Virtual-Doug

Is Increased Internet Usage a Positive Motivator to Learn English Among University Students?

This is another in a series of papers written by post-graduate students.  Đậu Thị Khánh Toàn is a teacher in rural Quảng Bình Province, two provinces north of Huê.  As someone who has been professionally interested in educational technology for fifteen years, I found her paper to be quite insightful into Việt Nam's future.  As always, it is unedited for content, and I modified only for formatting to suit the Web.

HUE UNIVERSITY
COLLEGE OF FOREIGN LANGUAGES
POSTGRADUATE DEPARTMENT

FINAL EXAM
Subject: Academic Writing

Topic: IS INCREASED INTERNET USAGE A POSITIVE MOTIVATOR TO LEARN ENGLSH AMONG UNIVERSITY STUDENTS?

Instructor    :     Mr. Doug
Researche:    ĐẬU THỊ KHÁNH TOÀN

Hue, Dec. 2005

ABSTRACT
This study investigates if increased Internet usage is seen as a positive motivator for students to study English.  Internet access may increase student participation in English while using various functions of computer technology such as Internet search, e-mail and other entertainment programs.  In this paper, the research data revealed that using Internet increasingly enhances the language learning skills of students: reading, writing, listening, and speaking.

INTRODUCTION
Nowadays, technological computers are so powerful that they have pervaded all the educational, business and economic sectors all over the world (Singhal, 1997).  As Moras (2001) said that computer and the Internet are so widespread today that one feels outdated if not using them.   The majority of students take part in the Internet since they see it as a trendy and useful tool enabling them to be connected with the outside world.  Moreover, in a society of the of the information explosion and in the process of integration, and globalization (Moras, 2001), English is not only a language of international communication but also the main language in the Internet.  As a matter of that fact, learners begin to appreciate the usefulness in learning the language.  Students want to have more English proficiency to function well on the Internet, to get higher education, to master science and technology and cooperate with the outside world.  As a result, using Internet positively motivates students in learning 4 language skills: reading, writing, speaking and listening.

This research will be accomplished by answering two questions:
     1.  Why do many students access Internet frequently?
     2.  How does Internet usage promote students’ language learning?

This study also mentions the disadvantages related to learning language through the Internet: no guarantee to quality of the information (Hackett) and the possibility to translate the entire sites into the other languages.  Therefore, some recommendations for using Internet effectively to improve students’ English are suggested.

LITERATURE REVIEW

Motivation of language learning
There has been a great deal of research on the role of motivation in learning English.  Motivation can be defined as an inner drive, impulse, emotion, or desire that moves one to a particular action (Brown, 1994, p.152).  Motivation is typically examined in term of the intrinsic and extrinsic orientation of the learner.  However, intrinsic motivation in this study is the main point.  According to Edward Deci (1975, p.23), “ Intrinsically motivated activities are ones for which there is no apparent reward except the activity itself.  People seem to engage in the activities for their own sake … Intrinsically motivated behaviors are aimed at bringing about certain internally rewarding consequences, namely, feeling of competence and self- determination.”   

The roles of the Internet in language learning
Up to now, there has been much research done into confirming the positive effects of Internet in learning English (Schoepp & Erogul, 2001). According to Chafe (1999), the Internet is a vast network of computers connected to one another from various sectors of society such as education, business, government and the military.  Each individual system contains of variety of things like databases, library services, graphs, maps, electronic journals, etc.  The advent of Internet has provided students with an infinite source of authentic materials and supplied vast information from newspapers, graphics, video, games, music, audio, etc, which enrich students’ knowledge (Schoepp & Erogul, 2001).  It can be used to exchange information through email, chat rooms, forum discussion, and so forth.  Moreover, English Internet usage promotes the students’ writing, helps them to expand their ideals of “content- area” reading and functional writing across cultural boundaries (Davis & Chang, 1994, cited in Singhal, 1997). 

Although the Internet brings us benefits promoting students to practice English, it must be kept in mind that there are some challenges as well.  Internet has often viewed as chaotic, and disorganized.  In addition, there is no guarantee for its quality.  Another obstacle with online language learning is that World Wide Wed is predominately an English system.  It is now possible to translate entire sections of sites into the other language without learning English  (Chafe, 1999).   These difficulties may negatively affect the process of learning language.

METHODOLOGY
  - Participants: This is a study of how increased Internet usage motivates students to learn English, so all the participants of the study are, to a more or less extent, related to Internet and English.  Thus, the questionnaires using both close and open-ended  questions were given to 30 freshmen of informatics chosen randomly in Hue College of Pedagogy.
- Quantitative method and statistic analysis: The results of data were grouped and analyzed in term of statistical frequency based on percentages. Quantity was used to explain the information and did the statistics collected from questionnaires and other instruments.  The results of data were discussed to reveal the positive motivation of the Internet usage to language learning skills of the students.

FINDINGS AND DISCUSSION
The results and discussion will be divided into two sections.  The first section will mention about the important roles of the Internet and English while the second segment will look specifically at the positive effects of the Internet in developing four English language skills of students.   

The Internet and English

Table 1: frequency of using Internet
Answers                       Numbers    Percentages
a. 2-3 times a week    19                     63.33
b. Once a week            8                     26.66
c. 1-2 a month              0                           0
d. Never                       0                           0
e. Other: 4-5 times       3                          10

In fact, information technology is regarded as an essential component to Hue university infrastructure and Internet has become popular among students.  The results data in table 1 illustrated this statement.  Of the 30 students who participated in the study, all of them (100%) had regular access to a computer with Internet.  They spent an average of 2 – 3 times a week on these computers.  10% of them sat 4 – 5 times a week in front of the screen.  The data strongly indicated that students have positive attitudes towards Internet and it seems that they can not help using Internet frequently.  It is obviously to say that we have entered a new information age and the Internet here to stay. 

It is apparent that the students are instrumentally motivated to use English Internet.  Responding to the question why they use English Internet, the majority of students used the Internet for academics: 80% of them for retrieving worldwide information and 70% for using it as a learning tool.  A slight minority (60%) enjoyed having fun with games or online music.  The results (table 2) strongly indicated that Internet is not only useful but also interesting.  With a variety of functions and a great deal of information, the Internet helps students to get higher education and enriches their knowledge of the world.

Table 2: The reasons for using Internet.
Answers                        Numbers        Percentages
a. Accessing information     24                80
b. Learning tool                   21               70
c. Entertainment                 18                60

Table 3: The choice for language in the Internet   
Answers                Numbers        Percentages
a.  English                 23                76.66
b. Vietnamese             7                22.33

The research data in table 3 focused on the needs of students using English Internet.  76.66% of the students accessed English Internet.   According to them, English is a more effective language than the others since all the instructions and programs installed in computer are in English. In contrast, 23.3% of the participants in this study only used Vietnamese because they knew English little.  However, a great quantity of resources have been supplied on the Internet certainly to an extent that are unparalleled and unavailable in Vietnamese, so they used English in order to function well on computer technology and to access the world’s knowledge.  The above questionnaire data strongly revealed that students are reasonable to choose English because of its usefulness.

The impact of the Internet on learning 4 language skills
Through analyzing the research data, it is assumed that computer technology promotes the ability of reading, writing communicative skills effectively over the Internet.

According to the data (table 4), 65.21% of respondents agreed or strongly agreed that when retrieving information, English helped them a lot and 34.78% of them a little.  In fact, as students search for specific information, they are required scanning, discarding, and evaluative judgments to put the information into a complete, coherent whole, which entails the synthesis process.  Even when reading instruction games, players had to know what to do in order to play effectively.  Some said that stories, magazines in English made them try to read them and found it very interesting.  The data strongly indicated that such an endeavor for exploring information enhances students to practice reading skills and strategies.

In response to the question if using email, chat, the web frequently enhances their English writing skills, 73.91% of them either agreed or strongly agreed, as opposed to 21.73% who disagreed or strongly disagreed.  When writing messages, chatting, or communicating with native speaker, students publish and distribute multimedia information for an international audience, they feel more responsible for the final product.  This enhances their specific skills such as negotiating, persuading while writing English.  Moreover, the feedback plays an important role language development.  Students who got computerized error feedback did more editing with the help of spelling checker in word-processors.  As a result, they put a great deal of effort making positive results in writing skills.

Table 4: Internet usage enhances 4 language skills
Skills    Answers    Number    Percentage

Reading     A lot help        15       65.21
                 A little help       8      34.78

Writing    Yes        17    73.91
               No           5    21.73

Speaking and listening     A lot help        12    5217
                                      A little help     11    47.82

According to the data of the survey, besides using Internet as a worldwide information resource, and a learning tool, students also used it for entertainment.  As was done with the group data, 52.17% students believed their listening skills are enhanced effectively while using chat voice or listening to audio, video streams and online music launched from 3D Internet.  A slight minority (47.82%) enjoyed the Internet but with a little positive effect on their listening skills.  In fact, the majority of students enjoy chatting with their electronic pen.  With 3D Internet, online users can speak to each other through voice-to-voice telephony in order to exchange information, to express their opinion or to make friend.  Watching films and listening to online audio, or online music also help students to develop listening skills while having fun.  As a result, listening and speaking skills of students are promoted.   

The whole research data above strongly revealed that using the multimedia networked computer with informational, communicative, and publishing tools not only makes students function well on the Internet and but also enhances learners’ 4 language skills, communicative skills and the cooperation with the outside world.

CONCLUSION AND IMPLICATIONS
All in all, in the developed world of information technology and globalization, Internet, an essential feature of modern life, strongly helps students how to deal with amount of information and be able to use English effectively (Lee, 2000).  In addition, English, an international communicative language, is so powerful that  great deal of Internet users are eager to learn.  Therefore, using Internet positively motivates students to develop four language skills better.  In turn, thank to English competence, students not only function well on the Internet, but also be able to achieve their goals.  This will make an upward spiral that strongly motivates students to higher education (Littlejohn, 2001).

However, from the difficulties of learning English through using Internet mentioned above, some implications for learning English   better with computer technology are suggested.  First, when exploring Internet, students must be sure that where they are going and what is going on by locating and selecting the information worthy for learning.  Then, more important thing is that students should enjoy and recognize the value of English in computer technology and vice versa.  Further research needs to be conducted into the way to learn English effectively on Internet.   

REFERENCES
Brown, H.  D.  (1994).  Principles of language learning and teaching  (3rd ed.).  New Jersey: Prentice Hall Regents.  (pp. 152-156).

Chafe, A.  (1999, November).  Effective use of Internet in second language education: Benefits, challenges and guidelines for teacher.  Retrieved  December 1st, 2005 from http://www.cdi.ca/~achafe/Internetinclassroom.html.   

Deci, E.  L.  (1975).  Intrinsic motivation.  New York: Plenum Press.

Hackett, L.  The Internet and e-mail: useful tools for foreign language teaching and learning. Retrieved  December  1st, 2005 from  http://www.cltr.uq.edu.au/oncall/hackett101.html.   

Lee, Kang-wu (2000, December).  Computer-assisted language learning (CALL) and the Internet.   Retrieved December  1st, 2005 from: http://iteslj.org.

Littlejohn, A.  (2001, April).  Motivation: Where does it come from?  Where does it go?  English teaching professional, 19, 5-8.   

Moras, S.  (2001).  Computer – assisted language learning (CALL) and the Interne. Retrieved December  1st, 2005 from  http://www3.telus.net/linguisticsissues/CALL.html

Schoepp, K.  & Erogul, M.  (2001).  Turkish EFL students’ utilization of information technology outside of the classroom.   Retrieved December  1st, 2005 from    http://www.teflweb-j.org/v1n1/v1n1.html.

Singhal, M. (1997, June). The Internet and foreign language education: Benefits and challenges. Retrieved December  1st, 2005 from   http://iteslj.org/Articles/Singhal-Internet.html. 

APPENDIX I
QUESTIONNAIRES

These questions aim to investigate if increased Internet usage is seen as a positive motivator for students to learn English. Choose and tick the answers, (more than answers are possible). Your cooperation is of great value to the completion of the research paper. Thank you very much for your help!

1. How often do you use Internet?
    a.        From 2 to 3 times a week   
    b.        Once a week
    c.        Once or twice a month
    d.        Never
    e.        Other answer:…………..

2. What do you use Internet for?
    a. Accessing information
    b. Using Internet as a tool to study
    c. Enjoying entertainments
    d. Other answer:..........

3. Which language do you use when accessing Internet?
    a.        English  (If choosing a, continuing the following answers)
    b.        Vietnamese
    c.        French
    d.        Other language:………….

4.  Does using English help you to search the information more effectively?
    a.         A lot
    b.         A little
    c.          Not at all
    d.        Other answer:…………………

5. Does using email, chat, website frequently enhance your English writing skill?
    a.         Yes
    b.         No

6. Do listening to online music; using voice chat and listening to instructions on the Internet in English improve your listening and speaking skills?
    a.          A lot
    b.          A little
    c.          Not at all
    d.         Other answer:……………………

Program Evaluation

This is another in a series of papers written by post-graduate students.  The author is ethnic Vietnamese who teaches ethinc minority students in the Central Higfhlands.  This paper gives an ourstanding glimpse into the problems facing secondary school English teachers.

PROGRAM EVALUATION
Bby Lê Xuân Hương

In Vietnam, there have been two English programs for high schools. One for the “ brand new” English learners (known as English for 3 year students – Tiếng Anh hệ 3 năm), and the other for students who learnt English at secondary schools (English for 7 year students). It is the privilege of the headmaster of each high school to assign the program for his/her school. Because of the classification of 3 and 7 years for learners, it also indicates who the learners are, what level of the English mastery of learners; and no headmaster wants to be “left behind” by choosing the 3 year program. The program used nationwide is English-Students’ Books set (English 10, 11, 12), the fifth edition, published by the Educational Publishing House. There have been unsettled down controversies about English program for high schools. At the very beginning of the program, according to the authors: “ …It is designed to provide a comprehensive course for senior secondary students who have completed the series of ENGLISH from ENGLISH 6 to ENGLISH 9. It continues to train the students for the four language skills: listening and understanding, speaking, reading, and writing, in that order, but gradually focus on developing his reading skill. For that purpose, besides engaging students in aural-oral activities, it introduces the him, by degrees, to the world of facts and ideas and makes him familiar with a wide range of different styles of writing”. There is no doubt that: the author’s will are to develop students reading skills and communicative not paid much attention.  With an insider view, the program itself reveals some inappropriate aspects: differences in student’s levels create difficulty for teachers; and testing style always puts the teachers of English under pressure to teach the curriculum rather than to motivate learners.

First, students do not start at the same levels of knowledge hinders the requirements in the program. For instance, at the beginning of the high schools program, grade 10 students must learn a unit about writing informal letters to invite, refuse invitations. That is to say, all participants of the course must master tenses, functional structures and a certain amount of vocabulary to cope up with the lesson. In fact, many students find it difficult to understand the content of sample letters let alone forming or practicing various activities assigned. It’s common knowledge that English is the compulsory in every secondary curriculum nationwide; it means that by the time students stand at grade 10, they have learnt English for 4 years. Yet, apart from central schools, in remote or rural schools English is viewed as the most difficult subject and it reduces the passing rate of the school. As a result, schools officials will substitute English with other subject like history or geography, then students’ mastery of English in those schools is likely zero. With such multilevel students, it is very difficult to fulfill activities required by the textbooks when they reach to high school program.

Second, in Vietnam everything relating to learning or teaching is assessed by examinations or the testing results of students; testing style reflects the way teachers teach students. Testing is basically in written form for all levels and tests simply are to check students’ vocabulary and grammar at the end of each course.  As a consequence, to pass the English exam at the end of each semester, teachers do not need to pay any attention to other communicative activities such as pronunciation or speaking since they will not help students in exams. What teachers teach and students learn inside or outside the classroom is all for the final exam or further is the university entrance examination; the teachers follow exactly what assigned in the course-book and they are supposed to teach the curriculum rather than motivate their students. For an English class, what needed is a teacher’s handbook, a grammar book a textbook and a sample test book. By teaching the curriculum, the teachers don’t need to find out if their students are interested in what they are teaching or not. They just do their usual work, read the lesson plan, ask some questions as long as students can memorize and copy what they said to perform the exams. To be successful, teachers need to have abilities to combine the approaches and techniques to cram students for exam; Teaching and learning English are heavily based on syllabus for exam-oriented.

In short, it is clear that all things the educational administrators expect from the program and high school students need is the sound knowledge about grammatical structures, vocabulary and some fill-in-the-gap skills but communicative activities (are left out). Just as there is no one” proficiency method”, there are no “ proficiency textbooks” per se. However, some textbooks can be more proficiency-oriented than others in terms of their design and general approach to language learning, Omaggio Hadley (1993). 

REFERENCES
Omaggio Hadley, A. (1993). Teaching Language in Context. Boston: Heinle & Heinle

My Secret Admirer

Recently, I have been exchanging emails with a student of mine.  She describes herself as very shy, but wanted to thank me for giving her confidence in her ability to speak English.  She reads this blog, and has emailed comments about it.  After she volunteered to write something about Việt Nam, I asked her to write something about her daily life as a first year university student.  She did – and here is what she wrote.  I did not edit it one little bit.

I'm happy that you want to know about Viet Nam student'life.In addition, the life of VN student is very different . The students whose parent are rich ,have a very good life ,but the others who are poor have many dificulties in their lives . However ,they are very happy and interested in student life.To me , I'm a poor student ,so my life is also hard.My mother is a nurse ,my father is retired.I have a brother studying in Agriculture and Forestry University .It's difficult for my mother to provide money for me and my brother.Now we are going to cook ourselves because it's cheaper and more convenient than I eat at anywhere else. Everyday I often have breakfast with loaf and milk ( it costs me 3000 VN DONG!  ) .I usually go to market for lunch and also for dinner.
Vegetable is my favorite food,but price is expensive . I often cook a meal for lunch and for dinner.Although my meal is not really good ,I' ll try to get over any difficulty to study .
I hope you can understand what I say ....it takes me 1 hour to write  and send this mail .I  like it very much.

Thanks to the student who only wants to be known as B, you now have a little better idea of how a Vietnamese student lives.

DIFFICULTIES IN TEACHING

As I did last spring, I will post some of the better papers written by my students.  In this case, I will be posting papers written as part of a graduate course in Academic Writing.  The Master’s program is fairly new, and is designed as a way for working teachers to get a Master’s degree without having to take a lot of time off from work..  That means the course was taught in only three weeks – a very compressed time in which to teach a writing course.

This paper is written by Nguyễn Thị Mai Trang, a teacher at Tran Phu High School, Ba Ria Vung Tau Province (on the coast east of Sài Gòn ). She is now a Postgraduate Student of Hue College of Foreign Languages.

HUE UNIVERSITY
COLLEGE OF FOREIGN LANGUAGES

FINAL EXAM
Subject: Academic Writing

Topic:

DIFFICULTIES IN TEACHING
MULTILEVEL 6TH GRADE ENGLISH CLASSES
AT THUY PHUONG SECONDARY SCHOOL

Instructor:    Douglas Alan Young
Researcher:    Nguyễn Thò Mai Trang
                           Postgraduate Student

Hue, Nov 2005

ABSTRACT
This research investigates the difficulties most teachers at Thuy Phuong secondary school in Huê, Việt Nam, have faced in teaching multilevel 6th grade English classes.  The data collected from the teachers were used as a basis to analyze the difficulties as well as to draw out practical solutions and suggestions to overcoming those difficulties in teaching multilevel grade 6th English classes.   

INTRODUCTION
Multilevel classes are a real challenge for any teacher and most teachers, including English ones, have to face it (Lubik, 2005).  At many schools, such as Thuy Phuong secondary school, located in Huê City, Việt Nam, teaching multilevel grade 6th English classes requires hard work from the teachers because the students’ levels are quite different.  Some pupils who have studied English in previous schools can speak a little English while others hardly pronounce a word, as they have not been taught at primary schools before.  Besides, studying in these classes, pupils are sometimes unmotivated because the tasks may be either too easy or too difficult for them. This is really a matter that most teachers have to face.

This paper seeks the answers to the following questions: (1) What are the problems of multilevel grade 6th English classes?  and  (2) What are the solutions for these problems?

LITERATURE REVIEW

1.    What is a “multilevel class”?
There have been many studies on multilevel classes (or mixed ability classes) as most teachers have faced this problem in teaching.

“When we talk about multilevel classes, we tend to focus on the variation in the students’ control of the language.  We talk about the influent student sitting next to the one who can barely piece together a sentence.” (Bell, 1991:1)

According to Shank and Terrill (1995), teachers use the term “multilevel” to identify any group of learners who differ from one another in one or more significant ways. Arguably, every class is multilevel because learners begin with varying degrees of competence and then progress at different rates in each of the language skills: listening, speaking, reading, and writing.

In a word, a multilevel English class is the one in which there are different students with different levels or abilities in controlling the language.

2.    Why are there multilevel 6th grade English classes?   There are three main reasons:

a.    Previous experiences with education
In most 6th grade English classes, there is a gap between the levels of students who are completely new to English and those who have studied some English.  Currently, English is an optional subject at primary schools.  While some schools include English in their curriculum (Let’s Go series published by Oxford University Press), others do not.  This means that in 6th grade, some pupils leaving Primary schools with a good sound knowledge of English will study better than other students who hardly know a word.  Besides, at secondary schools, English is a compulsory subject that is taught at Elementary level despite some knowledge students have gained from their previous schools. This reality brings about problems not only for students but also for teachers.  As reported in “The Vietnam News” (2005, Nov 16), “Students presently study basic English in primary school; but they then move on to junior and senior high school, where the curriculum repeats beginning-level English. Such a reiteration is non-pedagogically sound and tends to limit students’ English skills.”

b.    The point of entry
There seems to be no criterion in forming classes at the beginning of the school year.  Most students are randomly streamed.  As a result, both strong and weak students may share a class.

c.    Individual factors:
According to Lightbown and Spada (1993: 36, 39), students’ intelligence and motivation affect language learning.

    Intelligence: Many studies using a variety of IQ tests and different methods of assessing language learning have found that intelligence levels were a good means of predicting how successful a learner would be at language learning.

Motivation: Positive attitude and motivation are related to success in language learning.

3. What are the problems of multilevel classes?

a.    Applying Methodologies and Techniques
Teachers really have difficulties in using methodologies and techniques because some techniques may be easy to some students but difficult for others. As Bell (1991:10) points out, “What can I give them to do that won’t bore the advanced students and won’t be too difficult for the beginners?”

b.    Managing class
What should the teachers do when some pupils finish the tasks (during class time) earlier than the other students do?  The advanced students, who do not want to waste time waiting for the others, may do their own business that the teachers cannot control.   Lewis (2002:33) reports, “There’s such a variety of levels in this class that it’s really difficult to organize a good lesson.”

c.    Assessing and Evaluating
Sometimes teachers find it difficult to design tests.  Difficult tests will be out of weak students’ abilities while easy tests will de-motivate strong students.  Bell (1991:12) says that it is difficult to devise an evaluative instrument suitable for students with such varied backgrounds and skills.

4.  What are solutions for multilevel grade 6th English classes?

a.    Planning tasks for the Multilevel Class.
Galateanu ( 2005) points out  three main ways of planning tasks for a multilevel class:
(1) Use the same language material, but assign different tasks.
(2) Use different language material, but assign the same tasks.
(3) Use different language material and assign different tasks.

b.    Managing the multilevel classroom through organizing activities:
Bell (1991: 103, 131) suggests a variety of techniques and grouping strategies:
Whole Group activities are appropriate initially for beginning a new class and regularly for daily warm-up time.

Small Group work provides opportunities for learners to use their language skills and is often less intimidating than whole group work.

Cross-ability grouping allows stronger learners to help others and maximizes complementary learner strengths.

Cross-ability pairs work best when partners are given different roles and heavier demands are placed on the more proficient learner.

Grouping students by these ways will bring about a lot of advantages for both teachers and students. The teachers can play the role of a facilitator or an adviser who can spend more time on helping weak students than strong ones.  More importantly, good learners can also act as peer tutors or peer group leaders; weak students can feel more self-confident.  Above all, students really have a lot of chances to learn from one another.

c.    Assessing and evaluating  (ongoing)
Assessing and evaluating are important parts of teaching process as Bell (1991: 43) points out, “the teachers need to institute ongoing evaluation procedures so that we can adjust our approach to suit the class.”

METHODOLOGY
-    The subjects of the study: 8 English teachers from Thuy Phuong secondary school.
-    Data collection: The data presented in this research were collected from 8 questionnaires
-    Data analysis: according to statistical frequency and percentage. 

FINDINGS AND DISCUSSION
Data collected from questionnaires answered by 8 teachers from Thuy Phuong Secondary school are presented through the following tables:

Table 1:     Difficulties in teaching multilevel 6th grade English class.            
Difficulties the teachers have faced           Number                      Percentage
Applying Methodologies and Techniques         6                                 75%
Managing class                                             4                                 50%
Assessing and Evaluating                              3                                 37.5%

As we can see from Table 1, most surveyed teachers affirmed that they had difficulties in teaching a multilevel grade 6th English class.  Actually, 75% of the teachers really had difficulties in applying methodologies and techniques.  According to them, communicative approach is best for advanced students while lower-level students only get benefits from techniques such as Repetition Drills in Audio-lingual method.  The statistics in table 1 also showed that how to manage a multilevel English class seemed to be the problem of only 50% of the investigated teachers.  The rest 50% had no difficulties because they attended Vietnamese Teaching Training Network - VTTN Program conducted by British Councils every year.  Only 37.5 % of those questioned met difficulties in assessing and evaluating students’ learning because they had some experience in assessing and evaluating.

Table 2:    Planning tasks
Ways of planning tasks                          Number                            Percentage
Different tasks – same materials                 6                                        75%
Same tasks – same materials                      5                                        62.5%
Same tasks – different materials                 2                                        25%
Different tasks – different materials            1                                        12.5%

The recorded data in table 2 showed that by using the same material (prescribed textbook Tieng Anh 6), 75 % of the teachers designed different tasks suitable to their students’ levels.  These teachers tried their best to satisfy both the fixed syllabus and real needs of their students.  On the contrary, 62.5% had both strong and weak students do the same tasks although students’ abilities were not the same level.  Statistics in table 2 also revealed that, in order to offer students further practice as well as to consolidate the knowledge in the textbook, two teachers, taking 25%, required students to do the same tasks with different materials, which really helped both strong and weak students improve their English.  With the same purpose as above, only one teacher (12.5%) designed different tasks with different materials because of the allotted class time (45 minutes for each period, three periods a week).

Table 3:    Grouping Strategies

Grouping strategies                         Number                       Percentage
Pairs / groups at the same desk           7                                  87.5%
Equal-ability pairs / groups                  2                                  25%
Cross-ability pairs / groups                  3                                  37.5%

On being asked about planning activities, all teachers replied that they organized pair work and group work, but they had different grouping strategies.  The majority of the teachers (87.5%) said that they divided students into pairs or groups of students sharing the same desks because that was the quickest way.  If they formed cross-ability pairs or groups, students had to move from one desk to another, which might make loud noises affecting neighbor classes.  Despite this inconvenience, the other teachers that make up 37.5 % grouped students with cross-ability so as to benefit the students.  However, two out of eight teachers (25%) formed equal-ability pairs and groups.  According to them, by doing this, advanced students were motivated because they had more chances to develop their skills while the teachers could pay more attention to weak pairs or groups.

CONCLUSION AND SUGGESTIONS

Conclusion
In summary, the results of the study have proved that multilevel 6th grade English classes have brought about a lot of difficulties to most teachers at Thuy Phuong secondary school.  To overcome these difficulties, some teachers made good efforts in planning tasks suitable to students’ levels, organizing pair work and group work with good strategies.  However, there were still some teachers who could not do anything else because of some personal and contextual reasons.  Consequently, different strategies of different teachers might create a bigger gap of levels among students in the same grade.  In my opinion, there should be a synchronic solution to get over the problem of multilevel 6th grade English classes.

Suggestions
In order to overcome the problems of multilevel English classes, the following things should be taken into consideration:
* For students, they should be taught to be responsible for their own learning. Besides, students should help one another in and outside classrooms to improve their knowledge of English.
* For teachers, organizing activities and planning tasks that are best suitable to all students in a class are very necessary.  Teachers should not ask students to do something boring or beyond their abilities.  Besides, assessing and evaluating should be an ongoing spiral.  It will reflect learning and teaching processes exactly. 
* For other concerned parties, should teaching English at Primary schools be optional or compulsory?  A synchronic English curriculum for Primary school children is needed to make sure that all students entering 6th grade have certain knowledge of English. 
I do hope that these temporary solutions will reduce the gap of abilities among students, to some extent, when they enter secondary schools.

Suggested further research
Despite the researcher’s attempts, there are still some limitations because of the allotted time and the small scale of the research.  It is essential that a larger scale of research be carried out.

REFERENCES
Bell, J. (1991).  Teaching multilevel classes in ESL. California, Dominie Press, Inc. 

Conference emphasizes need for improving English language skills. (2005, Nov 16). VietnamNews . Page 1.
Galateanu, G. (2005). Multilevel heritage language classes.
    http://www.international.ucla.edu/languages/article.asp?parentid=30897
(2005, Nov 27)
Lewis, M. M.A. (2002, September). Reflections on Teaching. Why I am not a perfect teacher. Teacher’s Edition. Pages 32-33.
Lightbown, P. M. and Spada, N. (1993). How languages are learned. Oxford, Oxford University Press.
Lubik, M. (2005). Using folktales in multilevel class teaching. http://www.maius.uni.torun.pl/ang/prace/lubik.htm (2005, Nov 28)
Shank, C. C. and Terrill, L. R. (1995, May) Teaching Multilevel Adult ESL Classes. Arlington (Virginia) Education and Employment Program. http://www.cal.org/caela/esl_resources/digests/SHANK.html  (2005, Nov 27)

APPENDICE
QUESTIONNAIRE
This survey is aimed at investigating the difficulties most teachers at Thuy Phuong secondary school have faced in teaching multilevel grade 6th English classes. This questionnaire will be used for academic research, and the result may be used for overcoming some difficulties as stated above, not for any other purposes.
Please state your age and years of teaching.
Age:………………………………    Years of teaching:…………………………..
1.    Do you find it difficult to teach a multilevel 6th grade English class? (Please tick only one)
a. Yes                        b. No   
2.    If yes, what are the difficulties? (Please tick, more than one is possible)   
a.    Applying methodologies and techniques     c. Assessing and Evaluating
b.    Managing class                 d. Others:…………………………
3.    How do you plan tasks for a multilevel English class of 6th grade? (Please tick, more than one is possible)
a.    Same tasks – different materials         c. Different tasks – different materials
b.    Same tasks – same materials         d. Different tasks – same materials
e.   Others:……………………………………………………
4.    How do you organize activities for a multilevel 6th grade English class? (Please tick, more than one is possible)
a.    Individual                     c. Group work
b.    Pair work                     d. Whole class

5.    How do you form pairs and groups of students? (Please tick, more than one is possible)
a.    Equal-ability pairs / groups        c. Random pairs / groups
b.    Cross-ability pairs / groups        d. Others:……………………..
6.    How do you design a test for a multilevel 6th grade English class? (Please tick only one)
a.    Quite easy level
b.    Quite difficult level
c.    Increasingly difficult level
d.    Decreasingly difficult level

Thank you very much for your collaboration.

Student Essay - The Various Reasons Vietnamese Women Wear the Ao Dai

This is the last of six essays written by students in my third year writing class.  Though another essay was written about the ao dai, this is sufficiently different to be interesting to readers.

I’ve added a few ao dai photos of my own.  Reading about the ao dai is no substitute to looking at an ao dai.  I hope you have the chance to see one of the lovely women of Việt Nam wearing one.  As always, be sure to click on each photo to see the full sized version.

I have also created a new category titled "Student Work."  All the essays have been moved into this category.  I hope to post new essays to it in the fall.

I hope you have enjoyed these student essays.

Essay One – Ancestor Worship
Essay Two –  History of the Vietnamese Ao Dai
Essay Three –  Differences Between a Buddhist and a Christian
Essay Four – Vietnamese Pre-War Music
Essay Five - Vietnamese Women

“In the early 1930s, art lovers in Europe, particularly the French, came to know the painting ‘Young Lady by the Lily’ by renowned Vietnamese painter To Ngoc Van.” 

That are some of the lines I read on a Sunday afternoon when getting access to the Internet.  Immediately, it drew my attention.  I wondered what the special point of this picture was.  It must transfer an original idea, or message, or it may describe an excellent beauty.  Then I continued reading: “In this picture, the ao dai worn by the young lady highlights her glamour and pure beauty.”  Yes, it is the image of the Vietnamese ao dai.  From ancient times, the ao dai has become the pride of Vietnamese women as well as the whole country of Vietnam.  The image of Vietnamese women has been also associated with the image of ao dai.  It is more interesting to know that there are various reasons why Vietnamese women wear the ao dai such as it being a traditional costume, a high school girl’s costume, a traditional dress for brides on wedding day, and a popular outfit for all women.

First of all, I would like to talk about its name.  Vietnamese call this garment the ao dai (pronounced “ao yai” in the South and “ao zai” in the North).  An ao dai means a long dress.  You can call it the ao dai or the long dress.  However, people not only in Vietnam but also from foreign countries like to name it the ao dai.  They do not want to transfer its name into another language because there is not exact name which is the equivalent to its original name.  If it is translated into another language, it will lose its typical features.  It also seems that all visitors want to call it the ao dai rather than the long dress or other similar name.

My dear homeland – Vietnam – is just a small country but it is very beautiful.  It has more than fifty-four ethnic groups.  Each ethnic group has its own traditional costume with its own beauty.  So why can the ao dai occupy the first position to become the traditional costume of the whole country? It is really an interesting question.  To answer it, I would take you to turn back to the past for a while and to listen to some stories of the existence of the ao dai.  According to some historical records, the ao dai was first worn by mandarins at their meetings with the Nguyen lords in the 18th century (In the old day, Vietnam was under the reign of the Nguyen Lords for a long time).  Besides, I have another stories saying that “the ao dai was adapted from Cham ethnic clothing.”  (Cham was an ethnic group of neighbor country of Vietnam at that time) or the ao dai was a combination of the four panels dress of the Kinh group (the most dominant ethnic group in Vietnam).  No matter what is the exact reason, I like the explanation way of tourist guide from Hanoi Tourism Company – Nguyen Van Anh – she stated:  “I love the ao dai and always feel it is exquisitely beautiful anywhere and any time.  As a woman, I am impressed when I see other women in the ao dai.  It is very special that women seem to be more gentle and yielding when they wear the ao dai I think that wearing accentuates a lady’s physical body and personality.”  I completely share this opinion with Ms. Van Anh.  This is really a persuasive reason.

If you are Vietnamese, or you have already set foot on Vietnam, I believe you can understand why the ao dai exposes the physical as well as the personal beauty of women.  However, if you have never seen an ao dai, it is difficult for you to imagine.  Therefore, I would like to give you a short description of the ao dai.  In general, it has two main parts:  an ao dai (a long dress) and a quan dai (a long pair of white or black silk trousers).  A traditional ao dai has long sleeves, a high collar down along in front of the shoulders then reach to the underneath of the arm and then stretch down to at one side to the waist.”   At the waists, the ao dai divides into two parts – a front flap and a back one.  The two flaps have the same length down to the knees or longer.  The long pair of trousers can be black or white, rather loose and brush the floor.  The Ao dai almost covers every part on women’s body so that it makes them look reserved and serious.  However, the ao dai “is made to fit the women’s body quite exactly and hangs down with a front and back panels slit up to the waist, therefore, it shows every beautiful lines on the women’s bodies.  It is one of the most special feature of the Vietnamese ao dai – “it covers everything but hides nothing.”

With all the above features, the ao dai has entered into Vietnamese life and has played an important role.  The first role I would like to introduce to all of you is that the ao dai is considered the traditional costume of Vietnam.  Women wear it on important occasions.   People say that the ao dai is a special dress because in this tight garment with its high collar, long sleeves as well as long flaps, Vietnamese women seem to look elegant and graceful.  It also shows the “attractive secretiveness than any fashion no matter what color and material it is or who dress it.”  Therefore, the ao dai gives them a polite, serious and noble style.  In the old days Vietnamese women wore the ao dai all the time such as to go out, go to market, visit friends, go to work and so on.  If you search for any website about Vietnamese culture or tourism, you can always catch the image of Vietnamese women wearing the ao dai.  Nowadays, you can see on TV, the wife of important governmental officer, on the conference with foreign representatives, they appear beside their husbands on the traditional costume – the ao dai.  Nguyen Thi Binh – famous politician in Vietnam – used to attend the Paris Conference to struggle for the peace of Vietnam in the early of 20th century wearing the traditional ao dai.  With the blue ao dai (the blue reveals the desire of peace of all Vietnamese), she left in the minds of everybody the image of a Vietnamese woman – intelligent, clever, gentle and graceful.  What is more, on the Miss Vietnam Contests, there is always a competition of wearing the traditional costume – the ao dai.  We can say that the ao dai has rooted deeply in Vietnam society.   It reflects as well as absorbs Vietnamese culture.

Besides the role of the traditional costume, the ao dai is also the uniform in many present-day domains like the post, the bank, the airline and for all high school girls.  The image of the airhostess on the purple ao dai has become the familiar and unforgettable one for all visitors.  The ao dai covers tightly the body, however, it still make women move easy and comfortable.  The high school girl must wear the white ao dai.  The white symbolizes innocence, naivety and loveliness.  For every secondary school girl, wearing the white ao dai is for great significance, because it proves that they are becoming maidens.  They are not youngsters anymore.  The first day wearing the white ao dai is an important and fully meaningful day to all girls because they go to school with a combination of complex feelings in their minds – happy, worried, proud and eager.  The image of a young girl wearing the white ao dai with black long hair and a white conical hat and riding a bicycle to school is a beautiful and unforgettable one for everyone.  It has been the inspiration for many generations of poets.  The poet usually compares the image of a group of white-ao-dai girls with a flock of butterflies.  There are many fine poems praising this image.  I would like to introduce to all of you some poems as follow:

TUU TRUONG (Going to school on the opening day) of NGUYEN BINH
Nuhng nang thieu nu song huong
(The maiden come from the land of Huong River)
Da thom la phan moi huong la son
(With fragrant skin and rosy lips)
Tuu truong san sat chan thon
(Going to school on the opening day in the crowded scenes)
Lao xao non moi mau son sang ngoi
(Holding new shining conical hats catching with other)
Gio thu cu mai true nguoi
(The wind of the autumn is so exciting in playing joke on them)
Doi than ao momg toi boi bay len
(The pair of thin flaps are gently blown up)
Diu dang doi ngon tay tien
(With clever and beautiful fingers like of fairy’s ones)
Gui ho mep ao lam duyen qua duong
(They gently touch the edge of the flap to cross the road)

Another poem is NU SINH DONG KHANH (Dong Khanh high school girl) of MAI VAN HOAN

Trong truong Dong Khanh vua tan
(A big sound from the drum of Dong Khanh School has just echoes to inform that school is over)
Tren duong LeLoi tung dan buom bay
(On Le Loi Street, there are many flying flocks of butterfly)
Gio von ta ao trang bay
(The wind makes the white ao dai flaps to rise up)
Nu sinh Dong Khanh to ngay mim cuio
(Dong Khanh high school girl smiles innocently)

The white ao dai is not only of great value to poets but also to all Vietnamese women.  Just looking at any white ao dai, any women can immediately turn back to the past to remember their wonderful time at high school with their youthful dreams, their strong desires of career, their first genuine love, their old friends, their former teachers and so on.  People say: “Since the dawn of Vietnamese literature and music, poets and musicians have expanded the beauty of the ao dai and the grace and beauty it brings to people who wear it.”  It is the white ao dai where Vietnamese women keep their own memories.

If the white ao dai reveals innocent and purity, the red ao dai is the symbol of happiness and lucky.  The bride wears it on wedding ceremony.  The wedding ao dai is rather different from others.  It has another layer of ao dai.  We can call it a robe.  It is loose rather than fixes exactly to the body as the ao dai.  This robe is open from the collar down and has the similar pattern as the ao dai (the red).  This ao dai is often made of brocades, woven silk.  This kind of ao dai derived from the royal people.  It is said to be worn by the royal lady of the Nguyen court and it is called “Ao menh phu” (ao min fu).  This kind of ao dai is worn with a “khan dong vanh” – “a fabric crown like accessory made of starched brocaded woven silk.”  This crown is called “khan hoang hau” – and is put on the head and look like a wide headband.  This kind of ao dai has been considered as the traditional garment for brides on marriage ceremony.  Because this is the costume of the queen when the bride wear this ao dai she also becomes a Queen – the Queen of one man’s heart – the groom.  The groom may dress another kind of ao dai male on wedding days, but it is optional.  He can put on a suit.  However wearing the ao menh phu is compulsory for bride.

The role of the ao dai in Vietnamese life does not stop there.  Women also wear ao dai when they go to pagodas for praying or on the occasion of worshiping their ancestor.  The ao dai both makes women beautiful and arouses the solemn, sacred atmosphere.  Therefore on the above occasions women wear the ao dai, the popular colour of ao dai is also important.  They never go to pagodas for praying with a red ao dai.  The popular colour is usually light, dull one such as grey, white or light brown.  For this reason, it is true to say that every Vietnamese women has at least one ao dai.

The ao dai is the symbol of Vietnam in general and of Hue in particular, because Hue is the land where the ao dai come into being.  Hue used to be the capital during the Nguyen dynasty for many centuries.  It is the Nguyen lord who made a great contribution to creating, fulfilling and using this costume.  The ao dai of King and Queen still exist.  They are similar to Vietnamese ao dai nowadays, but have better decoration and ornate material.  On the other hand, as I have already referred above, the colour of ao dai is meaningful.  The typical ao dai of Hue city is violet.  This colour is associated with faithfulness.  There is a poem talking about the violet of the ao dai Hue like this:

Neu nhu chang co song Huong
(If there was no Perfume River)
Gui tinh cho Hue gui thuong noi nao
(Where can I send my love to you and to Hue)
Neu nhu Hue chang ngot ngao
(If water on Perfume River were not fresh)
ao em sao lai tim mau thuy chung
(Why does your ao dai have the colour of violet)

Visitors when living Hue, usually buy some souvenirs having the image of Hue’s girls with the violet ao dai and long black hair and white conical hat to make a present to their friends and families.

In comparison with other traditional costume such as kimono in Japan or hanbok in Korea, you can see that the ao dai is more popular with the citizens.  It seems to be present in every facet of life in Vietnam.  They are familiar to all Vietnamese but they still do not lack the noble and sacred meaning.  It evokes the feeling of pride in every Vietnamese heart.  In tradition the ao dai is suitable for every body, every age and “it reaches the life of people from on walk of life.”  Some people say that there must be a marvelous and mysterious power inside the ao dai because it enhances the graceful and elegant beauty of women, it makes the women on the ao dai “not to walk but to float gently.”

In conclusion, it is undeniable to say that Vietnam is ao dai and ao dai is Vietnam.  It makes women look more beautiful and play a vital role in their life.  Nowadays, when Vietnam is not in the way of integrating with the world.  There are many changes in the way of life of Vietnamese people.  This trend also had a great influence on the model of ao dai.  However, the basic feature of the traditional ao dai are still maintained and to some extent it is made more various and suitable to the active life of women at present.  All visitors when leaving always put an ao dai in their suitcases.  Wearing the ao dai, they have opportunity to understand more about Vietnamese people, culture and country.

Sources:    www.acjc.edu
        www.aodai4u.com
        www.comp.nus.edu
        http://vietnamgateway.com.vn
        www.vietouch.com\aodai
        http://english.vietnamnet.vn

Student Essay - "Vietnamese Women"

This is the fifth in a series of six student essays being posted to this blog.  As usual, I have not included the student’s name for reasons of privacy.  Her insight into the historical aspects of the status of Vietnamese women is interesting, and she illustrates the changes taking place in today’s Việt Nam.
Enjoy.

Essay One – Ancestor Worship
Essay Two –  History of the Vietnamese Ao Dai
Essay Three –  Differences Between a Buddhist and a Christian
Essay Four – Vietnamese Pre-War Music

The aesthetic beauty’s standards of a woman are the tempered result of blending many different streams of culture and different concepts.  Following the changes of the history, these standards have also change gradually.  It is considered as the traditional modernization.  Also, to have such a good status in society as today is not easy to any Vietnamese women.   Actually, they have had struggled non-stop throughout the development of history.  What are the great changes in Vietnamese women’s status as well as their character?  My following essay, even though is not perfect, will give you some general information about them.
With the dominance of Confucius, the concept “three obedience’s, four virtues” has become the dominant ideology.  It has become a kind of “basic standard of manner,” a string tightening and limiting of women in both bodies and souls.  This spiritual cangue has affected directly the manner as well as the status of a woman in society until today.  To make sure that you can understand more clearly about Vietnamese traditional women’s fates, I will analyze the concept “three obediences, four virtues.”

Firstly, what are the “three obediences?”  The three obediences are: obedience to father before marriage, obedience to husband after marriage, obedience to the eldest son after the death of the husband.  Historically, in Vietnam, women enjoyed few rights.  Their traditional roles were just to stay within the confines of the home for the purpose of caring for the family.  Women were raised and taught how to become good daughters, wives, and mothers.  They were taught to obey their husbands, respect their parents as well as their parents-in-law, and try their best to work hard to care for the families.  Whatever their parents or their husbands asked them to do, they had to finish it even it was extremely difficult or unreasonable.  They had no right to choose or complain about it.  Thus, the fate of a woman at that time often described as a fish in bowl, a bird in cage, behind prison bars.  Thus, among many Vietnamese folk songs, there is a song curing this pitiful fate of women:

-Ho o , em di lay chong
(Alas, I must get married)
Em lay chong, nhu ca can cau
(After I get married, I would be like a fish in bowl)
ca can cau, biet dau ma go?
(The fish in bowl do not know how to free it)
Chim vao long, biet thuo nao ra?
(A bird in cage do not know when it is free)

The fact that people thought that having one son was always better than having ten daughters became traditional.  They thought that daughters were other’s children and just sons were actually their own children.  Why did they think that?  According to them, after being married, their daughters would become a member of her husband’s family, and she had to take care of her husband family.   However, the son would not only stay at home and would bring a new member to care for his family, but he also had children to continue the ancestral lines.  Thus, if a wife could not give birth to at least one son, she would be looked down on and be regarded as an undutiful daughter-in-law.  Confucius had a lesson about the duty of a son and it insisted that: “bat hieu huu tam, vi hau vo dai” (there are three things to remark on an undutiful child, and among them, not having children to carry on the lines is the worst thing.)

Historically, women were not allowed to go to school or have any position in society.  Even though they were better than men, they were always looked down on.   They were confined to the house, and learned how to do housework well.  They could not have any chance to contact to everybody, especially strange men.  A woman had no right to choose her future husband.  They had to obey the pre-arranged marriages of their parents; they did not even know anything about their future husband.  Because of these terrible constraints, there were  lot of pitiful stories, which were full of tears about women’s fates in the old time.

“Lay chong chang biet ant chong
(I get married, but I do not know his face)
Dem nam mo tuong edn anh lang gieng”
(Every night, I dream of the neighbor’s face)
Or
“Lay chong tu thuo muoi ba
(I got married when I was thirteen)
Den nam muoi tam thiep da nam con
(When I was 18 years old, I had 5 children)
Ra duong thiep hay con son
(When going out, people believed that I was still an innocent girl)
Ve nha thiep da nam con cung chang”
(But, actually, I had 5 children with my husband)

Vietnamese folk songs

On the other hand, there were many marriages between seventeen-year-old girls and five-year-old boys.  When these small husbands grew up, they realized that their wives were too old for them, and they certainly took other younger girls as their second, third or fourth wives.  At that time these women were abandoned and lived alone until they died.  Thus, in oral literature, Vietnamese often sing ironic songs about this terrible custom:

“Bong bong cong chong di choi
(I carried my husband pick-aback and went for a walk)
Di den cho loi em danh roi mat chong”
(However, when going to the slushy road, I lose my husband by dropping somewhere)

Vietnamese folk songs

Another pitiful circumstance is that, many girls had to marry to men who were too old, even older than their parents, and the day they came to their old husbands’ house was also the death day of their husbands.  At that time, these young girls became widows.  In addition, they were also hated and abandoned by their husbands’ family, because they were regarded as “comets” which brought unlucky things to all the members in family.  And, they, these young widows, had to live with loneliness and agony till her death.

In the old time, a man could have many wives, so it made women feel sad and isolated.  Complaining about this unfair rule, Ho Xuan Huong, a famous women poet had a poem:

“To share a husband with another…what a life!
The one sleeps under the covers, well snuggled in the other freezes.
By chance he comes across you in the dark, once or twice a month…nothing!
You hang on hoping to get your share, but the rice is poor and underdone.
You work like a drudge, save that you get no pay.
Ah, had I known it would be like this
Willingly would I have stayed alone just as I was before.”
(To share a husband)

According to strict moral rules at that time, a woman could not remarry even though her husband had died many years ago.  She had to live alone for her rest life to worship her husband until her death.  Thus, the widow who fell in love with another man would be punished strictly:  she would be burned alive or be put in a pig cage and be thrown into the river, or more terribly, she would be nailed up on a board and be thrown into the river.

However, ironically, at that time, a woman who had wonderful beauty would be considered as “a toy” of society, their fate was not in their hand, they were like “raindrops do not know where they would reach.”  Ngoc Han princess is an example, she was even a queen but she had no right to decide her life.  After beloved her husband, Quang Trung King’s death, she was forced to remarry Gia Long King, who was her husband’s enemy.  She could not do anything to struggle against but crying and cursing herself:

[…] Alone, I weep over my fate.
Heaven, why did you shatter our union?
How tell my misery, my pain
Deep as ocean, boundless as sky
[…]I see the moon through sorrow, its brilliance tarnished,
A fine dust veils its silvered glow.
I am ashamed to look myself in a mirror,
My love shattered, alone I wander on the deserted shore.
The flowers I look at return my grief.
Camellias cry tears of dew.
Watching th flitting birds, my heart is torn,
A turtledove flies solidarity, seeking its companion.
Each landscape wears its own desolation,
Where are the joys of former days?
One moment only and the world collapsed,
So life goes, to whom can I complain?
Love, fidelity, as immense as heaven and earth,
My grief grows as my days endure.
To whom may I confide my torment and my pain?
Let sun and moon bear witness to me.”
(Tears and regrets)

These exaggerated concepts have oppressed Vietnamese women for hundreds of years.  A lot of women have struggled against those out-date customs and tried to prove themselves to society.  For examples, they disguised themselves as men to go to school.  Some women studied very well and became women of great learning.  Some women also commanded troops to fight against foreign enemy bringing peaceful life to everybody, such as, the Trung sisters, Mrs. Trieu, etc.  Vietnamese women have tried their best to show that whatever a man can do, a woman also can do and she even can do it better, as Ho Xuan Huong, a poet, said:

“Vi day doi phan lam trai duoc
(If only I could change my destiny and is a man)
Thi su anh hung ha bay nhieu”
(I would not content myself with such feats of valor)

these things show clearly that even though the society had treated women terribly.  They still tried their best to perfect themselves as well as improve their status in society.

Now, we will move to another concept that is “the four virtues.”  The four virtues are: Công, Dung, Ngôn, Hanh.  Traditionally, they are four standards to remark the manner as well as the beauty of a woman.  They have been considered as basic lessons for girls before they get married.  What do they mean?  And, how do they affect to Vietnamese women’s character?

The first one is Công.  Công means Work.  It implies that a woman must be good at housework and hardworking.  She has to be skilled in cooking, doing needlework and embroidery.  She has to take care of the family carefully and work hard to support her family.  She has to throw her body and should into helping her husband solve some problems in family, teach children and provide adequately for her parents-in-law.  These things can help her husband feel assured so that he can concentrate on working hard.  Thus, it is considered as a good character of a woman, which all Vietnamese women should know and follow.

The second one is Dung, actually, Dung means Appearance.  It implies that a woman should take care of her appearance.  It does not mean that women have to be always beautiful.  It means that a woman should always keep her body clean and tidy.  Do not dress too casually when going out.  Keep her soul, her face gentle and cheerful so that she can make everybody like and respect her.  Vietnamese people often remark about a man through his wife.  If she dresses too casually, they will think that he does not earn enough money to support his family or he is too mean to buying nice clothes for his wife.  Thus, in this case, the appearance of a wife is rather important.  However, it does not mean that a woman should take much time to take care of her beauty and ignore her duty.

The third one is also consider as one of the most important feature in making Vietnamese traditional character, is Ngôn.  In English, Ngôn means Words.  As a woman, she has to usually pay attention to her words as well as her speaking way.  Do not speak too much or too loudly.  When walking, she should not make any sound.  Her behaviors have to be gentle and have to suitable with a moral outlook.  With the elders, her words have to be formal and respectful.  She could not speak nonsense or harsh words.  She must think carefully before speaking.  People usually remark her manner through her words.

Also, this following poem will help you understand more about an ideal traditional girl:

            RÂT HUE (VERY HUE)

Giu chut gi rat Hue di em
(Please, keep something very Hue)
Net duyen la troi dat giao hoa
(The grace is the harmony of the earth and sky)
Dau xa mot thoi anh gap lai
(Although I have to go far from you, but when I meet you)
Van duoc nhin em say la hoa
(I am still admired your beauty)
Giu chut gi rat Hue hien nhoan
(Keep something very Hue, gentle and good-mannered)
Xin em cho cat mai toc dai
(Please, do not cut your long hair)
De cho giothoi bay mai toc
(Let the easy wind play with your beautiful hair)
Va mua dong am doi vai gay
(And in the winter, it can worm your thin shoulders)
Giu chut gi rat Hue man ma
(Keep something ver Hue, warmly)
Da thua ngot lim ai me say
(Please, say sweetly the words “yes,” please” to make others to be captivated)
Em di got nhe say hon co
(When you walk, your graceful feet also make the spirit of the grass to be captivated)
Va hoi though mem suong khoi  bay
(And your breath is as soft as the rising smoke)
Giu chut gi rat Hue trang dai
(Keep something very Hue, boudoir)
Non nghieng bong nang dang though ngay
(An inclining conical palm hat in sunlight and innocent appearance)
Gap anh non hoi dung nghieng xuong
(When meeting me, please, the palm hat, do not incline)
Cho anh trong mat ngoc may ngai
(Let me see your “bright pearl” eyes and your graceful brow)
Giu chut gi rat Hue diu dang
(Keep something very Hue, gentle)
Ao trang hai ta chap canh though
(The white Ao Dai with two flaps patch up the poetical wings)
Em nhu lua mong bay trong pho
(You are like the thin and slight a length of silk flying in the city)
Mot chieu suong trang ngo nhu mo
(And make a white foggy afternoon as a dream)
Dau em rat Hue tu bao gio
(Even though you have been very Hue)
Dung de long nhu cung dien xua
(Do not keep your soul like the ancient palace)
Dung sho anh suot doi dung doi
(Please do not let me wait in all of my life)
Truoc clam thanh goi chang ai thua.
(In front of the forbidden gate, even I call a lot, none answers me.)

(Huỳnh Văn Dung)

Inheriting these good characters, “the three responsibilities” launched during the anti-aggression war.  The three responsibilities of Vietnamese women at that time were:  household, production, and fighting the enemies.  During the war, most of men took part in army.  There were only women, children and the old stayed at home.  Thus, at that time, Vietnamese women took a very important role in family, society as well as in the success of Vietnam.  They had to care and protect their families and they too men’s places in work.  They also joined the army to struggle against their nation’s enemies.  Many longhaired warriors and many women’s guerillas units were established.  They struggled nonstop to protect their lands, their families and their life.  Thus, during this period, a lot of women with their talents and their great devotion became good examples for everybody to follow.  A lot of songs, poems as well as stories about this strong spirit of Vietnamese women aw well as their great contributions to our country such as “Co gai mien que ra di cuu nuoc, mai toc sanh, sanh tuoi trang tron, ban tay em pha da mo duong, gian kho phai lui nhuong em tien buoc” (the countryside’s girls went to save their country, their hair were blue, the color of the full moon ages.  However, their hands had broke stones to pave the ways for the army, any difficulties had to give way for her to continue going.)

Now, the war has passed.  However, the spirits as well as the status of Vietnamese women have not been reduced.  Step by step, Vietnamese women have affirmed their important positions in society.  They do not only play an important role in family but they can also devote a lot to society.  They have more chance to study, research to perfect them.  With modern thoughts, they have become more active, braver, and more self-confident.  They have more freedom and rights.  However, to some extent, women are gradually losing their valuable traditional character.  They have become too free to forget their duties.  They do not pay much time to take care for their families anymore.  It is rather dangerous.  However, Vietnamese women in general still know the way to combine their good traditional character with the modern thoughts.  They try their best to become perfect women as well as good citizens.

In short, to have good status like nowadays, Vietnamese women with their braveness have had to struggle continuously against the cultural constraints placed on their life.   However, it does not mean that they have to deny the past as well as the tradition.  They should try their best to reserve and improve good traditions; besides, they should open their mind to access to the modern ideology of society.

Source:
1.  Vietnamese literature, 1989.
2.  Nhung bai though tru tinh chon loc xu Hue. NXB Kim Dong. 1999.

Student Essay - "Vietnamese Pre-War Music: Why Do the Adult in Vietnam Like Listening to This Kind of Music"

This is the fourth in a series of essays written by my third year writing students.  As usual, the student’s name remains anonymous.  However, it can be said she enjoys translating poetry and song lyrics.  My apologies for not including the diacritical marks in the Vietnamese language portion of this post, but the student did not include them in her paper.

My students know I am a veteran of the American War.  (Obviously, the Vietnamese don’t refer to it as the Việt Nam War.)  I don’t make a big deal of it, and neither do they, but the topic came up during one class during which we discussed music – the day they conned me into singing a lullaby.  Being the age of their grandparents, she thought I would enjoy something about music her grandparents enjoy.

I did.  I hope you do too.

Student Essay One - Ancestor Worship
Student Essay Two - History of the Vietnamese Ao Dai
Student Essay Three - Comparison of a Christian and a Buddhist

Vietnam, my country, is in South East Asia and lies on the Shore of the East Sea with the shape of S letter.  When I was asked to talk about Vietnam, I wanted to mention many, many things because I feel very proud of whatever belongs to my country.  It has a glorious history, many beautiful tourist destinations, many special customs and an advanced culture with charming national character.  Vietnam is a country in which there are more than 54 ethnic minorities and the largest one is the Kinh occupying 80% of Vietnam population.  Therefore, Vietnamese culture is a varied and abundant one.  If I introduce all of it to you, it would not be specific, so , I would like to open my essay about Vietnam with the main topic of Vietnam’s pre-war music and let you know some reason why the adults in Vietnam like listening to this kind of music.

Before I help you to answer this question, I would like to introduce briefly some main kind of music in Vietnam nowadays.  They are: yellow music, blue music, red music, lullaby songs, folk music, royal music and ethnic minority music.

Each kind of music has it own identity.  Yellow music is formed before the two wars fighting to French and American enemies as well as during war.  Pre-war music songs are about the peace of life, romantic loves and the love for beautiful landscapes with many wonderful images and deep-meaning lyrics.  During the two wars, songs that expressed the sadness, the separation, the death, the thirst for happiness and the troubled time are considered to be pre-war music.  Red music is the music that was composed in the war to encourage the heroic fighting spirit of Vietnamese soldiers.

Different from these two kinds of music, blue music has been newly formed.  It is the music of the youth, with a strong beat, emotion-exposed lyrics and fast melodies such as rock, pop, etc.

The last four kinds of music had existed from a long time ago until now.  Lullaby songs are of mothers lulling their children sleep, folk songs are the music identity of three different regions:  the South, the North, and the Middle.  They were orally transmitted and they are composed by normal people.  They sing this kind of music when working hard to ignore exhaustion.  There are many topics of folk songs as: praising the beauty of the country, lamenting over one’s plight or about experiences in explaining the farming weather.  It is different from the royal music that is from the nobles.  Certainly, it is the Kinh who listen to these kinds of music.

Return to pre-war music or yellow music that is enjoyed by mostly Vietnamese who are more than 30 years old.  As we all know, Vietnam has been free for 30 years, so these people are those who had lived during at least one war.  They listen to pre-war music to return to their memories, to relax, or to sink into the world of deep-meaning lyrics.

They likely sink into their youth when they listen to pre-war songs.  These songs are full of romantic images describing the feelings of the youth at their time when a new age or a strange feeling coming.   In the song Tuio Ngoc (Pearl Age) of Pham Duy, the composer had told us the thought of a newly-grown up girl:

Xin cho em mot chiec ao dai
Cho em din he trong nang chieu
Mot chieu nhieu nguoi theo
O ngoai duong tren pho
Va long nguoi nu ang phan phỏ

(Give me an Ao Dai, I will walk gracefully in the sunshine of the afternoon when many boys follow me – a girl looks like a silk flying in the streets).

These songs also remind them of the time they went to school, fell in love, and their broken puppy loves.  It was these songs which makes the memories more and more beautiful and dreamy.  They found out their fleeting emotions or their pure loves when they had been growing up, when they got to know to like someone else.  These emotions are partly stated in the songs of Truong Sa or Ngo Thuy Mien.  For example, in the song Thu Ve Trong Mat Em (The Autumn In Your Eyes) of Truong Sa, he said about the sadness when love was broken:

Trong mat em mua thu ve day
Nghe nho thuong nang triu vai gay
Mua thu den goi sau tiec nho
Khoc thuong tinh chang nguu Lang
La thu lay dong hon ai

(In yours eyes I see the autumn coming, I felt the heavy grievous mood pressing on you small shoulders, the autumn reminds the sadness and the regret, crying for Nguu Lang gentleman, the leaf moved whose soul).

Or in the song Khi Nguoi Yeu Toi Khoc (When my darling cries) of Ngo Thuy Mien, we can see the confusion of a man when his darling cried:

Khi nguoi yeu toi khoc troi cung giang sau
Cho tung con mua lu xoay quanh tam hon
Khi nguoi yeu toi Khoc thanh pho buon hiu
Em oi hay noi van loi sau dang nhu anh vua trach em

(When my darling cries the sky is also full of sadness, and in my soul rain and flood come, when my darling cries the city is also sad-looking, please my darling speak out bitter and sad word as I has just blamed you)

These lyrics were simple but smooth and warm and they hide something behind the words so each one can think about it in different ways.  Beside, when they listen to these songs they could see their idols that are as old as them.  These singers are very famous in their time and they had experiences to perform pre-war music songs, which are simple in melodies but different in stating emotions of the composers.  Recently, in Vietnam, there are many young singers who sing these songs, however, they are not as good as former singers such as: Khanh Ly, Le Thu, Mai Huong, Sy Phu, etc.

The second reason is that listening pre-war music help them to relax in this noisy society.  With the charming melodies, this kind of music reduces stress and tenseness.  They lead listeners to the beautiful sceneries of Vietnam, for instance, in the song Mua Tren Pho Hue (Rain in Hue) of Minh Ky, he described as follow:

Chieu nay mua tran pho hue
Keip giang ho khong ben doi
Ma mua roi cu roi roi hoai
Cho long nho ai

(It is raining in Hue city this afternoon, where is the place waiting for an errant traveler, why is the rain falling continuously?  That make me sink in longing to see you)

Or Hanh Trinh Tren Dat Phu Sa of Thanh son (Journey On Alluvium Land) expressing many places in the south of Vietnam with its own beauty.

The special thing is that there are also many foreign songs which were translated into Vietnamese such as: Blue Danube, Return to the Concerto, When We Were Young, The Green Field, Love is Blue, Poupee De Sous Poupee De Cire by Pham Suy.  These songs help them not only enjoy the traditional melody of Vietnam but also know the good and the beauty of foreign music.  Furthermore, the adults also teach their children or tell them the many legends Vietnam through out the songs as Hon Vong Phu 1,2.3 of Le Thuong (the rock has the shape of a woman waiting for her husband) these three songs describe the different looks and feelings of that rock in which the composer also add some legends of the nature forming as: Nine Dragons River, Ha Long Bay, etc.  There are also Chuyen Trau Cau (Betel Tree and Areca-Nut Tree Story) the story is about two brothers falling love with a girl and when they died they became the areca-nut tree, betel tree and a limestone.  When we eat these three things together, it will turn red like the constant love between them.

The most important reason why most of adults in Vietnam like listening to pre-war music is because of the deep-meaning lyrics.  Trinh Cong Son is one of the composers who is famous for the deep-meaning lyrics.  For example, in the son Nguyet Ca (Moon Song):

Tu khi em la nguyet
Toi nhu tung canh dieu vui
Tu khi em la nguyet
Trong toi co nhung mat troi

(Since I had known that you were not the moon, considering that moment as I just by chance knew you.)

Besides Van Cao, Pham Duy, and Vu Thanh An are the composers who have many songs with deep-meaning lyrics.  Especially, Vu Thanh An is very famous for his untitled songs.  From Khong Ten So 1 (Untitled Number One) to Khong Ten Cuoi Cung (the Last Untitled Song), he pointed out the mood of a man in the changes of life and love.  In years through, these songs have never been forgotten.  There is not only the adult but also the youth enjoy this kind of music.  And, there are not only Vietnamese but also foreigners love pre-war music.  Jason Gibbs is one of them, he likely has a thorough knowledge of pre-war music and he translates this song below.  I hope that you could understand more about the wonderful things of pre-war music.

Giot Mau Thu by Dan The Phong and Bui Cong Ky (1939)
Ngoai hien giot mu thu thanh thot roi
Troi lang u buon may hat hiu ngung troi.
Nghe gio thoang mo ho trong nua thu, ai khoc ai than ho
Vai con chim non chime chiep keu tren canh nhu troi xanh:
“Gio ngung di Nua buon chi cho coi long lam ly.”
Hon thu toi noi day reo buon lay.
Long vang muon  be jhong liep che gio ve
Ai nuc no thuong doi chau buong mau, duong the bao la sau
Nguoi mong may tan cho gio hiu hiu lanh.  May ngo troi xanh
Chac gi vui.  Mau con roi bao kiep sau ta nguoi.
Gio xa xoi van ve, mua chang mu le the
Den bao nam nua troi? Vo chong Ngau khoc vi thu?

English Translation  The Autumn Rain Drop
Outside on the veranda, the autumn rain is gently falling.
The somber sky is quieting, suspended clouds are scattering.
Amidst the muffled wind blowing past in the autumn rain, who’s crying?  who's grieving?
A couple of young birds chirp from the branch as if auguring blues skies:
“Stop wind, why bring sad rain to a plaintive heart?”
Autumn’s spirit arrives, announcing the sadness it brings along
Feelings empty on all sides, for there’s no screen to block the returning wind
Who’s sobbing, lamenting life, teardrops rush down?  The world’s immeasurably sad.
We hope the clouds will scatter bringing sweet gentle breezes.  The clouds open up to blue sky
Could such happiness be?  The rain continues to fall, how many more incarnations until this melancholy subsides?
The distant wind still returns, the unyielding rain spreads its gloom
Oh sky, for how many more years will tears pour from the sky because of autumn?

In conclusion, I would like to mention about one problem.  Although Vietnamese has a great legacy of music, the number of legally performed pre-war music songs is very small.  The composers who now live in oversea countries composed most of the pre-war music songs.  Because of their unclear political attitude (they had been solders of the South government before 1975) their songs are not performed in Vietnam.  However, Vietnamese community in overseas countries can listen to these songs freely and by famous singers.  In Vietnam, anyone who wants to enjoy the music must buy illegal-copied discs.  If you want to know more about pre-war music, you can find the information from www.thingsasia.com.  I am afraid that I do not have enough experience to explain clearly what I mean.  Conversely, I am sure that when anyone of you wants me to explain some pre-war music songs in English I am very willing to help you.

Reference:
www.thingsasia.com 

Student Essay - Comparison of the Difference Between a Christian and a Buddhist

This is the third in a series of essays written by my students.  The first was on a spiritual topic – Ancestor Worship in Việt Nam.  This too is on a spiritual topic.  To give the western reader some background, about 10% of Việt Nam’s population is Roman Catholic, and most of the remainder are Buddhist, with small percentages of Cao Dai, and followers of various ethnic minority practices.  There is also a small, but growing Protestant church known as Tin Lành.  All religious groups must register with, and be approved by the government. 

As usual, the student remains anonymous.   Enjoy.

Student Essay One - Ancestor Worship
Student Essay Two - History of the Vietnamese Ao Dai

I was born and grew up in a Christian family.  So I am a Christian and I belong to a Protestant church.  I am proud to be living in my family.  There is another part of me, that is Christian, and I am equally proud of that.  It is the religion of my ancestor, and I hope I will hold firm to my belief till ending life.  My parents taught me that God is love.  I know that God sent his Son Christ to pay the cost of death and set human free, and restore it back to paradise lost.  According to me, this was a miracle of love, and a promise that one day He shall return.  I therefore have a duty to obey and please God.  I love Him and I want to serve Him.  Sometimes, when I have difficulties or temptation, I am always reminded of God’s word.  It helps me overcome difficulties and trials.  “no temptation has seized you except what is common to man.  And God is faithful; he will not let you be tempted beyond what you can bear.  But when you are tempted, he will also provide a way out so that you can stand up under it.”  I know that what has done for me, He can do for anyone who seeks Him.

My topic is “Compare the difference between a Christian and a Buddhist.”  May be, I am a Christian and I think I will talk about a Christian more than Buddhist as well as Christian.  But, I will try my best and also talk about a Buddhist like a Christian.  At first, I want to make a general introduction about two this religion sect.  At the center of the Christian faith lies the event of Jesus.  The vast majority of Christian is Trinitarian.  This means, god is three person – Father, Son, and Holy Spirit.  They are inseparable and indivisible.  There are not three Gods but one God manifested in three ways.  A Christian believes Jesus of Nazareth was both full divine.  The reason for the Son of god’s becoming a human is to give people a way to reach God.  Christian believes what separates them from God, and real relationship between god and human is blurred by human faults.  Jesus’ death and resurrection gave people hope that this real relationship could be healed, and it was by God’s love and grace that we were forgiven.  This is called Atonement.  At the end of his earthly life, the Holy Spirit came upon all those who accept Jesus’ authority as the Son of God.  Today, Christian believe that the power of Holy Spirit will to be active their lives.  When they pray to God that the Spirit will guide the, and they feel happy to talk to God.

There are many different forms of Buddhism but all follow the Buddha and his teachings.  Siddhatta Gotama lived in India around 2,500 years ago and was given the title Buddha, which means Awakened or enlightened one, by his followers.  Gotama taught that there is no Ultimate.  All people bear the responsibility for their own lives and its consequences in this life and those to follow.  “Buddhists need no monks, but the belief in rebirth and the natural order of cause and effect places the ordained in a special category where they are treated with respect and reverence.”  Essentially non-violent, Buddhism is build upon a deep commitment to the Buddha, the Dham (teaching of the Buddha) and the Sangha (community of lay and ordained Buddhist).    These are sometimes described as the three Jewels.  It is these three essential elements which are taken as guidance on the path of life.  They provide safety (another description in the Three Refuges)But they can also allow the individual to grow in life, wisdom, and compassion.

Buddhism is the second largest religion in the world.  Twenty percent of the world’s population is Buddhist.  There are different kind of Buddhism, however all Buddhist do meditation.  One of the meditations done is on death.  Everyday, through meditation, we recall our death and so we do not worry about dying.  When a Buddhist person is dying, the family may think, “what can we do for the dying person?”  They will invite a monk to see the dying person and to do chanting.  In Buddhism, the world chanting is used instead of prayer.  As a person is dying, they chant permanency of the life.  It is because of our birth that we have to accept our death.  Death is not unusual.  That is the Buddhism point of view.  So everyday, when they finish their normal regular prayer, we do some meditation on death.  That is why the Buddhist is not afraid to die, and also why the family is ready to accept the death.

Christian believes and except after life (paradise).  As God has promised “I am going there to prepare a place for you.  If I go and prepare for you, I will come back and take you to be with me that you also may be where I am.”  (Holy Bible)  When a Christian person is dying, they will not invite a monk like Buddhists but they have pastor to hold ceremony.  In that ceremony, they will sing hymns, and read the Holy Bible.  Although they feel sad for the lost relative, they believe that they will be meet the relative again in Paradise (eternal life).

Buddhism’s conceptual dogma is that life is an ocean of misery.  “BIRTH – OLD – ILLNESS – DEATH”  It originated explain to people’s misery and as a method to separate that misery.  Following Buddha’s word teaches that people who want separate than that suffering, have to go into monastery.  Buddhist has to sanctify them and think, “You must reap what you have sown.”  Monks usually diet and think that they have to ill –treat their body and mind to be elevated.  Buddhists believes that they have to rely on their own strength, sanctify themselves to pass into Nirvana.  But, they are very vague about Nirvana.  I have know one person, he has been a monk more than 65 years old.  When he became old, he had a serious disease.  He said that if he died at that moment, he do not know what he would have in Nirvana after 65 years of training.  When Buddha taught his disciple (Mr. A-Nan-Da) “the truth compare with moon, do not think that He is moon,” it meant he does not have the power to change the law in the universe as well as problems in people life.

Christian – God set up people to people talk to God.  At first, people lived in the Garden of Eden, they had close relationship to God.  But, due to their own opinions and stubbornness, they did not obey to God, followed the example of Satan’s temptation (naked) and committed sins to God.  Sin had separated people from God.  When people committed sin, people went out of the Garden of Eden and the presence of God.  People lived in misery, hopelessness, and sadness.  People always tried to be personally perfect and desired a happy life by own effort themselves, such as , a moral way of life, philosophy, and religion.  But all the people’s effort was wasted.   People cannot save themselves but they can base on whoever believes in Him shall not perish but have eternal life.” (John 3:16)  Jesus Christ is only God’s solution for sin problem.  Buddhist usually effort to improve themselves, simple drinking and eating, thinking of goods and hope their children will have better things in the future.  Christian knows that “for all have sinned and fall short of the glory of God.” (Romans 3:23)  They are completely helpless before sin.   They cannot find success by their own efforts.  By faith, they receive God’s salvation for this world – to be happy life.  “The righteous will live by his faith.” (Holy Bible)  In contrast to Buddha, Jesus Christ said that “I am the way, the truth and the life.  No one come to the Father except through me.”  (John 14:6)  So, god is the truth, is only way to people reach to God.

God has commanded that “observe the Sabbath day by keeping it holy.”  Besides, they have read the Holy Bible and pray to god each day.  So, they always have a close relationship to God.  To Buddhists, they put their belief on Buddha.  To Christian, they put their belief on Jesus Christ.  Christian believes that Jesus Christ is God and the perfect person.  Only Jesus Christ can grant people’s salvation, separate sin and has authority to give it to the whole world, and eternal life in Paradise.   Buddhist have not witnesses but the Christian have witnesses.  They obey God’s command “therefore go and make disciples all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit.” (Matthew 28:19)  Christian believes in God’s word.  “We believe that what the Bible says in both the Old and New Testaments is true.  We believer there are only one God, the eternal God and Creator who exists as a Trinity:  The Father, Son, and Holy Spirit.  We believe all men are sinners who can be saved only through God’ grace by turning from sin to Jesus Christ as Lord and Savior.”  (Internet)  They receive Jesus Christ who has poured out for many forgiveness of sins.  They have to keep, obey God’s command, and reborn (reborn by God).  So, they can go into Paradise.

Easter Day is always a reminder of the fact that Jesus Christ, the son of god, died on the cross for my sins, which separate me from God and rose again into heaven so that I can have a relationship with Him.  It is very difficult to explain my relationship with God; to me God is all in all, he is my father, mother, brother, sister, and friend.  Whenever I am down, I turn to Him in prayer in comfort, and strength.  He is always there for me.

Buddhists think that when they have a difficult, they usually go