SKKN Lồng ghép các yếu tố văn hoá địa phương vào việc giảng dạy tiết học Communication and Culture

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Thirty teachers of English coming from different high school of Nghe An 
province namely: Phan Boi Chau high school for the gifted, Huynh Thuc Khang 
high school, Ha Huy Tap high school, Le Viet Thuat high school, Boarding high 
school for Ethnic minorities were involved in the study. Most of them have over 
10-year experience of teaching English, yet they find it quite challenging as to how 
to teach communication and culture lesson effectively. 
2.2.2.3. Methods and instruments 
The researchers have conducted a questionnaire dealing with the four-level 
necessity and feasibility of the study. Teachers taking part in the survey were given 
the link to express their own opinions. 
a. Survey Questionnaire 
A set of questionnaire consisting of 5 questions were used to gather opinions 
on teachers’ response to the necessity and feasibility of integrating local cultural 
factors into teaching communication and culture lesson. 
The forms were constructed with Google Forms and distributed online. A 
statistical analysis was derived from the Google Form apps and the analysis was 
thoroughly performed. 
2.2.3. Findings and discussions 
2.2.3.1. Necessity of the study 
Four out of five questions concerning necessity were raised in the survey. The 
results of the questionnaires were tabulated by Google form apps. 
Questions 
Very 
neccessary 
Neccessary 
Less 
neccessary 
Unneccessary 
N % N % N % N % 
1. How do you evaluate 
the integration local 
cultural elements into 
teaching the 
Communication and 
Culture ? 
18 60 9 30 3 10 0 0 
2. How do you evaluate 
the students’ preparation 
for local cultural 
materials before lessons? 
15 50 8 26,7 6 20 1 3,3 
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3. How do you evaluate 
the importance of 
integrating local cultural 
elements, which helps 
students understand the 
native culture and better 
absorb the target 
language? 
22 73.33 6 20 2 6,67 0 0 
4. How do you evaluate 
the teachers' preparing 
materials on local culture 
for their lessons? 
24 80% 5 16, 7 1 3,3 0 0 
It can be shown that 27 out of 30 teachers involved in the study agree that it is 
very necessary or necessary (accounting for 60 % and 30 % respectively) to 
integrate local cultural factors into teaching communication and culture lesson. 
In response to question 2, most of the correspondents find it important to ask 
students to get prepared for the relevant learning materials before class, with only 
3,3 % seeing no point in doing this. 
When it comes to the benefits that this method can bring about, well under 
three fourths (making up 73.33 %) express their strong approval of exploiting it to 
achieve the learning objectives, that is, help students understand the native culture 
and better absorb the target language. 
When asked about the importance of teachers’ preparation for the local 
cultural teaching materials, almost all of the surveyed teachers rated this as very 
necessary or necessary. 
2.2.3.2. Feasibility of the study 
 Very 
feasible 
Feasible 
Less 
Feasible 
Feasible 
N % N % N % N % 
5. How do you evaluate the 
feasibility of applying the 
initiative "Integrating local 
cultural factors into 
teaching communication 
and culture lesson in the 
textbook English 10-Global 
Success" in practical 
teaching? 
18 60 10 33,3 2 6,7 0 0 
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As regards to the last question, a majority of the surveyed teachers (18 
respondents accounting for 60 %) believe that it is very feasible to apply this 
technique into teaching this lesson. A quite considerable proportion (well over one 
third of teachers involved) voice their positive attitudes towards the 
implementation of the method. 
From the data analysis, it motivates researchers to suggest some adaptations 
from the source material (the English 10 textbook – Global Success) by means of 
integrating local cultures features. 
2.2.3.3. Some suggested adaptations to integrate local cultural factors into 
teaching communication and culture lesson 
There exist several ways of delievering the lessons that teachers can employ 
to make them more memorable and effective. Therefore, the activities in the 
communication and culture can be carried out by means of working in individual, 
in pairs or in groups. It is also advisable that the teacher should be flexible in either 
assigning the learners themselves to make presentations in class or the teacher 
himself/ herself preparing some suitable learning materials such as videos, 
pictures, handouts, etc. 
a. Student preparation for the class presentation 
Learners are assigned one-week preparation for a class presentation of the 
target aspect of culture. After each presentation, questions for discussions will be 
raised so that the learners will have to have an insight into the target aspect of the 
culture. 
Sample 1: Unit 3: MUSIC: 
 Target language (the textbook): CHAU VAN singing 
 Suggested adaptation: VÍ DẶM folk song 
Vi-Dam folk song is the traditional music genre of Nghe An and Ha Tinh 
provinces in the central region. It plays a very important part in cultural and 
spiritual life of local people in these two provinces. They are idyllic lyrics and 
sweet melodies about daily or working activities such as growing rice, weaving, 
etc. as well as honoring parental love, love between girl and boy, love for country, 
etc. This traditional folk song has great value of culture, art and humanity. On 
November 27th2014, UNESCO officially recognized Vi-Dam Folk Song as an 
intangible cultural heritage of humanity at the 9th session of its Inter-
Governmental Committee for the Safeguarding of the Intangible Cultural Heritage 
in Paris. Vi-Dam Folk Song is the ninth intangible cultural heritage of Vietnam. 
Hence, so as for the students to have a better understanding of this proud local 
music, teachers have asked students to make a presentation. 
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10 
11 
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Sample 2: Unit 4: FOR A BETTER COMMUNITY 
 Target language (the textbook): Save the children organization 
 Suggested adaptation: Voluntary organizations in Nghe An and 
students’ activities 
It is common knowledge that volunteering helps improve mental and physical 
health, and taking time to get away from studies while doing something 
meaningful can often be the mental reset students need. Getting involved with 
volunteering from a young age encourages students to become socially-minded 
individuals at every stage in life. 
In recent years, Phan Boi Chau high school for the gifted are not only known for 
roaring academic successes but also boast many meaningful community services. 
Among them are their voluntary activities in SOS, which aid homeless and 
disadvantages children there. With the aim of raising students’ awareness and 
getting more students to get involved in this voluntary organization: VÌ TIẾNG 
CƯỜI TRẺ THƠ. 
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14 
15 
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Sample 3: Unit 6: GENDER EQUALITY 
 Target language (the textbook): Women’s football 
 Suggested adaptation: Vietnamese Women’s Football 
The Vietnam women's national football team is a women's football team 
representing Vietnam and controlled by Vietnam Football Federation. This is the 
most successful women's football teams in Southeast Asia and ranks 5th in Asia. 
Vietnamese Women’s football has been a source of inspiration and pride of 
Vietnam, showing that Vietnamese can obtain great achievements beyond 
imagination with their passion, efforts and mental fortitude. Hence, it would be a 
great idea for students to have a better understanding of Vietnamese Women’s 
football in terms of history, achievements, etcvia a language class. 
b. Teacher preparation for the lessons 
With the aim of helping students to understand more about the different aspects of 
local culture, teachers exploited a myriad of methods and employing a wide variety 
of learning materials: videos, pictures, handouts, etc Some suggested adaptations 
are as follows: 
Sample 4: Unit 1: FAMILY LIFE 
 Target language (the textbook): Family values in the UK 
 Suggested adaptation: Family values in Vietnam 
 Procedures: 
Teacher distributes the handout to students and asks them to read the 
information and make a comparison between Family values in the UK and 
Family values in Vietnam. Some representatives will deliver their talk after 
10-minute preparation. 
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HANDOUT: FAMILY VALUES IN VIETNAM 
Vietnamese traditional values were deeply affected by Confucian ethics. During 
thousand years under the invasion and domination by Chinese, Vietnamese culture 
was also permeated by their Confucian philosophical beliefs. It was believed that 
“in order to achieve human perfection, one must follow the established codes of 
behavior which include reverence for ancestors and respect for eldersThe 
importance is not upon the individual’s accomplishments but upon his duty to 
family and society” 
Most Vietnamese placed more emphasis on their roles, privileges and obligations 
within this group than on their own individual desires. The Vietnamese household 
traditionally followed the extended multi-generational pattern. The parents, their 
sons and their wives, their children, and unmarried siblings usually constituted a 
Vietnamese household. In this extended family, the most important expectation was 
the respect for the elders. Hence, the family decisions were made by the parents and 
grandparents. 
For centuries in Vietnam, traditional family values were accomplished by the 
fulfillment of traditional roles the role of man and woman as parents. The 
Vietnamese people value humility, restraint, and modesty. The Vietnamese culture 
has a great respect for the elderly. In every situation, it is best to give honor and 
preference to the eldest member of the group. 
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Sample 5 : Unit 9: PROTECTING THE ENVIRONMENT 
 Target language (the textbook): Earth Hour 
 Suggested adaptation: Earth Hour in Vietnam 
 Procedures: Students are supposed to read the text given in the textbook 
and complete the table containing the fact file about Earth Hour. Then, the 
teacher gets students to watch a video on Earth Hour in Vietnam and 
afterwards asks students to answer the follow-ups questions 
- Do you want to take part in this lights-out event in Vietnam? Why or why 
not? 
- If you had a chance to take part in the event held in your city, Vinh City, 
what would you do? 
Earth Hour is a worldwide movement organized by the World Wildlife Fund. The 
event is held annually, encouraging individuals, communities, and businesses to 
turn off non-essential electric lights, for one hour from 8:30 to 9:30 p.m., usually 
on the last Saturday of March, as a symbol of commitment to the planet. Vietnam 
first joined the event in 2009 and has been an active and keen supporter since then. 
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Sample 6: Unit 1: ECOTOURISM 
 Target language (the textbook): Tourism impact on the environment 
 Suggested adaptation: Kinds of tourism in Vietnam 
 Procedures: First, students are supposed to read the text given in the 
textbook about four popular types of tourism and put them into categories in 
the table according to their negative or positive impact on the environment. 
Then the teacher may integrate some famous local tourism destinations to 
check students’ understanding 
Option 1: Teacher gives a number of pictures (some famous tourist 
attractions in Vietnam) and asks student where the destination is, then 
labelling whether it is mass tourism, ecotourism or sustainable tourism) 
Expected answer: Hoi An ancient town, Quang Nam –Mass tourism 
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Expected answer: Sam Son beach, Thanh Hoa province – Mass tourism 
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Expected answer: Trang An Landscape Complex, Ninh Binh – Ecotourism / 
Sustainable tourism 
Expected answer: Quan Ho folk singing on boat, Bắc Ninh – Sustainable 
tourism 
Option 2: Teacher gives some hints/ clues about some sustainable tourism 
locations in Vietnam and asks students to guess what it is 
HA LONG BAY 
Hint 1: It was recognized by UNESCO as a World Natural Heritage in 
1994. 
Hint 2: Its name means "descending dragon” 
Hint 3: It belongs to Quang Ninh province, Vietnam 
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CAI RANG Floating market, CAN THO 
Hint 1: It is a special kind of market as the shops and stalls at the market are boats 
of different sizes. 
Hint 2: It is one of the most famous and biggest floating markets in the Mekong 
Delta. 
Hint 3: It belongs to Can Tho City, Vietnam 
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PART 3: CONCLUSION 
3.1. Study review 
Teaching culture in English is not new, but integrating local cultural elements 
in communication and culture lessons is a new feature in the Global Success book 
series. It's worth noting that this is the first year this book series has been taught in 
Nghe An province, so there will be many challenges for both teachers and students. 
It is with great hope that the suggestions for material exploration and integrating 
local cultural elements into communication and culture lessons will help students 
not only grasp the English language accurately but also gain deeper knowledge 
about the cultures of English-speaking countries and their own native culture, 
thereby raising awareness of preserving their national cultural identity and 
absorbing the cultural essence of humanity. In addition, the proposed solutions will 
help teachers and students access the lessons more easily and enhance the quality 
of learning and teaching English effectively. 
3.2. Limitations and suggestion for further study 
The study has investigated only into the integration of local cultural factors 
into teaching communication lesson in the English 10- Global Success. For further 
research, the study may be developed in larger scale in The English 11or The 
English 12 in the next two years. It also recommends for forthcoming research on 
how to integrate local cultural elements into other language skills: speaking, 
listening, reading, writing lessons. Obviously, mistakes are unavoidable, all 
comments and remarks on this research will be highly appreciated. 
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