Mối quan hệ hữu nghị, hợp tác giữa
Việt Nam và Thái Lan được thúc đẩy mạnh mẽ trên
mọi bình diện đã mở ra cơ hội cho tiếng Thái dần
dần trở nên phổ biến hơn ở Việt Nam. Tuy nhiên, tài
liệu và các công trình nghiên cứu về việc dạy tiếng
Thái ở Việt Nam vẫn còn rất hạn chế. Để tìm hiểu về
tình hình dạy tiếng Thái trong các trường đại học tại
Việt Nam và triển vọng phát triển của ngôn ngữ này
trong tương lai, nghiên cứu này đã sử dụng bảng
câu hỏi khảo sát và phỏng vấn các giáo viên Việt
Nam đang dạy tiếng Thái tại bảy trường đại học
trong cả nước. Kết quả điều tra cung cấp một bức
tranh toàn cảnh về chương trình học và tài liệu dạy
học tiếng Thái, đội ngũ giáo viên và đặc điểm của
sinh viên; những khó khăn gặp phải và tương lại
phát triển của ngôn ngữ này tại Việt Nam. Nghiên
cứu hy vọng sẽ cung cấp những thông tin thiết thực
và đáng tin cậy nhằm góp phần phát triển chuyên
ngành ngôn ngữ Thái trong bối cảnh hai nước phát
triển mạnh mẽ mối quan hệ song phương và đa
phương, chuẩn bị cho sự thành lập Cộng đồng
chung ASEAN vào năm 2015 sắp tới.
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Chin lc ngoi ng trong xu th hi nhp Tháng 11/2014
267
TÌNH HÌNH DẠY TIẾNG THÁI
TẠI CÁC TRƯỜNG ĐẠI HỌC VIỆT NAM
Trn Cm Tú
Trường Đại học Hà Nội
Tóm t
t: Mối quan hệ hữu nghị, hợp tác giữa
Việt Nam và Thái Lan được thúc đẩy mạnh mẽ trên
mọi bình diện đã mở ra cơ hội cho tiếng Thái dần
dần trở nên phổ biến hơn ở Việt Nam. Tuy nhiên, tài
liệu và các công trình nghiên cứu về việc dạy tiếng
Thái ở Việt Nam vẫn còn rất hạn chế. Để tìm hiểu về
tình hình dạy tiếng Thái trong các trường đại học tại
Việt Nam và triển vọng phát triển của ngôn ngữ này
trong tương lai, nghiên cứu này đã sử dụng bảng
câu hỏi khảo sát và phỏng vấn các giáo viên Việt
Nam đang dạy tiếng Thái tại bảy trường đại học
trong cả nước. Kết quả điều tra cung cấp một bức
tranh toàn cảnh về chương trình học và tài liệu dạy
học tiếng Thái, đội ngũ giáo viên và đặc điểm của
sinh viên; những khó khăn gặp phải và tương lại
phát triển của ngôn ngữ này tại Việt Nam. Nghiên
cứu hy vọng sẽ cung cấp những thông tin thiết thực
và đáng tin cậy nhằm góp phần phát triển chuyên
ngành ngôn ngữ Thái trong bối cảnh hai nước phát
triển mạnh mẽ mối quan hệ song phương và đa
phương, chuẩn bị cho sự thành lập Cộng đồng
chung ASEAN vào năm 2015 sắp tới.
Abstract: The reality of Vietnam-Thailand’s
flourishing relations and co-operations in wide-
ranged areas opens up chances for Thai language
to become more popular in Vietnam. In that context,
there exists a lack of documents and research on
how Thai language has been taught in Vietnam so
far, which poses two questions to this study: (1) How
is the situation of Thai language teaching in
Vietnam? And (2) What are the prospects to develop
Thai language teaching in Vietnam? In order to
address these points, this study uses both
qualitative and quantitative approaches to collect data
in the form of interviews and a questionnaire survey.
Participants are Vietnamese teachers who teach
Thai in seven universities 1 running Thai language
program throughout Vietnam. The findings obtained
bring about an overview and in-depth description of
how Thai language is taught in each university
(curriculum, teaching materials, teachers and
students), the difficulties that these programs are
encountering, and future of Thai language in
Vietnam. The research is hoped to be a reliable
reference source on the subject matter and give
useful contribution to teaching Thai in ASEAN
countries, for the benefit of the official establishment
of ASEAN Community in 2015.
1
Seven universities subjected to the study are as follows:
1. Military Science Academy
2. University of Social Science and Humanities, Vietnam
National University in Hochiminh City
3. University of Social Sciences and Humanities,
Vietnam National University in Hanoi
4. Hochiminh City University of Foreign Languages and
Information Technology
5. University of Language and International Studies,
Vietnam National University in Hanoi
6. College of Foreign Languages, University of Danang
7. Hanoi University
Tiu ban 1: Đào to chuyên ng
268
SITUATION OF THAI LANGUAGE TEACHING
IN VIETNAMESE UNIVERSITIES
1. INTRODUCTION
1.1. Rationale of the study
Vietnam and Thailand, both located in the
Southeast Asian region, share many natural and
socio-cultural similarities. The two nations
established the diplomatic relations in 1976, and
announced a strategic partnership in 2013. This
significant decision has opened up new prospects
for promoting bilateral relations and deepening
comprehensive collaboration between Vietnam
and Thailand. In term of languages, they will
“establish Thai and Vietnamese Studies centers at
certain universities in each country”, according
the joint statement (Vietnam News Agency, 2013).
In the regional context, the establishment of
Association of Southeast Asian Nations (ASEAN)
Community at the end of 2015 boosts the demand
for ASEAN language learning. Although English
is chosen to be the regional common language,
ASEAN leaders promote their peoples to learn
languages of the neighbouring countries to
improve communication and understanding
between ASEAN citizens. Knowing regional
languages is definitely a priority for anyone who
wants to join the free movement of labour force
and increase their chances of getting good jobs.
Educational institutions of Vietnam are paying
more attention to ASEAN languages, especially
Thai, Indonesian and Khmer while Vietnamese
youths are also getting more enthusiastic in
learning “less commonly taught” languages.
It was during the 1990s when Thai language
was formally taught in the tertiary education
system. Since then, seven universities of Vietnam
have opened Thai language programmes so far,
including Military Science Academy (MSA),
University of Social Science and Humanities in
Vietnam National University, Hochiminh City
(USSH HCM), University of Social Sciences and
Humanities in Vietnam National University,
Hanoi (USSH Hanoi), Hochiminh City University
of Foreign Languages and Information
Technology (HUFLIT), University of Language
and International Studies in Vietnam National
University, Hanoi (ULIS Hanoi), College of
Foreign Languages in University of Danang (CFL
Danang), and Hanoi University (HANU).
Although Thai language has been formally
taught in Vietnam for about two decades, Thai is
still not a language so popular in Vietnam
compared to English, French, Chinese, Japanese
or Korean. The academic staff in this field is
therefore of a small number. A few studies have
been carried out including some comparative
studies on the linguistic features of Vietnamese
and Thai language, and methodology of teaching
Thai to Vietnamese learners. Facts and figures of
Thai language teaching in Vietnam are either
scarcely reported to the public or not complete and
updated enough. To sum up, it is a pity that there
has been no thorough research on the situation of
teaching Thai in Vietnam when the two
neighbouring countries are elevating their
relationship in all aspects. In such a context, as a
teacher of Thai language to Vietnamese students, I
feel an urge to conduct a study to find out what
the “Situation of Thai language teaching in
Vietnamese universities” is like.
1.2. Objectives of the study
This research paper aims to provide a
comprehensive picture of:
The situation of Thai language teaching in
Vietnamese universities
The difficulties and prospects of developing Thai
language in Vietnam
1.3. Scope of the study
This study discusses the overall situation of
Thai language teaching in formal system of
Vietnamese universities, thus, short-term courses
Chin lc ngoi ng trong xu th hi nhp Tháng 11/2014
269
are not investigated in this scope. I focuses on
presenting general facts and figures about the
establishment and development of Thai language
programme, curriculum and teaching materials,
teaching staffs and students, difficulties to
overcome and opportunities to develop the
programme.
I have surveyed seven Vietnamese universities
(as named previously) which run Thai language or
Thai studies programmes in which Thai is taught
either as a major or a minor. Due to time constrain,
the issue is weighed in teachers’ perspective only
but not administration or students’ point of view.
2. METHODOLOGY
2.1. Data collection methods
This study aims to answer two questions: (1)
How is the situation of Thai language teaching in
Vietnam? And (2) What are the prospects to
develop Thai language teaching in Vietnam?
In order to answer these questions, I chose both
quantitative and qualitative methods in the form of
interviews and a questionnaire survey. The reason
for utilizing both methods is that beside numerical
statistics about the situation obtained from the
questionnaire, the interviews can provide more in-
depth information and opinions on the subject.
2.2. Participants
Participants in the research survey included
seven Vietnamese instructors who teach Thai in
all the seven universities running Thai language
programmes throughout Vietnam.
This may sound too small for a questionnaire
population; however, considering the study
objectives, this number is fairly reasonable. As the
questionnaire investigated general facts and
figures of Thai language teaching situation, one
representative of the university teaching staff
could provide all the information needed. Between
Vietnamese experienced teachers, who have been
teaching Thai language in those universities from
the beginning, and Thai newly-graduated
volunteers, who come to teach in Vietnam for
only one year, the former surely understand the
situation better than the latter.
I selected one experienced senior Vietnamese
teacher from each university to respond to the
questionnaire survey. These same seven
participants were subsequently interviewed for
more insightful data of Thai language teaching
curriculums in Vietnamese universities.
2.3. Research instruments
As the seven universities are located in three
different cities of Vietnam, the questionnaires
were e-mailed to the respondents, while
interviews were conducted on the phone.
The questionnaire consisted of two main parts.
The first part inquired general information about
the participants. The second part contained
multiple-choice questions of six issues about the
situation of Thai language teaching, investigating
statistics on curriculums and teaching materials,
academic staffs, quantity of students, international
collaboration, etc. In order to avoid restriction of
information contributed by the participants, almost
all questions were open-ended, leaving room for
the teachers to express further explanation for
their answers.
Qualitative interviews were then conducted
with the same population for further description of
how Thai language programme was developed in
each university, and for their varied opinions
about the difficulties and future of Thai language
teaching in Vietnam. With three questions
prepared prior to the interview, the interviewer
kept the conversation in focus, but allowed certain
flexibility and created friendly atmosphere so that
interviewees felt relaxed and motivated to share
their ideas.
3. RESULTS & DISCUSSION
3.1. The establishment and growth of the
Thai language programme
Figure 1 demonstrates the establishment and
development of Thai language programme in the
seven universities.
Tiu ban 1: Đào to chuyên ng
270
Figure 1: The establishment and development of Thai language programme
According to the interview findings, the first
university to open Thai language programme was
the Military University of Foreign Language,
which later joined with two other officer school
and comprised Military Science Academy (MSA).
Thai language was taught right at the
establishment of the university in 1982 along with
a few others. This fact indicates Thai as an
important neighbouring language, in the
Vietnamese army’s view. Another university
which started to teach Thai quite early in 2000 was
University of Social Sciences and Humanities,
within Vietnam National University, Hanoi. The
curriculum was previously part of the Southeast
Asian Studies, and has been developed into a
Bachelor Programme of Thai Studies since 2012.
A significant milestone of Thai language
teaching in Vietnam came when TICA, in
collaboration with two ministries of Vietnam,
launched the Project of Developing Thai language
Programme in Vietnamese universities. The Thai
language programme under the sponsorship of
TICA, was first opened in 1996 in USSH HCM,
then expanded to HUFLIT and ULIS Hanoi in
2001, to CFL Danang in 2005 and finally to
HANU in 2009.
The development of Thai language
programmes in Vietnamese universities is not
always smooth. USSH HCM in 1998 and 2001
and CFL Danang from 2008 to 2010 failed to
recruit enough students to maintain the
programme. HUFLIT faced the problem of lacking
students since 2011 when the university changed
its curriculum structure and closed the programme
in June 2014.
In spite of some difficulties and uncertainties at
times, Thai language programmes in Vietnam on
the whole continues to move forward with many
development plans.
3.2. Curriculum
Thai language programmes in Vietnamese
universities vary in types and lengths of the
curriculum, which can be summarised and
compared in Table 1.
Three universities offering Bachelor degrees in
Thai are USSH Hanoi, USSH HCM and CFL
Danang. The undergraduate programme of CFL
Danang, as a college of foreign languages,
contains courses on linguistics and language skills.
Thai language is also the medium in courses about
the country such as Thai studies and Thai
literature. In order to earn the degree, a Danang
full-time student is expected to complete courses
of 133 credits, of which courses in Thai account
for 98 credits. Meanwhile, the two USSHs in
Hanoi and Hochiminh City include their Thai
Studies Programme in the Department of
Southeast Asian Studies, Faculty of Oriental
HUFLIT
1982
1993
2000
2001
2009
2005
2014
1998 2001
2008-2010
Chin lc ngoi ng trong xu th hi nhp Tháng 11/2014
271
Studies. According to a standard curriculum
applied to all programmes in the faculty, students
are to take compulsory courses in the learners’
mother tongue, i.e. Vietnamese in history, politics
and economy of Southeast Asian countries with an
emphasis on Thailand. Apart from such
foundational courses, Thai language is considered
a major portion getting 60 credits of the
programmes throughout four years of study.
University MSA
USSH
HCM
USSH
Hanoi
HUFLIT
ULIS
Hanoi
CFL
Danang
HANU
C
u
rr
ic
u
lu
m
C
u
rr
ic
u
lu
m
C
u
rr
ic
u
lu
m
C
u
rr
ic
u
lu
m
tt tt
y
p
e
y
p
e
y
p
e
y
p
e Bachelor
Degree
Thai
studies
Thai
studies
Thai
language
Minor subject
(Selective
foreign
language)
Certificate
C
u
rr
ic
u
lu
m
C
u
rr
ic
u
lu
m
C
u
rr
ic
u
lu
m
C
u
rr
ic
u
lu
m
ll ll
en
g
th
en
g
th
en
g
th
en
g
th
4 years
60
credits
60
credits
98 credits
appox.300
hours/ 20
credits
2
semesters
4
semesters
Other
(3 semesters)
Table 1: Thai language curriculum in Vietnamese universities
Unlike the above three universities, ULIS
Hanoi and HANU teach Thai as a selective minor.
Their students from language departments are
required to learn a second foreign language
besides their major and Thai is amongst the
languages offered. The programme consists of 300
class hours for the whole course, equivalent to 20
credits. Nevertheless, length of the curriculums in
the two universities is not the same. The Thai
language programme in ULIS Hanoi spans for
four semesters whereas HANU condenses the
curriculum into two semesters of the third year.
Also teaching Thai as a selective foreign language,
HUFLIT differs from ULIS and HANU in length
and credit account of the curriculum. The
programme counts for 9 credits in 3 semesters and
starts at the second semester of the first year. The
number of credits of Thai language course as a
minor is small, and the student performance is
assessed holistically. As a consequence, this
curriculum is not clearly divided into separate
courses but class hours are basically skill-based
and topic-based. Moreover, Thai culture is
integrated into the language content, skill practice,
and in cultural activities held in special occasions.
The Thai language programme of MSA is a
particular case. Learners there are given a
certificate when they finish the course in 18
months or three semesters, then start to work as
interpreters right away. The curriculum wholly
focuses on building their language skills at the
same time with practising military training so that
students can serve as translating officers after
graduation.
Tiu ban 1: Đào to chuyên ng
272
3.3. Teaching materials
University MSA
USSH
HCM
USSH
Hanoi
HUFLIT
ULIS
Hanoi
CFL
Danang
HANU
C
u
rr
ic
u
lu
C
u
rr
ic
u
lu
C
u
rr
ic
u
lu
C
u
rr
ic
u
lu
mm mm
Thai curriculum
Self-designed, based
on Thai curriculum
Self-designed
T
ea
ch
in
g
T
ea
ch
in
g
T
ea
ch
in
g
T
ea
ch
in
g
m
a
te
ri
a
ls
m
a
te
ri
a
ls
m
a
te
ri
a
ls
m
a
te
ri
a
ls
Thai textbook
Self-designed, based
on Thai textbook
Self-designed
Supplementary
materials
Table 2: Origin of curriculum and teaching materials
There is certain correlation between how the
curriculum was designed and what type of
curriculum it is. If referring back to the preceding
table 1 and table 2, we can see that both USSH
HCM and CFL Danang, which run undergraduate
programmes in Thai, designed their own
curriculum based on curriculums of the same
discipline in Thai universities. On the other hand,
non-degree programmes which teach Thai as a
minor or a certificate programme like in MSA,
HUFLIT or HANU barely follow a full Thai
curriculum. Instead, academic staffs there
designed their own curriculum as described before
in this section.
As for teaching materials, the choice depends on
teachers’ point of view about the suitability of
Thai textbooks to Vietnamese learners. 100% of
interviewees shared a common opinion that
textbooks written by Thai authors primarily target
Thai language learning in Thailand, thus, barely
matched the teaching conducted in another
country. The solution to such problem of two in
seven surveyed teachers is developing their own
coursebook. The other five also design their own
textbook, but import relevant part of Thai
textbooks at the same time. Nearly half of the
questionnaire respondents also prepare
supplementary materials for their language classes
to remedy the shortcomings of the textbooks.
3.4. Teaching staff
Figure 2: Current teaching staff (2014)
University
Teacher
0
1
2
3
MSA USSH
HCM
USSH
Hanoi
HUFLIT ULIS
Hanoi
CLF
Danang
HanU
Vietnamese teacher, BA
Vietnamese teacher, MA
Thai volunteer teacher
Chin lc ngoi ng trong xu th hi nhp Tháng 11/2014
273
The survey shows that the number of teachers
is rather small in all universities ranging from one
to four. This situation definitely means a lack of
human resources in the discipline in general, and
in the three Bachelor programmes in particular.
HUFLIT and ULIS Hanoi employ only one
teacher each, given the fact that Thai language is
selective subject there. In two other universities -
MSA and HANU, which plan to upgrade their
programmes soon, each has three teachers.
Besides, the above chart also presents Thai
language teachers’ nationality and qualification.
Of 17 teachers in total, a large portion are
Vietnamese (83%), among which nine obtained
their Master’s degree in Thailand (53%) and five
did their Bachelor in Vietnam (30%). The other
three are Thai university graduates who volunteer
to go teaching Thai in Vietnam (17%). These
questionnaire results prove that teaching staff in
the seven universities are properly qualified. This
is the second generation of Thai teaching staff in
Vietnam since 2003 when teaching staff are
Vietnamese qualified teachers after they came
back Vietnam from winning Master’s degree in
Thailand. In the initial phase, Thai profess