Online English Learning as an Approach to Education Equity in Mountainous Areas in Vietnam

Abstract

This chapter discusses the inequality of access to language learning and teaching in the Northern mountainous areas in Vietnam. It reports a study on the advantages and disadvantages of applying an online learning model utilising qualified teachers from cities to deliver classes to students of year 3 in 18 primary schools in mountainous areas in Ha Giang, Vietnam. Data were collected from students' end-of-term results, surveys and interviews with 20 online teachers, 5 assistant teachers and 2 in-class teachers of English. To frame this study, I employed Bourdieu's concepts of habitus and capital to explain the inequality in education and English language learning between primary students of municipal and mountainous areas. The findings indicate that the project was successful in supporting students' access to language courses following the governmental requirements. The project provided students with cultural and social capital to mitigate the educational inequity between students of remote areas and those in urban areas. It finally suggests solutions to shortcomings emerging from applying this new model in rural or distant areas