Abstract
This study explores the dynamics of English language learning among H'Mong children in Sapa, focusing on the influence of cultural traditions, community involvement, and technological advancements. Through qualitative analysis of interview transcripts and quantitative assessment of teacher perceptions, the study elucidates the interplay between social, cultural, and technological factors in shaping language acquisition experiences. Findings reveal the integration of cultural elements, community support, and technological access as key facilitators of language learning. Effective strategies, including immersion in English-speaking environments and peer collaboration, emerge from social and cultural influences. While current educational policies demonstrate strengths in cultural inclusivity and community engagement, there are opportunities for improvement, particularly in enhancing teacher training and better integrating cultural aspects into language programs. Overall, the study underscores the importance of holistic approaches that leverage social, cultural, and technological resources to foster language acquisition among ethnic minority children in Sapa.
Author Information
Dung Le Quang, Dai Nam University, Vietnam
Ha Le Quang, Hanoi Law University, Vietnam
Paper Information
Conference: KCE2024
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the KCE2024 Conference Proceedings (View)
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To cite this article:
Quang D., & Quang H. (2025) Exploring English Language Learning Practices Among H’Mong Children in Sapa: Insights From Social and Cultural Perspectives ISSN: 2759-7563 – The Korean Conference on Education 2024: Official Conference Proceedings (pp. 363-378) https://doi.org/10.22492/issn.2759-7563.2024.28
To link to this article: https://doi.org/10.22492/issn.2759-7563.2024.28
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