(LUẬN VĂN THẠC SĨ) Challenges in teaching English to ethnic minority students in a mountainous province

Vietnam national university, Hanoi University of Languages and international studies Department of Post-graduate Studies DIỆP THỊ HỒNG LIÊN MA MINOR THESIS Challenges in teaching English To Ethnic minority students in a mountainous province (Những thách thức việc dạy tiếng Anh cho học sinh dân tộc thiểu số tỉnh miền núi) Field: English Teaching Methodology Code: 60 14 10 Cohort: MA 17 Supervisor: Phạm Minh Tâm, MA Hanoi, 2010 TIEU LUAN MOI download : skknchat@gmail.com iv TABLE OF CONTENTS Headings Pages Declaration …………………………………………………………………… i Acknowledgment …………………………………………………………… ii Abstract …………………………………………………………………… iii Table of contents …………………………………………………… iv Abbreviations vii CHAPTER ONE: INTRODUCTION 1.1 Rationale for the study ………………………………………………… 1.2 Aims of the study ……………………………………………………… 1.3 Significance of the study ………………………………………………… 1.4 Scope of the study ……………………………………………………… 1.5 Methodology …………………………………………………………… 1.6 Organization of the study ……………………………………………… CHAPTER TWO: LITERATURE REVIEW 2.1 An overview on English Language Teaching Methods …………… 2.1.1 The Grammar - Translation Method 2.1.1.1 Introduction …………………………………………… 2.1.1.2 Advantages of the Grammar -Translation Method ……… 2.1.1.3 Disadvantages of the Grammar -Translation Method …… 2.1.2 The Audio-Lingual Method 2.1.2.1 Introduction ……………………………………………… 2.1.2.2 Advantages of the Audio-Lingual Method ……………… 2.1.2.3 Disadvantages of the Audio-Lingual Method …………… 2.1.3 Communicative Language Teaching 2.1.3.1 Introduction ……………………………………………… 2.1.3.2 Advantages of Communicative Language Teaching …… 2.1.3.3 Disadvantages of Communicative Language Teaching … 10 2.2 Common classroom activities associated with Communicative TIEU LUAN MOI download : skknchat@gmail.com v Language Teaching 2.2.1 Accuracy versus fluency activities ……………… ……… …… 11 2.2.2 Mechanical, meaningful, and communicative practice …… 13 2.2.3 Information-gap activities ………………………………… 13 2.2.4 Jig-saw activities …………………………………………… 14 2.2.5 Other activity types in CLT ………………………………… 14 2.3 Proficiency in the native language and the second language, and the acquisition of a third language 2.3.1 Definitions ………………………………………………… 15 2.3.2 The influence of proficiency in the native language and the 16 second language on the acquisition of a third language … CHAPTER THREE: METHODOLOGY 3.1 Research setting 3.1.1 An overview of the research site ………………………… 18 3.1.2 Description of the teachers of English …………………… 18 3.1.3 The students …………………………………………… 19 3.1.4 The materials of teaching and learning ………………… 19 3.2 Research questions 20 3.3 Participants 3.3.1 Population ……………………………………………… 20 3.3.2 Sampling ……………………………………………… 20 3.3.3 Detailed description of participants …………………… 21 3.4 Data Collection Instruments 3.4.1 Interviews …………………………………………… 21 3.4.2 Classroom observations ……………………………… 22 3.5 Data Collection Procedure ………………………………… 22 3.6 Data Analysis Procedure …………………………………… 23 CHAPTER FOUR: RESULTS AND DISCUSSION 4.1 Research question ………………………………………… 25 TIEU LUAN MOI download : skknchat@gmail.com vi 4.2 Research question …………………………………………… 29 4.3 Conclusive remarks …………………………………………… 32 CHAPTER FIVE: CONCLUSION 5.1 Summary of major findings ………………………………… 33 5.2 Recommendations 5.2.1 Adjusting teaching to learners’ needs ………………… 34 5.2.2 Adapting the textbooks ……………………………… 35 5.2.3 Motivating students to learn ………………………… 35 5.2.4 Having ethnic minority teachers to teach English for their 36 students in their communities …………………………… 5.2.5 Improving teaching conditions …………………………… 36 5.3 Limitations of the study ………………………………………… 37 5.4 Suggestions for further study …………………………………… 37 References …………………………………………………………… 38 Appendices Appendix A Interview Protocols for Teachers …… I Appendix B Observational protocol …………………… III TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province (LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province vii ABBREVIATIONS GTM: Grammar Translation Method ALM: Audio-Lingual Method CLT: Communicative Language Teaching L1: the first language L2: the second language L3: the third language TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province (LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province CHAPTER ONE: INTRODUCTION 1.1 Rationale for the study The ever-growing need for good communication skills in English has created a huge demand for English teaching around the world The result is that its status in education system and settings is an extraordinary one (Rossner and Bolitho, 1990, p 5) In correspondence to this trend, in Vietnam, the importance of English as a language of international communication has been acknowledged by the Government; English teaching and learning have been given more and more priority English is considered as a compulsory subject in the school curriculum in recognition that “it can contribute to students’ personal, linguistic, social, and cultural development” (Canh, 2004, p.167) Ministry of Education and Training in Vietnam (2006) has stated that the objective of language teaching is teaching learners to communicate fluently, appropriately and spontaneously in the cultural context of the target language To meet the demand of learners of English, teachers of English in Vietnam have been trying to catch up with the world’s latest frameworks of English Language Teaching as well as to find out the most suitable and effective method of teaching English with the hope of providing learners with a means of communication, namely English which is vital for them to be successful in their job and to fulfill their social demands in the time of globalization In Hoa Binh mountainous province, where the author has been working for over fifteen years, English is a compulsory subject in the curriculum and it is considered as one of the major subjects for the high school final examination English is taught with the purpose to give students some basic knowledge of English in order to communicate and use it as a key to science and technology However, there still exist many difficulties facing teachers in teaching English to students, especially those from ethnic minorities It can be observed that ethnic minority students’ scores are very low in English Less than per cent earn good marks, even in the national graduation exams (Hoa Binh Department of Education and Training, 2008; 2009) Furthermore, according to one high school teacher of English, the majority of ethnic minority students can understand forty per cent of teachers’ lectures in Vietnamese In some remote areas, lower level students understand less than 20 per cent of what teachers say in TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province (LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province Vietnamese (“Minority Students Need”, 2008) Ethnic minority students mainly use their mother tongues – Muong, Thai, Hmong, Tay and other languages - to communicate inside their families and small communities From first grade onward, at school and in public places, ethnic minority students have to struggle with Vietnamese to study and communicate with other people This is why not many can understand lectures, even at high school, because they not thoroughly comprehend Vietnamese - and very few teachers can explain things to them in their native languages (“Ethnic Schools Lack”, 2007) Thus, studying English language in addition to Vietnamese language might be very challenging for ethnic minority students Furthermore, other problems are compounded by poor living conditions, poorlyfurnished classrooms, scarce access to supporting materials and facilities, limited access to the target language, etc As a result, many ethnic minority students fail to make progress in learning the language and the quality of English language education for ethnic minority students remains unsatisfactory for communicative purposes All of these problems might make teachers feel frustrated in teaching English to ethnic minority students, and in developing students' communicative competence in English The point is that if we leave this problem unsolved, there will be a likelihood of loading teachers of English with teaching to ethnic minority students of limited proficiency in English language, and pushing students into being fed up with learning English This fact has given the author an impetus to the research on challenges in teaching English to ethnic minority high school students in Hoa Binh province with the hope to find out the solutions to these problems and to make a small contribution to improve the quality of teaching English to ethnic minority students in a mountainous province Aims of the study The study aims at investigating the areas of challenges in teaching English to ethnic minority high school students in Hoa Binh mountainous province Also, it is expected that some solutions to overcome challenges encountered will be suggested To be more specific, in realizing this study, the objectives are:  To investigate the areas of challenges that the teachers have encountered when teaching English to ethnic minority students TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province 38 references Andrews, S (1983) Communicative Language Teaching - Some Implications for Teacher Education in Johnson, K and Porter, D Perspectives and Communication Language 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In Brumfit, C (ed,) The Practice of Communicative Teaching: Pergamon Press Marland, P (1998) Teachers’ Practical Theories: Implications for Preservice Teacher Education Asia-Pacific Journal of Teacher Education and Development, I(2), 15-23 Ministry of Education and Training (2006) Training materials on the new English textbook “Tieng Anh 10”: MoET Minority students need unique English classes (2008, October 20) Retrieved from http://www.medbook.vn/foreign/tintuc.php?id=75 Murphy, T M (1991) Oral Communication in TESOL: Integrating Speaking, Listening and Pronunciation TESOL Quarterly, 25, 51-74 Nunan D (1989) Designing Tasks for the Communicative Classroom Cambridge: OUP Nunan D (2001) Aspects of task-based syllabus design Retrieved from http:// www3.telus.net linguisticsissues/syllabusdesign html Prator, C.H., & Celce – Murcia, M (1979) An outline of language teaching approaches In M Celce-Murcia & L.Mclntosh (Eds.), Teaching English as a second or foreign language New York: Newbury House Richard, J, & Nunan.D (eds) (1991) Second Language Teacher Education: Cambridge Language Teaching Library Richards, J.C & Rodgers , T.S (1986) Approaches and Methods in Language Teaching: Cambridge University Press Richards, J.C & Rodgers , T.S (1990) Approaches and methods in language teaching: A Description and Analysis: Cambridge University Press Richards, J.C & Rodgers , T.S (1996) Approaches and methods in language teaching: Cambridge University Press Rivers, W M (1981) Teaching Foreign Language Skills: University of Chicago Press Rossner, R & Bolitho, R (1990) Current of Change in English Language Teaching: Oxford University Press Rothman, Jason, & Amaro.J.C (forthcoming) What variables condition syntactic transfer? A look at the L3 initial state Second Language Research TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province (LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province 41 Scrivener, J (1994) Learning Teaching Oxford: The Bath Press Second language acquisition (n.d.) In Wikipedia Retrieved on June 20, 2010, from http://en.wikipedia.org/wiki/Second_language_acquisition Selinger, H W, E Shohamy (1989) Second Language Research Methods Oxford: Oxford University Press So Giao duc va Dao tao tinh Hoa Binh (2008; 2009) Tổng hợp kết môn thi tốt nghiệp THPT: DoET Stern, H H (1983) Fundamental Concepts of Language Teaching: Oxford University Press Stevick, E.M (1980) Teaching Languages: A Way and Ways Mass: Newbury House Stevick, E.M (1991) Humanism in Language Teaching: Newbury House Publisher Ur, P (1996) A Course in Language Teaching: Cambridge University Press Wilkins, D A (1983) Some Issues in Communicative Language Teaching and Their Relevance to the Teaching of Languages in Secondary Schools in Johnson, K and Porter, D (eds) Perspectives in Communicative Language Teaching Academic Press Williams, Sarah, & Hammarberg.J (1998) Language switches in L3 production: Implications of a polyglot speaking model Applied Linguistics 19 (4), 295-333 TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province (LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province I Appendix A Interview Protocols for Teachers Thầy (cô) dạy tiếng Anh năm? Thầy (cô) dạy học sinh dân tộc thiểu số từ nào? Thầy (cô) có gặp thách thức dạy học sinh dân tộc khơng? Đó thách thức nào? Theo thầy (cơ) kĩ ngơn ngữ khó khăn học sinh thầy (cô)? Thầy (cô) thường sử dụng phương pháp giảng dạy dạy học? - The Grammar Translation Method - The Audio – Lingual Method - Communicative Language Teaching, ect Thầy (cô) thường tổ chức hoạt động lớp học? - information-gap activities - jig-saw activities - task-completion activities - role-plays - information gathering activities - group work - pair work, etc Theo thầy (cô), tiếp thu tiếng Anh học sinh dân tộc thiểu số có bị ảnh hưởng khả tiếng Việt ngôn ngữ địa khơng? Nếu có ảnh hưởng nào? Thầy (cô) nghĩ sách giáo khoa hành? Thầy (cơ) có thấy sách giáo khoa phù hợp với học sinh thầy (cô) không? Theo thầy (cô) thái độ động học tập học sinh lớp học nào? Thầy có gợi ý để giải thách thức, khó khăn dạy tiếng Anh cho học sinh dân tộc thiểu số? TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province (LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province II Appendix A Interview Protocols for Teachers How long have you been teaching English? Since when have you been teaching English to ethnic minority students? Do you have any challenges when teaching English to ethnic minority students? What are they? What language skills you think to be the most problematic to your students? What teaching methods you most commonly apply to your teaching? - The Grammar Translation Method - The Audio – Lingual Method - Communicative Language Teaching, ect What common classroom activities you often organize in your classroom teaching? - information-gap activities - jig-saw activities - task-completion activities - role-plays - information gathering activities - group work - pair work, ect In your opinion, is the English language acquisition affected by native languages and Vietnamese language skills of your minority students? If yes, how is it affected? What you think of the current textbook? Do you find it suitable to ethnic minority students? What is your students’ attitude and motivation in your lessons? What are your suggestions to deal with challenges in teaching to ethnic minority students? TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province (LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province III Appendix B Observational protocol  General information Teacher observed: _ Observation date: _ Grade: _ Lesson: _  Focus of the observation * What are the common classroom activities being used by the teachers of English in classes? Activities Yes No information-gap activities jig-saw activities task-completion activities role-plays information gathering activities group work pair work accuracy activities fluency activities mechanical practice meaningful practice communicative practice opinion-sharing activities information-transfer activities reasoning-gap activities  Other comments: How are groups and pairs arranged by the teacher of English? TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province (LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province(LUAN.VAN.THAC.SI).Challenges.in.teaching.English.to.ethnic.minority.students.in.a.mountainous.province