tƣợng học sinh đặc biệt  I have good relationship with my colleagues We often have group discussion or we have meeting with division from other school We depend on the objectives, content, and specific situations in teaching to discuss of methods for practical hours to ensure the requirements for practical skills, applying knowledge into practice, and improving students' interest in our teaching  Using games, gamification  My school has good facilities A fully equipped school would attract the students T4  Chƣơng trình nặng ngữ pháp  Lớp học q đơng học sinh Năng lực học sinh đồng bào Kinh khác biệt  Hs gốc tiếng Anh từ cấp  Giảm chƣơng trình học, nặng ngữ pháp, nên luyện tập điểm ngữ pháp tiết học Tập huấn cho giáo viên nhiều T5  Học sinh ngƣời Kinh ngƣời thiểu số học chung, khác biệt lực  HS thiếu kiến thức  Không quan tâm việc học em  Có lớp phụ đạo riêng cho HS thiêủ số  Giáo viên nên đƣợc tập huấn học sinh DTTS nhiều AP-15 T6  There needs to create more opportunity for students  Classrooms not have enough facilities such as projectors, computers, and speakers Classes are two crowded, too the ability between Kinh and minority students are not the same  the curriculum and assessment are not relevant The curriculum requires teaching four skills: reading, listening, speaking, and writing However, the testing and assessment are just mainly taken on reading and grammatical points  I have to lots of paperwork and under pressure of students’ performance I have to manage to solve the problem I am also under high pressure on GCSE examination from school board T7  Lớp có điều kiện sở vật chất nhƣng số lƣợng Hs đông  Hs trọng thi cử  Phụ huynh quan tâm việc tiếng anh cỉa k hiểu biết  Giảm so lƣợng hs lớp  Lớp học đông làm giảm giao tiêp học sinh lớp Học sinh ngƣời Kinh đồng bào DTTS khác lực  Khó khăn nhiều nhƣng giáo viên hỗ trợ nhiều Tôi học hỏi kinh nghiệm từ họ, họ thực động lực T8  Trƣờng có GV tiếng Anh, sinh hoạt ghép với tổ khác chuyên môn K thể trao đổi Nên đƣợc tập huấn giảng dạy cho học sinh đồng bào DTTS  Trƣờng tơi có 99,8% học sinh học sinh ngƣời Jrai, nhƣng trƣờng tơi có giáo viên tiếng Anh Tơi phải có hoạt động dạy học kết hợp với nhóm mơn học khác Tuy nhiên, tơi đề nghị thay đổi tốt từ ban giám hiệu, họ nói họ khơng thể điều kiện trƣờng AP-16 T9  lack of facilities for teaching English; big-sized classes with 40-50 students, pressure on GCSE examination from school board  Not having motivation to learn My ethnic minority students lack interest in learning English Most of them were passive in learning activities The ability between Kinh and minority students are not the same  Not many of them care about their children's studying They are lazy Most of them were passive in learning activities  Teaching methods for ethnic minority students  Proving teaching course for teaching English for ethnic minority  Teachers need to strengthen training, foster and exchange knowledge with colleagues, participating in lessons to learn from colleagues' teaching methods from which to draw effective methods for themselves These activities motivate me a lot T10  Mất cân vùng miền giáo dục  Thiết bị trƣờng học  Lớp học đông học sinh  Học sinh thƣờng tùy tiện vắng học mà khơng có lí đáng Học sinh coi tiếng Anh môn bắt buộc  Phụ huynh có thái độ phó mặc việc giáo dục học sinh cho nhà trƣờng  Đôi giáo viên nhận thấy học sinh ngƣời Kinh có thái độ phân biệt đối xử với học sinh DTTS, lực khác nên việc em tƣơng tác, giúp đỡ lớp học bị hạn chế Điều dẫn đến việc quản lí tiết dạy gặp nhiều khó khăn  Cần có giải pháp rút ngắn khoảng cách giáo dục vùng miền Bên cạnh đó, tìm cách giảm thiểu áp lực thi cử mang lại học sinh Thêm lớp tập huấn học sinh DTTS cho giáo viên AP-17 T11  Individual differences, the specifics of the learning activity, and the difficulty of giving individual feedback in large classes and digital environments all add to the challenge of responding to student difficulties and confusion Classrooms are overcrowded with students and not have enough facilities such as projectors, computers, and speakers to teach In addition, students only communicate in their mother tongue, so it is difficult to train  My students are 99.8% ethnic minorities, so they have a lot of difficulties in learning such as poor sense of learning, lazy to study, little interest in learning, low entrance, lack of time to study because of having to help their parents Besides English is the third language so it is very difficult for students  Parents not care about their children's education, even forcing them to drop out of school to get married early Many families are still poor, so they not have enough conditions for students to study  This problem caused by many reasons Firstly, they not have strong motivations to study English and consider English as a required subject Secondly, they lost their basic knowledge from lower grades Therefore, they can’t catch up with the new and harder knowledge The less lessons they understand, the less interest they have  When there was a training course, there was just one representative each school This is unfair  there are training classes for teachers teaching ethnic minority students and have suitable programs for weak students, especially those from ethnic minorities There can be enhanced in terms of learning media appropriate to the student's learning environment and increase the experiential working environment for students AP-18 T12  Phụ huynh hợp tác quan tâm Học sinh coi tiếng anh môn bắt buộc Năng lực nhóm ngƣời kinh đồng bào DTTS khơng đồng  Thi cử chƣa phù hợp chƣơng trình học Dễ hiểu giáo viên tập trung dạy từ vựng, ngữ pháp để phục vụ việc thi  Sự quan tâm từ ban giám hiệu chƣa rõ ràng  Giái viên cần nắm đƣợc tiếng mẹ đẻ học sinh để nắm bắt tâm lí học sinh Sự trao đổi giáo viên học sinh cần thiết Giáo viên cần đƣợc tập huấn nhiều T13  Variety level of students in a class (Kinh and Jrai), not flexible cirriculum for learners  The school has good facilities, but there is no special room for English classes  Classes are two crowded  Hard to identify the ability, competence of learners  Lack of students’ interest in learning English Learners should be in class which is proper with their ability  I love my students I have passion with English and teaching English for students, yet I hope to be trained more regularly T14  lots of Paperwork, Performance Pressure from School activities, Limitations of standardized Testing, Lack of Parental Support, Changing Educational Trends, Teachers Working too many roles at the same time The school building has poor quality facilities The support from the school board is just at general level, not specific AP-19  Lack of students’ interest in learning, Lack of focus or concentration of students in learning, Overcrowded classrooms (40-50 students), speak Vietnamese more than English When they are noisy, I am difficult to manage the class  Too much parental academic achievements' expectations, not support or concern a about Sts’ learning, the influence of parents on sts’s attitude toward learning  Lacking of basic knowledge from lower grades, not having strong motivations to study English are the main reasons for the inability to understand Moreover, their laziness contributes to this problem The most important reason is that minority students just consider English as a compulsory subject  Motivate and encourage Sts when sts underperform, understanding different learning abilities and capacities of sts  Although I have joined a number of trainings, but it is not enough Moreover, it’s not about English language teaching and learning for Ethnic Minority Students T15  Trƣớc tiên giáo viên cần phải thích nghi với chƣơng trình giảng dạy mới, trang bị kỹ năng, kiến thức, kinh nghiệm cần thiết Về môi trƣờng học mới, cần thích nghi trao đổi kiến thức kinh nghiệm giảng dạy với đồng nghiệp để trau dồi thêm kỹ năng, hiểu biết Cần quan tâm từ ban giám hiệu, quan tâm cần cụ thể  Về học sinh, giáo viên phải dành thời gian lắng nghe hiểu học sinh cần muốn gì, quan tâm đến hồn cảnh lực học tập học sinh Ở độ tuổi thành niên, học sinh có hành động ngỗ nghịch nên khuyên nhủ động viên học sinh AP-20  Lắng nghe ý kiến từ phụ huynh Trƣờng hợp phụ huynh nóng nảy giải thích mềm mỏng cho phụ huynh hiểu Đƣa lời lẽ thích hợp để phụ huynh hiểu thông cảm  Giáo viên cần tăng cƣờng tập huấn, bồi dƣỡng trao đổi kiến thức đồng nghiệp, tham gia tiết dự để học hỏi phƣơng pháp dạy đồng nghiệp từ rút phƣơng pháp hiệu cho  Cần phải có chƣơng trình giảng dạy riêng cho học sinh thiểu số Mở thêm lớp phụ đạo Tiếng Anh cho học sinh thiểu số học sinh có lực yếu Cần thêm chế độ ƣu đãi để động viên khuyến khích học sinh yếu có hồn cảnh khó khăn Tổ chức hoạt động ngoại khóa, thi tiếng anh để học sinh cảm thấy có hứng thú tham gia nâng cao kiến thức T16  Most students are in shortages of economic condition and they prefer physical subjects to social science ones  Classes are two crowded Students are not interest in learning English Some of them rely on others in class who help them monitor their studying  Meeting the demands of the curriculum increases amount of teaching Curriculum demands force teachers to finish the books even if the learners not understand anything  Most students are lazy and few of whom exercises  Parents not care about Ss' learning  Sometimes, I have to use ethnic language together with Vietnamese to get to know more about them Moreover, I can let them know that they always receive empathy from me My exchange with students about their difficulties in learning can motivate and encourage students when they underperform It also helps me to understand their different learning abilities and capacities AP-21 T17  I've faced some challenges in terms of choosing new English books for the 10th grade students I have to lots of paperwork and under pressure of students’ performance I have to manage to solve the problem They lack interest in learning English  Kinh students have different ability, discriminatory attitudes towards EM students, so their interaction and help in the classroom is still limited  Classes are two crowded, but the facilities for teaching are in good conditions  My students in an ethnic minority boarding high school: they will meet a lot of difficulties in learning new curriculum  They usually lack basic knowledge of education They describe English as a compulsory subject They not voluntarily pay attention to getting the content of the lessons in advance  Students only consider English as a subject in which they want to get enough point to pass the graduation exam, they don't want to spend more time on learning it, because to them, English is a time - consuming subject and it is difficult to get good mark in English  I hope to be trained regularly  Sometimes, I have to use ethnic language together with Vietnamese to get to know more about them Moreover, I can let them know that they always receive empathy from me T18 - The facilities of school have poor quality - Classes are two crowded Students are not interest in learning English  Students only consider English as a subject in which they want to get enough point to pass the graduation exam, they don't want to spend more time AP-22 on learning it, because to them, English is a time - consuming subject and it is difficult to get good mark in English (except for the students who choose to study at university requiring or relating to English)  I had difficulty in helping students outside class  I need more trainings on ethnic minority students Teachers can enhance their curriculum using a variety of resources in order to make the material more culturally relevant and accessible T19  The school building has poor quality facilities  Some lessons are too long, but the alloted time is limited  Classes are two crowded Students are with different levels (Kinh and Jrai) When they are noisy, I am difficult to manage the class  Sometimes teachers find that Jrai students talk to each other in Jrai language during breaks, so it is still limited for Kinh children to interact and help each other in the classroom This makes student management more difficult English is not appreciated in the village  Some parents don’t care their children’ learning Most of the students from ethnic minorities live in villages where everyone speaks the local language Learning English is not appreciated in the village The English learning environment is almost nonexistent For them, studying is mainly about earning a high school degree  Rooms should be equipped more facilities for studying  I need more training about to study teaching methods for ethnic minority students  I have good relationship with the teachers in my school The help from them motivated me a lot AP-23 T20  Thiết bị dạy học tốt nhƣng lớp học q đơng Học sinh khác biệt lực DTTS Kinh  Hs dtts hứng thú với tiếng anh Dịch bệnh nên e học ko Không tự nhận thức đƣợc vấn đề học tập tự sửa lỗi  Tôi sử dụng tiếng Jrai học sinh giao tiếp chủ yếu tiếng Anh  Phụ huynh quan tâm đến họ Tơi đƣợc tƣơng tác với PHHS  Khả nghe nói đọc viết cho hs dtts khó để truyền đạt cho hs đam mê  Ƣu tiên cho hs dtts làm kiểm tra tiếng anh: vd có phần đề dễ riêng T21  Teachers must fix with the curriculum  The facilities are good, but classes are two crowded They just the assignments when they are told or forced to  Teachers have to complete the syllabus in any way by one academic year despite their students’ poor ability  Teachers don't understand thoroughly students' culture and language  Parents pay little attention to and have no interaction with the teachers their children because they are busy with earning for living Most students from ethnic minorities come from families with economic difficulties Parents have almost no contact with teachers and completely entrust education to the school  Teachers not have enough skills to deal with students, know no Jrai language it is necessary for the teachers to have more workshops to learn more about theirstudents’ language, culture, values, family, and home environment AP-24  Have more conferences for teachers  My exchange with students about their difficulties in learning can motivate and encourage students when they underperform It also helps me to understand their different learning abilities and capacities T22  Về chƣơng trình học đánh giá cịn chƣa phù hợp Chƣơng trình dạy theo nhiều kĩ nhƣng đánh giá Tạo áp lực công việc lên giáo viên  Sự quan tâm từ ban giám hiệu mang tính chất chung chung, chƣa cụ thể  Học sinh chƣa thực đam mê học tập Họ thụ động lớp  Bố mẹ thiếu đầu tƣ cho tƣơng tác với giáo viên Mơi trƣờng học sinh học tập khơng có nói tiếng địa phƣơng nhà  Tôi không hiểu đƣợc tiếng Jrai  Thƣờng có giáo viên tập huấn có lớp tập huấn Rất khơng cơng T23  Điều kiện sở vật chất hạn chế, thiết bị trƣờng học cịn kém, chƣơng trình sách giáo khoa khó số với khả ngƣời địa phƣơng  Học sinh lƣời học, gốc kiến thức Chƣơng trình học thi cử khơng tƣơng xứng với  Lớp học q đơng Học sinh có khả khác nhau, giáo viên hầu nhƣ tập trung đối tƣợng học sinh yếu hầu nhƣ khơng có thời gian dạy riêng rẽ học sinh gánh nặng cơng việc  Tơi khơng biết tiếng địa phƣơng (Jrai) Tôi cần nhiều lớp tập huấn phƣơng pháp để dạy học cho học sinh DTTS  Phụ huynh ko quan tâm đến việc học con, tƣơng tác với giáo viên  Kỹ sử dụng ngôn ngữ để giao tiếp giảng dạy ko thực đƣợc AP-25 học sinh ko hiểu Học sinh chủ yếu giao tiếp tiếng địa phƣơng nhà Nên thƣờng xuyên có trao đổi giáo viên học sinh để cải thiện nâng cao chất lƣợng dạy học  Tuy nhiên, đƣợc hỗ trợ từ đồng nghiệp nhiều, họ động lực cho T24  Hs thiếu kiến thức nột cách trầm trọng từ cấp THCS nên lên THPT em khó tiếp cận chƣơng trình Tuy nhiên, sở vật chất trƣờng tƣơng đối tốt  Hs lƣời học Khả học sinh khác  Phụ huynh chƣa quan tâm nhiều đến việc học ngoại ngữ  Tuổi khơng cịn trẻ để học kỹ  Cần có lớp tập huấn mang tính thực tế lý thuyết suông Học sinh cần đƣợc giáo viên quan tâm Giáo viên quan tâm học sinh học tốt T25  Teaching online has been huge obstacles toward teaching English to ethnic minority students during COVID-19 situation  The support from the school board is just at general level  Classes are two crowded  Students' shyness and low-level of interaction are my challenges  Most of ethnic parents have less time and care of their children's studying, especially in learning English because most of them are farmers who are always busy with their work on the field As a result, there is barely any interaction and cooperation with the teachers in the year except for the meetings with their children’s form teacher  Sometimes, I have to use ethnic language together with Vietnamese to AP-26 conduct the lessons (giving instructions, explaining meaning of words, uses of verb tenses )  More extra periods and teaching - learning tools should be granted ... TRƢỜNG ĐẠI HỌC QUY NHƠN NGUYỄN THỊ HẰNG NHỮNG THÁCH THỨC TRONG VIỆC DẠY TIẾNG ANH CHO HỌC SINH DÂN TỘC THIỂU SỐ Ở TỈNH GIA LAI Ngành: Lý luận phƣơng pháp dạy học môn Tiếng Anh Mã số: 8140111... To investigate the challenges in teaching English to ethnic minority students, the study entitled Challenges in Teaching English for Ethnic Minority Students in Gia Lai Province has been chosen... challenges in teaching and learning English were carried out However, up to now, there has been no study on the challenges in teaching English for ethnic minority students in Gia Lai, a province