By Sophia Do
Fountain Valley High School (FVHS) prides itself on academic excellence, cultural diversity and community involvement. With one of the largest Vietnamese-American populations in the country, the school is positioned to lead the way in promoting cultural representation in education. Adding Vietnamese as a language course would not only honor the heritage of many students but also advance the educational experience for all.
Offering Vietnamese would reflect the demographics of the Fountain Valley community. A significant percentage of students at FVHS identify as Vietnamese-American. Despite this, the language is not currently offered as part of the curriculum. This lack of representation overlooks a key aspect of many students’ identities and misses the opportunity to foster a more inclusive and culturally aware campus.
Learning Vietnamese in a formal classroom setting would also help students connect more deeply with their roots. For second or third-generation Vietnamese-Americans who may not be fluent in their native language, taking Vietnamese at school could strengthen their communication with family members and deepen their understanding of their culture. Language learning is about more than grammar, it’s about preserving stories and customs.
Furthermore, Vietnamese is an important and growing world language. Proficiency in Vietnamese can open doors to careers in international relations, business, healthcare, and community advocacy, especially in a Vietnamese-dense area. This is a time where bilingualism is a competitive advantage; FVHS students deserve access to a language that is both globally and locally relevant.
And although some argue that adding a new course would require resources that the school may not currently have, there are already teachers in the district fluent in Vietnamese, and with the community’s support, we could help fund an additional language class on top of the school’s French, Spanish and Japanese classes. With enough student interest and administrative willpower, implementation is not only feasible, it’s overdue.
Introducing Vietnamese as a class would also promote mutual understanding and exposure to students of different backgrounds. Non-Vietnamese students would have the opportunity to learn about a culture that plays a major role in their community. This fosters empathy, curiosity and respect, which every school should encourage.
By offering Vietnamese as a language class, it would set a powerful example of how schools can adapt to meet the needs of their students and celebrate the cultures that make their communities unique. This change wouldn’t just benefit Vietnamese-American students, it would benefit everyone.
