Abstract

Language barriers represent the greatest challenge for ethnic minority students entering primary school, often leading to passivity and limiting their ability to acquire knowledge. This article focuses on analyzing the bridging role of the mother tongue in the teaching of Vietnamese. Rather than completely excluding the mother tongue from classroom instruction, the study proposes using it as a cognitive support tool to explain abstract Vietnamese vocabulary, compare phonetic systems in order to correct characteristic pronunciation errors, and create a safe and supportive psychological environment. The findings show that allowing and encouraging the appropriate use of the mother tongue in Vietnamese lessons does not hinder the learning process; on the contrary, it helps students approach Vietnamese more proactively, confidently, and effectively.

Keywords: Ethnic minority, language bridge, mother tongue, primary school students, Vietnamese language