Exploring the Experiences of K-12 Vietnamese Language Teachers

• In Event: Roots, Thorns and Shoots: Cultivating Teacher Perspectives to Reimagine Teaching for Collective Liberation

Abstract

This qualitative study explored the experiences of K–12 Vietnamese language teachers affiliated with a K–12 Vietnamese dual language immersion (VDLI) program/pathway in Southern California. This study investigated factors that support them as they strive to deliver high-quality Vietnamese language education, factors that inhibit their efforts, and how they utilize cultural strengths to serve in their roles as Vietnamese language teachers. The capacity-building framework for Vietnamese language teachers was utilized to analyze the needs and experiences of these teachers, with particular attention to identifying the assets necessary to succeed in their roles. The foundations of this framework were drawn from (a) Khalifa’s (2018) culturally responsive school leadership (CRSL), (b) Orr and Rogers’s (2011) public engagement for public education, (c) Peché et al.’s (2023) Towards a Framework for Vietnamese American Studies, and (d) Yosso’s (2005) community cultural wealth.
A narrative research design was applied to center the stories of Vietnamese language teachers and offer insight on how they are supported to do their jobs. There is value in understanding how Vietnamese language teachers experience teaching and support within a K–12 VDLI program. Their stories will contribute to and enrich existing literature on multilingual education teachers, especially those who serve in DLI settings. The researcher reflected and built on their stories with personal viewpoints and experiences (Creswell & Creswell, 2023).
Data collection methods included demographic questionnaires and semistructured interviews conducted with each of the nine participants who work within one K–12 VDLI program/pathway that stretches across two school districts in Southern California. All participants serve as Vietnamese language teachers affiliated with the aforementioned program/pathway, possess a single- or multiple-subject credential from an accredited university in the United States, and come from the first, 1.5, or second generation in the Vietnamese language teacher community.
Findings indicated that Vietnamese language teachers (a) exercise agency and capital in their roles, (b) benefit from collaboration and systemic support, (c) are better supported with active parent and community engagements, (d) struggle with limited Vietnamese language resources, (e) navigate political and systemic issues in Vietnamese language education, and (e) utilize cultural strengths to serve in their roles. One key recommendation for research includes increasing the number of studies on K–12 Vietnamese language education teacher support.
Vietnamese language teachers are deeply rooted in teaching the Vietnamese language, history, and culture. However, they are challenged by "thorns," including the lack of support, despite the rise of multilingual education. To allow K–12 Vietnamese language teachers to truly grow new “shoots,” to better teach their Vietnamese language learners (VLLs), their experiences must be explored. This study is significant because their stories shed light on the levels of administrative, curricular, and community support these teachers access as they aim to deliver high-quality instruction to VLLs in an existing K–12 VDLI program/pathway. Without support from the community, school, district, and state, VDLI programs may be difficult to sustain, especially considering the documented pattern of heritage language attrition in the United States among indigenous and immigrant groups (Tse, 2001).

Author

• Pauline Dong, California State University - Long Beach