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1. Full name of PhD student: Duong Quynh Thu 2. Gender: Female
3. Date of birth: February 14, 1983. 4. Place of birth: Hanoi
5. Decision on recognition of PhD students: Decision No. 2949/2021/QD-XHNV-DT issued by the President of the University of Social Sciences and Humanities, Vietnam National University, Hanoi on December 28, 2021.
6. Changes in the training process (if any): Decision on adjusting the training time of doctoral training programs No. 5672/QD-XHNV issued by the President of the University of Social Sciences and Humanities, Vietnam National University, Hanoi on December 29, 2023.
7. Thesis topic: Vietnamese cultural education for children in Vietnamese - Korean multicultural families in Vietnam
8. Major: …Southeast Asian Studies…… 9. Code: …9310608.02
10. Scientific instructors: Associate Professor, Dr. Le Dinh Chinh & Dr. Le Thi Thu Giang
11. Summary of new results of the thesis:
The doctoral thesis "Vietnamese cultural education for children of Vietnamese-Korean multicultural families in Vietnam" aims to describe the current situation of teaching and learning Vietnamese, as well as the process of acquiring Vietnamese culture of the group of children in Vietnamese-Korean multicultural families studying at Korean international schools and living in Vietnam. On that basis, the thesis determines the level of socialization and intercultural communication ability between Vietnam and Korea of this group of children. From the main findings, the thesis proposes some suggestions to improve the policy of Vietnamese language and culture education, contributing to training high-quality human resources for both countries. The thesis focuses on studying the current situation of teaching and learning Vietnamese language and culture for the group of children in Vietnamese-Korean multicultural families studying at Korean international schools and living in Vietnam.
To achieve this goal, the study used a combination of scientific methods. Historical research method, interdisciplinary method. The thesis uses an interdisciplinary method, combining sociology and anthropology, to study the impact of social and cultural context on children's development in a multicultural environment. Specific research methods include intercultural communication analysis, combining qualitative and quantitative, document analysis and case studies. In addition, the thesis applies the area study method, focusing on cultural characteristics, history, education policy and the Korean community in Vietnam, to provide a deep and comprehensive view of the research problem. The tabular statistical method has helped to process and present quantitative data. In particular, the thesis uses a survey method to collect data on the current situation of learning and acquiring Vietnamese language and culture in key environments such as family, school and social networks. To clarify and deepen the information obtained from the questionnaire, the in-depth interview method was also flexibly applied.
The study has pointed out a prominent reality about the cultural socialization process in Vietnamese-Korean multicultural children: the imbalance between Vietnamese and Korean factors:
First, the family environment plays a fundamental role and has the strongest influence on the language and cultural socialization process of children. Here, Korean elements are prioritized and strongly transmitted through both active education (teaching Korean, storytelling) and passive absorption (daily activities, cuisine, customs). Korean language is the main tool to maintain and transmit culture, helping children have a deep understanding of the culture of their Korean parents. This high priority shows a clear orientation in the process of developing children's early cultural identity.
Second, the school environment, especially Korean international schools, plays a complementary and reinforcing role in this socialization process. Here, children are exposed to a formal education entirely in Korean, preparing them for higher education. Although schools make efforts to provide knowledge about Vietnamese culture, the main focus and authenticity of the training content is still tilted towards Korea. Survey results at two Korean international schools have demonstrated that children have a more solid knowledge of Korean culture than Vietnamese culture, reflecting the dominance of Korean elements in the school environment.
Third, external influences such as friends and social media also contribute to this socialization process. In a community with many Korean friends, children tend to adopt the values and cultural norms of this group of friends. Similarly, the popularity of Korean content on social media also creates a strong cultural osmosis environment, further reinforcing the Korean element. Thus, the socialization process of Korean elements occurs more prominently than Vietnamese culture in Vietnamese-Korean multicultural children, creating an imbalance in identity development.
For comparison, the study referred to the situation in some other Southeast Asian countries such as Thailand and the Philippines. In these countries, due to the limited number of Korean-native multicultural families and the lack of community cohesion, children tend to be completely localized. In the Philippines, in particular, the Kopino group of children often lack recognition and exposure to Korean culture, leading to their inability to develop intercultural communication skills. This highlights the difference and specificity in the context of Vietnam, where cultural socialization occurs but is skewed.
In summary, the process of Korean cultural socialization is stronger than that of Vietnamese culture in Vietnamese-Korean multicultural children in Vietnam. This result reflects a remarkable reality about the development of children's cultural identity in this context. The imbalance in the socialization process can affect children's intercultural communication skills and comprehensive development. The study affirms the key role of the family in shaping the initial cultural identity, while emphasizing the complementary but equally important role of the school and the community. From these results, the thesis proposes the need for close coordination between the family, school and community to create a more balanced educational environment. This raises an urgent need to strengthen Vietnamese cultural education, not only through official programs but also through extracurricular activities, creating opportunities for Vietnamese-Korean multicultural children to approach and integrate into Vietnamese culture naturally. The results of this study can be used as a reference when developing appropriate educational programs, not only in Vietnam but also in other countries with similar multicultural communities. The thesis has highlighted an important reality, thereby suggesting new directions in improving educational policies to support multicultural children to develop a parallel cultural identity and comprehensive intercultural communication skills.
12. Further research directions: The role of Vietnamese mothers in Vietnamese language and culture education for children in Vietnamese-Korean multicultural families in Vietnam; Policy implications related to ensuring the balance of Vietnamese-Korean language and culture education for children in Vietnamese-Korean multicultural families.
13. Publications related to the thesis:
INFORMATION ON DOCTORAL THESIS
Full name: Duong Quynh Thu
Sex: Female
Date of birth: 14thFebruary 1983
Place of birth: Hanoi
Amission decision number2949/2021/QD-XHNV-DTdated December 28, 2021 byRector of the University of Social Sciences and Humanities, Vietnam National University, Hanoi.
Changes in academic process:Decision No. 5672/QD-XHNV on the adjustment of training duration for doctoral programs, by Rector of the University of Social Sciences and Humanities, Vietnam National University, Hanoi, on December 29, 2023.
Official thesis title:"Vietnamese Cultural Education for Children of Vietnamese-Korean Multicultural Families in Vietnam
Major: Southeast Asian Studies
Code:9310608.02
Supervisors: Prof. Le Dinh Chinh & Ph. Le Thi Thu Giang
Summary of the new findings of the thesis:
This thesis aims to describe the current state of learning and teaching Vietnamese, as well as the process of acquiring Vietnamese culture, among children from Vietnamese-Korean multicultural families who are studying at Korean international schools and living in Vietnam. Based on this, the thesis determines the level of socialization and the intercultural communication competence of this group of children. Drawing from the main findings, the thesis offers several suggestions to improve Vietnamese language and culture education policies, contributing to the development of high-quality human resources for both countries. The thesis focuses on examining the current situation of teaching and learning Vietnamese language and culture for children in Vietnamese-Korean multicultural families who are studying at Korean International Schools and cited in Vietnam.
To achieve this objective, the research employs a combination of scientific methods, including historical and interdisciplinary approaches. The thesis uses an interdisciplinary method, combining sociology and anthropology, to examine the impact of social and cultural contexts on the development of children in a multicultural environment. Specific research methods included intercultural communication analysis, a combination of qualitative and quantitative approaches, document analysis, and case studies. Additionally, the thesis applies a regional studies approach, focusing on the cultural characteristics, history, educational policies, and the Korean community in Vietnam to provide a comprehensive and in-depth view of the research topic. The statistical table method was used to process and present quantitative data. Notably, a survey method was employed to collect data on the current state of learning and cultural assimilation of Vietnamese language and culture in primary environments such as family, school, and social media. To clarify and further explore the information obtained from the questionnaires, the in-depth interview method was also flexibly applied.
The research highlights a prominent reality in the cultural socialization process of Vietnamese-Korean multicultural children: a distinct imbalance between Vietnamese and Korean cultural elements:
Firstly, the family environment plays a foundational and most influential role in the child's language and cultural socialization. Here, the Korean element is prioritized and strongly transmitted through both active education (teaching Korean, storytelling) and passive osmosis (daily life, cuisine, customs). The Korean language serves as the primary tool for maintaining and transmitting this culture, helping children gain a profound understanding of their Korean parent's culture. This high level of prioritization indicates a clear orientation in the initial development of the child's cultural identity.
Secondly, the school environment, particularly Korean international schools, serves to supplement and strengthen this socialization process. Here, children are exposed to a formal education system conducted entirely in Korean, preparing them for higher education. While the schools make an effort to provide knowledge of Vietnamese culture, the main focus and authenticity of the curriculum remains skewed towards the Korean element. Survey results from the two Korean international schools demonstrate that children possess a stronger knowledge of Korean culture than Vietnamese culture, reflecting the dominance of the Korean element in the academic environment.
Third, external influences such as peers and social media also contribute to this socialization process. Within a community where many peers are Korean, children tend to adopt the cultural values and norms of this peer group. Likewise, the popularity of Korean content on social media creates a powerful environment for cultural osmosis, further strengthening the Korean element. Thus, the socialization of Korean culture significantly outweighs that of Vietnamese culture among Vietnamese-Korean multicultural children, creating an imbalance in identity development.
For comparison, the study also referenced the situation in other Southeast Asian countries, such as Thailand and the Philippines. In these nations, due to the limited number of Korean-local multicultural families and a lack of strong community ties, children tend to be fully assimilated into the local culture. Particularly in the Philippines, the Kopino children often lack recognition and opportunities for exposure to Korean culture, which prevents them from developing intercultural communication competence. This highlights the distinct and specific context in Vietnam, where cultural socialization is taking place but is imbalanced.
In conclusion, the socialization of Korean culture is more robust than that of Vietnamese culture among Vietnamese-Korean multicultural children in Vietnam. This finding reflects a notable reality concerning the development of a child's cultural identity in this context. This imbalance in the socialization process can affect their intercultural communication competence and overall comprehensive development. The research affirms the pivotal role of the family in shaping initial cultural identity, while also emphasizing the supporting yet crucial role of the school and community. Based on these findings, the thesis suggests the necessity of close collaboration among the family, school, and community to create a more balanced educational environment. This highlights the urgent need to enhance Vietnamese cultural education, not only through formal curriculum but also through extracurricular activities, providing opportunities for Vietnamese-Korean multicultural children to naturally access and integrate with Vietnamese culture. The results of this study can serve as a valuable reference for developing appropriate educational programs, not only in Vietnam but also in other countries with similar multicultural communities. The thesis has highlighted a significant, thus suggesting new directions for improving reality education policies to help multicultural children develop a balanced dual cultural identity and comprehensive intercultural communication competence.
Further research directions: The Role of Vietnamese Mothers in Vietnamese Language and Culture Education for Children of Vietnamese-Korean Multicultural Families in Vietnam; Policy Implications for Balancing Vietnamese-Korean Language and Culture Education for Children of Vietnamese-Korean Multicultural Families
Thesis-related publications:
Author:New, Department of Planning and Investment
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