Abstract

This article examines how integrating local cultural education can improve the effectiveness of Literature teaching for ethnic minority students in Quang Ninh province. Using a qualitative approach, the study employs document analysis, policy analysis, curriculum and learning material analysis, and synthesis of secondary data from official reports and documents related to local education, ethnic minority culture, and Literature teaching. The findings indicate that integrating local culture into Literature teaching should be designed around specific integration points linked to grade levels, themes, text types, expected learning outcomes, and reading, writing, speaking, and listening activities. For ethnic minority students in boarding school contexts, using Quang Ninh’s local cultural values can enhance learning motivation, linguistic competence, aesthetic awareness, intercultural communication, and cultural identity. The article proposes solutions for developing learning materials, identifying integration points, innovating teaching methods, positioning students as cultural subjects, and strengthening cooperation among schools, families, and communities.

Keywords: Ethnic minority students, integrated teaching, local culture, Quang Ninh Province, Vietnamese language and literature.