ABSTRACT
Based on the survey results of Vietnamese Linguistics and Literature
teachers and students at 7 ethnic minority boarding secondary
schools located in 7 different districts of Tra Vinh Province,
Vietnam, we discovered that Khmer students’ communicative competence
is still below the national average. There is no distinction
between different types of students, and the curriculum materials
and textbooks show this as well as many other flaws in the implementation
of the educational program, which is focused on learner
competence. Ethnic minority students in lower secondary schools
have not been able to meet their own needs, including practical
application needs, in teaching and learning. Because of this, the
study was conducted by examining the status of the communicative
competence of Khmer students in ethnic minority boarding
secondary schools, inadequacies in policy, stages of the innovation
process, and current textbooks. Based on the survey results,
research proposed the flexible application of the CLT method in
improving Vietnamese communicative competence for Khmer students
in ethnic minority boarding secondary schools. The practical,
analysis-based recommendations that the research provides will be
of practical value to Vietnam's ongoing education reform efforts,
especially at the stage of teacher training to meet the specific needs
of specialized learners