Ethnic minority students in Northeastern Vietnam face a dual challenge: limited proficiency in Vietnamese as a second language and the risk of cultural and ecological knowledge erosion under a stan...
<p><strong>Tác giả:</strong> Dang Thi Le Tam, Nguyen Thi Bich, Vu Thi Thuong</p>
<p>Ethnic minority students in Northeastern Vietnam face a dual challenge: limited proficiency in Vietnamese as a second language and the risk of cultural and ecological knowledge erosion under a standardized curriculum. This study integrates Education for Sustainable Development into Vietnamese language teaching to address both issues, drawing on Funds of Knowledge theory to reposition indigenous knowledge as a legitimate educational resource. A sequential explanatory mixed-methods design was i...</p>
<p>📄 DOI: <a href="https://doi.org/https://doi.org/10.31893/multiscience.2027298" target="_blank" rel="noopener">https://doi.org/10.31893/multiscience.2027298</a></p>
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