What do Young Vietnamese-Americans Think About Vietnamese?

When I was young and unmarried, my father advised me to teach my children Vietnamese once I had them. He believed young people pick up English quickly once they start school, as they constantly interact with friends and teachers—most of whom speak English—and their textbooks are usually written in English. I realized that teaching Vietnamese to one's children in the U.S. is no simple task; children naturally focus more on English, which often leads to a decline in their Vietnamese proficiency. Another crucial factor is whether young people want to learn the language. This question intrigued me most, prompting me to explore how Vietnamese American youths perceive the language, the obstacles they face, and—above all—whether they feel learning it is worthwhile.

I had the opportunity to observe many children in Texas and noticed they were not fluent in Vietnamese, even though some attended language classes at pagodas or churches. One child told me, “I like learning Vietnamese, but instructional materials are scarce”—even in libraries, despite the large Vietnamese community in Texas. Purchasing these materials privately is very expensive. This highlights a significant gap in meeting children's needs.

By contrast, the situation in San Jose, California, for instance, differs from that in major Texas cities. San Jose is home to the largest Vietnamese population outside Vietnam, with the community concentrated in close-knit neighborhoods. Local libraries carry a wide range of Vietnamese books for adults and children. Vietnamese associations in San Jose frequently organize musical performances, social gatherings, and festivals, etc. Consequently, I assumed that many young people there would be highly proficient in Vietnamese.

However, my assumptions prove incorrect; in reality, only a small number of them are fluent. I have had the opportunity to interact with many young people and listen to their views on the Vietnamese language. Some find Vietnamese very difficult to learn because of its pronunciation, the six tones (level, grave, hook, acute, dot, and tilde), and the challenge of distinguishing spoken vocabulary, which can cause them to lose interest in studying it. Others believe that Vietnamese is not widely spoken in the U.S., with one student I’ve talked to arguing that “if I was to learn a language other than English, it should be Spanish,” given the larger Hispanic and Latin American population compared to the Vietnamese community.

In the school environment, many students note that Vietnamese people often speak English; consequently, knowing Vietnamese offers little practical value, and speaking it might make one feel out of place among friends. Others feel their Vietnamese proficiency is poor and fear being mocked by those who are more fluent.

Although some struggle with the language because of these obstacles, others take a different approach: they strive to overcome them and learn Vietnamese, recognizing its importance. When I asked, some replied that “they could communicate frequently with parents, aunts, uncles, and grandparents in Vietnamese.” Furthermore, it enables interaction with the surrounding Vietnamese community, as many older adults do not understand much English. One remarked that “speaking Vietnamese allows for a deeper, more emotional connection than speaking English.” Each greeting, for instance, is different based on who Vietnamese are talking to: “Dạ chào bố mẹ ạ” (respectful greeting to parents), “Dạ chào ông bà ạ” (to grandparents), or “Dạ chào thầy cô ạ” (to teachers). Through these varied forms of address, they learn to greet people across generations and social standings, conveying genuine respect rather than a simple “Hi.”

In another situation, many young people express a desire to visit Vietnam for travel or to see relatives. Some look beyond personal visits, wishing to return to Vietnam to help orphans and the impoverished, particularly children who face great hardship. However, without a solid grasp of Vietnamese, communicating with people in the country would be difficult.

Some young people also want the Vietnamese American community to grow and remain closely united, ensuring that overseas Vietnamese voices carry more weight in the U.S. Additionally, given the current high number of Vietnamese students studying abroad, many believe that fluency in Vietnamese would greatly facilitate communication.

Many young people also wish to preserve Vietnamese traditions and culture. Vietnamese is commonly spoken during major holidays like Tết (Lunar New Year), weddings, family ancestral death anniversaries, etc. Once they understand the language, they come to appreciate Vietnam’s unique customs, such as the legend behind “bánh chưng” (sticky rice cakes), the tradition of “lì xì” (lucky money), and home decorations for Tết, and recognize the importance of preserving them. As one student noted, there is a Vietnamese saying: “As long as the Vietnamese language endures, the nation endures.” 

Furthermore, young people raised in the U.S. are often quite proficient in Vietnamese. Some say their families speak Vietnamese and encourage them to do the same; they also often take Vietnamese language classes in high school. I once met a young man whose approach to learning the language truly surprised me. Around age 12, he taught himself using the internet, YouTube, and videos, while also reading Vietnamese books and newspapers. Notably, he mentioned a love for “classic music by legendary singers such as Thái Thanh, Anh Ngọc, Duy Trác, and Sĩ Phú,” a passion that helped him expand his vocabulary. As a result, he became skilled at singing Vietnamese songs and developed strong writing skills. When I asked why he wanted to learn Vietnamese, his answer was simple: “Because I am Vietnamese.”

Vietnamese American youth abroad hold varying perspectives on learning the language. However, in general, they place great importance on it because of their Vietnamese heritage. When I interact with young adults (ages 16 to 30), I find that most are more interested in learning Vietnamese than younger adolescents (ages 11 to 15). In my observation, while family and the environment in which they grow up play a role, learning the language largely depends on young people's own judgment and decisions.