Vietnam/U.S. Curriculum Translation

*Should have had consistent schooling with minimal gaps in education

**Assuming English is at a Novice Mid to Novice High Level

Vietnam English Course List

Academic vs. Vocational Tracks

Vietnam Education System

School Year: September to May/June | Compulsory Education: 1st-6th | Graduation: 1st – 12th

Vietnam/U.S. Grading Scale

Vietnam Transition Supports

Vietnam Education Practice:

Students from Vietnam will come from a diverse background with influences and cultures that include Chinese, Cham, Montagnard, and Khmer. Each of these ethnic groups carry their own prejudices that follow them even as they transition to the U.S. Within each ethnic group there are distinct characteristics. For example, individuals from the Montagnard community will have minimal formal education and exposure to English. Additionally, these students may need support in everyday U.S. practices like appropriate school clothing, school structure, and general U.S. education expectations. Due to economic barriers common to these communities, students may need supports to community resources that provide basic necessities like school supplies, hygienic products, and other basic life necessities. Teachers in Vietnam hold an authoritative persona where instruction is exclusively teacher led and exclusively focuses on rote memorization. Vietnamese students may benefit from activities that promote social skills (Marks 2020m).

U.S. Educator Implications:

It is imperative that U.S. educators understand that students from Vietnam come from a variety of backgrounds and cultures. They should not make any assumptions; rather, they should ask intentional questions to better understand a student’s educational history. Students and families from Vietnam may need guidance and direct support as they work to navigate U.S. education practices. Additionally, modeling creative thinking and use of imagination may assist students in grasping a concept to which they are unaccustomed.

Strategies for Transition

• Get to know your students by building positive relationships.
• Provide multicultural education where texts, values, beliefs, and perspectives represent people from different cultural backgrounds.
• Allow a reasonable amount of transition time.
• Education is a highly prized commodity in Vietnamese culture. Vietnamese children are raised with the expectation they will excel academically and that everything they do directly impacts the family positively or negatively. Pursuing higher education is an expectation. These families will not entertain any other type of post-secondary education options. This can often put additional stress on students; therefore, ensure the social-emotional needs of students are addressed.
• Vietnamese people recognize the importance of time and adhere to U.S. punctuality practices in professional settings; however, they may arrive late as to not appear overly excited.
• “Many people greet by bowing slightly. To show respect, bow your head to a superior or elder. The depth of the bow is not a factor. Usually, elders or higher-ranking people (the family head) are greeted first (Marks 2020m).”
• “Vietnamese often laugh in situations that other cultures may find inappropriate. This laughter is not intended as ridicule. Praising someone profusely is often regarded as flattery, and sometimes even mockery. Most people are very modest and deflect praise (Marks 2020m).”
• Tone of voice and gestures may be considered rude by individuals from Vietnam. These behaviors are deemed even more pervasive when done by women. Certain gestures such as summoning someone with a hand or finger in the upright position is a practice held for animals or those considered inferior. This behavior may provoke discourse between two individuals. The most appropriate way to summon an individual is by maintaining your entire hand and fingers in a downward position (Marks 2020m).