2. Correct the materials as instructed by the MTBBE Textbook Approval Committee and submit them to the MOET Vice Minister for final approval.
3. Print the materials. 4. Train teachers on how to use them. 5. Distribute the materials.
Pre-primary teaching materials included big books for shared reading, picture books, wall charts, teachers’ manuals, resource books, word cards, and practice books.
As noted above, MTBBE curriculum for each primary Grade was based directly on the national curriculum. MTBBE teaching materials and textbooks cover all the topics and main contents of the primary curriculum but the content of the textbooks was adapted to be relevant to children in each language community.
How did you train teachers?
As noted above, MTBBE programme coordinators selected teachers from the three language communities who were bilingual in their MT and in Vietnamese and who had already completed teacher training in the government system. The coordinating team considered the particular characteristics of each pilot province to determine the most effective strategies for preparing teachers to teach in MTBBE schools.
Programme coordinators realized that this would be the first time that ethnic minority languages were used for literacy and learning in Viet Nam’ s formal education system. The MTBBE teacher training process they developed had these general objectives:
MTB MLE RESOURCE KIT Including the Excluded: Promoting Multilingual Education
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MTBBE teachers will become fluent in reading and writing their MT and able to teach their ethnic minority students to read and write it.
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Pre-primary teachers and provincial and district education managers will be able to create teaching and learning aids from locally available materials.
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Grade 1-5 teachers will understand and participate in the action research. They will understand and follow MTBBE-specific teaching approaches and they will be able to use the teaching and learning materials for each subject.
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Teachers, school principals and district and provincial education officers will apply the principles of action research— reflecting on and researching their own practices and making changes based on their findings.
The first phase of training in 2008 prepared pre-school and Grade 1 teachers for the school years beginning in 2008 and 2009. Programme coordinators included as many potential future teachers as possible in each training event.
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