In the border commune of Muong Lan, the lively melody of the English song “What’s Your Name?” fills the classroom, energising the start of the school day at Na Khi hamlet satellite campus of Hoa Phong Lan Kindergarten. Inside, ethnic minority children eagerly take their first steps into a new language. Through songs and games, they learn how to greet others, introduce themselves, and practice basic communication skills.

Na Khi satellite campus currently has 66 pupils, belonging to Mong, Kho Mu, Thai and other ethnic minority groups. This school year marks the second year that students here have been learning and becoming familiar with English. With the dedicated guidance of their teacher, many children can now sing songs confidently, exchange simple phrases with classmates, and gradually adapt to the new language.

Lo Thi Van, the English teacher at the school, said that English classes are held twice a week. Teachers apply a variety of methods - songs, games and visual aids - to help children absorb lessons more easily and stay engaged during English sessions.

Hoa Phong Lan Kindergarten in Muong Lan commune has a total of 925 children across 17 satellite campuses. After more than a year of introducing English into the curriculum, students have shown strong enthusiasm, while interaction and connection between teachers and children have become more effective. According to Nguyen Thi Nu, the school’s principal, the kindergarten hopes to receive further investment in facilities, particularly in developing a team of specialised English teachers, to improve the effectiveness of foreign language teaching at the preschool level.

At Hoa Mai Kindergarten in Muong E commune, English teaching has also been implemented for over a year. It operates five satellite campuses with 16 classes and nearly 500 pupils, most of whom are children of Mong ethnic families. Teachers are encouraged to use online teaching software while creatively designing teaching aids that reflect daily life, making lessons more vivid and helping children grasp the language more quickly.

Lo Thi Thu, who is in charge of English teaching at Hoa Mai Kindergarten, noted that language barriers remain the biggest challenge, as most students come from ethnic minority backgrounds. “However, seeing the children’s excitement and passion in each lesson motivates us to keep improving, choosing the most engaging and child-friendly teaching methods so they can become familiar with English naturally,” she said.

Although they are only beginning to explore this new subject, children in mountainous areas have shown clear enthusiasm for learning a foreign language, responding positively to creative and highly interactive teaching approaches. Quang Bao Ngoc, a pupil at Hoa Mai Kindergarten, shared: “I like English songs the most. I’ve learned how to say greetings in English with my teacher and friends, and it makes me very happy.”

Since 2024, 150 out of 227 kindergartens across the province have implemented the “Solution to manage and improve the quality of organising English familiarisation activities in preschools.” Many schools in disadvantaged areas such as Bac Yen, Quynh Nhai and Song Ma have introduced English classes for children aged 3 to 5. The education sector aims to increase the proportion of preschool children exposed to English from 9.3% in the 2021-2022 school year to nearly 40% by the 2025-2026 school year. The Son La Department of Education and Training has also issued a set of criteria to assess the management of preschool English programmes, helping schools review their practices, strengthen management capacity and ensure educational quality.

This model, along with innovative teaching approaches, is expected to open more opportunities for children in the province’s mountainous areas to access English, contributing to the broader policy of making English a second language in schools during the 2025-2035 period.