<研究ノート>ベトナムの初等教育課程にみる言語教育の特質 「ベトナム語」と「英語」で設定された目標を手がかりとして

Abstract

As shown in the Common European Framework of Reference (CEFR), there is a trend of multilingualism in the educational arena. Language education is not only an educational matter but a political one because it could become a contributory factor to political convulsion. Vietnam has been swayed by political flux, and more recently by economic influence so that its language education has gone through significant changes. Based on the above, this study aims to explore the trait of Vietnamese primary language education that is now introducing English as a mandatory subject. To begin, this study traced the transition of Vietnamese language education where Chinese, French, Russian, and English were taught as foreign languages to clarify the frame of mind over language education. After that, it examined primary education curricula in 2006 and in 2018, focusing on the aims of Vietnamese and English. Findings are that an aspect of instrumentalism in Vietnamese becomes intense on one hand but Vietnamese as a subject advances national ideology on the other. As for English, it also contains cultural aspects meanwhile it refers to CEFR. Lastly, these findings are discussed in terms of instrumentalism and culture. As a result, because Vietnamese is regarded as dominant, there is a risk of reducing the cultural diversity, and for English to be construed by means of external cannon, CEFR, it could distort Vietnam's culture. In conclusion, there is a torsion in the language education whose aims could paradoxically diminish the linguistic diversity and the external cannon could contort Vietnam's culture. Yet, because Vietnam has a history of sustaining its own language and culture through social upheavals, a follow-up investigation on how Vietnamese language education develops is necessary in the future.