Talking With Children in Multilingual Preschools in Central Vietnam

This publication explores how process-oriented child monitoring and teacher professional development can improve communication, inclusion, and learning outcomes in multilingual preschool classrooms.

The study highlights the challenges faced by ethnic minority children learning Vietnamese as a second language and presents strategies to create language-rich, child-centred, and inclusive learning environments. Teachers trained under VVOB's programme: Mitigating Preschool Children’s Barriers to Learning in Disadvantaged and Ethnically Diverse Districts (2017–2021), improved their questioning skills, classroom interaction quality, and understanding of language development in multilingual contexts. The publication underscores the importance of valuing children’s mother tongues and cultural backgrounds while enhancing teacher capacity through continuous professional development and coaching.

This article was originally published by Taylor & Francis Online in Childhood Education,Volume 97, 2021 - Issue 4.