Overview
Vietnamese Language Newspapers: Formation of Little Saigon & Vietnamese American Identity
Author: Vincent Trần
Grades: 11-12
Suggested Amount of Time: 45 - 60 Minutes
Area of Study: Vietnamese Resettlement and Community Building
Compelling Question
What is Vietnamese America?
Lesson Question
- How has (ethnic) media (newspapers, radio, TV, social media) built a sense of Vietnamese American group identity?
Lesson Objective
Students will be able to describe the role of Vietnamese language newspapers, particularly Người Việt Daily News, in the formation of Little Saigon and the Vietnamese American identity by creating a fictional letter.
Lesson Background
As Benedict Anderson has argued, in the canonical book Imagined Communities, print-capitalism provides a platform for people to see themselves as an imagined community. For the Vietnamese diaspora, despite being dispersed throughout the United States upon arrival, Vietnamese language newspapers, in the early years, communicated what the conditions of the refugee exodus were, where potential opportunities were, and reported on events occurring in Vietnam. It also played a crucial role in defining the spaces the community was occupying and should occupy. Case in point, on December 15, 1978, during the week of Human Rights Day, Đỗ Ngọc Yến published the first issue of the monthly Người Việt Ca Li in San Diego, CA. Despite being located in San Diego, Đỗ Ngọc Yến would transport around 2,000 printed copies to Los Angeles to sell during the Human Rights Day protest. By February 1979, Người Việt Ca Li would relocate to Orange County due to its central location between Los Angeles and San Diego. The newspaper became popular and reputable for its coverage of news in Vietnam and the diaspora community. The newspaper was doing two things simultaneously, 1) examining current global events that pertain to the Vietnamese diaspora and 2) delineating the space that the Vietnamese diaspora occupies. The influence of Người Việt Ca Li was not confined to California, however, as the limited Vietnamese news clippings would be shared amongst friends and family across the globe, by mail and phone.
In this lesson, students will learn the vital role of ethnic newspapers in creating the ethnic enclave Little Saigon, Orange County, and the Vietnamese American identity. Students will learn about newspapers, ethnic media, and Người Việt Daily News and how they influence people’s perceptions of community and identity. Through group discussions and a letter-writing activity, students will reflect on how ethnic media and Người Việt Daily News, in particular, played a key role in the post-war lives of Vietnamese refugees and immigrants in the United States.
Image Citation: Nguoi Viet Daily News, Vietnamese language newspaper building on the corner of Bolsa nd Moran. (n.d.). Calisphere.
Skills
Ethnic Studies Theme
This lesson connects to the ethnic studies theme of reclamation and joy from the Asian American Studies Curriculum Framework (Asian American Research Initiative, 2022). Students explore the ways that communities reclaim histories through art, cultural expression, and counternarratives. Students consider how the creative expression of Vietnamese language newspapers can capture the lived experience of communities and connect people across communities.
For additional guidance around ethnic studies implementation, refer to the Ethnic Studies Model Curriculum (2021) https://www.cde.ca.gov/ci/cr/cf/esmc.asp.
Historical Thinking Skills
This lesson will facilitate student proficiency in historical perspectives, one of Seixas’ historical thinking skills (Seixas & Morton, 2013). To demonstrate the use of evidence to write historical fiction that accurately conveys the beliefs, values, and motivations of historical actors. Students consider how different historical actors have diverse perspectives on the events in which they are involved. Exploring these is key to understanding historical events.
Materials
Supplies
- “Người Việt Daily News Presentation”, suggested text in lesson.
- Người Việt Online website.
Procedures
- Cultural Energizer - Introduction to popular American newspaper (5 minutes)
- Ask students:
- Where do you or your parents get your news? What do you look for when reading, listening, or watching the news? How does the media influence your understanding of the world and those around you?
- Teacher speaking points: Younger generations typically use social media platforms such as TikTok, Twitter, and Instagram, to get the news about issues and topics we care about or make calls to action on how our society should change. Even though we do not read it, it is important we know about it because it is still shaping our identity. For example, elected officials read and use them.
- Shared Learning - Introduction to in-language ethnic media and “Người Việt Daily News Presentation” (15–20 minutes)
- Ask students the following questions for engagement:
- What is in-language ethnic media? Or can you infer what the definition is?
- Why is it important to immigrant and refugee communities?
- Context Overview:
- In the founding of Little Saigon, the role of in-language ethnic media was pivotal. Vietnamese print media played a central part in shaping both the creation of Little Saigon and the Vietnamese American identity. Early on, newspapers emerged as accessible platforms for communicating vital information within the Vietnamese population, effectively reaching Vietnamese communities throughout the United States and across the globe. These newspapers reflected the concerns and debates that resonated with their readers, enabling interactions through responses, purchases, or even protests. They provided a unique forum for discussions on Vietnamese American identity, addressing key topics such as communism, the refugee experience, and global events. Moreover, these newspapers served as guides to accessing essential social services, fostering community support. Notably, the media also played a significant role in announcing the physical space of Little Saigon, with the Saigon Newspaper mapping out the enclave as Saigon City in 1980. This act marked the first delineation of a Vietnamese ethnic enclave, signaling to Vietnamese communities across America that there was a growing and vibrant space they could call home, fostering a sense of unity and community support. The significance of Media Row on Moran Street in this context further underscores the profound impact of media in shaping the Little Saigon community and its identity.
- Recommended for teachers to share the presentation with discussion. Teachers can screencast the presentation so students can pre-watch and re-watch or interact with them independently. Ask students to explain what the content means after each slide. Accompanying slides for this lesson may be found here: https://ucdavis.box.com/s/8s0ybx1d7ew82gli78lele4cn3mpcyxe
- Slide 1: “Longevity and Popularity of Người Việt Daily News”
- Người Việt is one of the most important newspapers and general media outlets for the Vietnamese American community and overseas Vietnamese
- Optional: Although much of the Người Việt newspaper is in Vietnamese, teacher can provide students with their website to explore: https://www.nguoi-viet.com/
- Point out the daily circulation numbers and number of website visits each month
- Vietnamese Vocabulary
- Đại Lộ: Boulevard
- Báo: Newspaper
- Tập Chí: Periodical
- Người Việt is one of the most important newspapers and general media outlets for the Vietnamese American community and overseas Vietnamese
- Slide 2: “Importance of Người Việt Daily News”
- List out the reasons why Người Việt is important
- Helped bring about the creation of Little Saigon by attracting Vietnamese Americans to move to Orange County
- Helped create the Vietnamese American identity by serving as a forum for Vietnamese Americans to discuss and debate issues most important to the community and their relations with Vietnam and the United States
- Shows that the creation and growth of Little Saigon were influenced and impacted by local and global events
- List out the reasons why Người Việt is important
- Slide 3: “Creation of Người Việt Daily News”
- Founded by Đỗ Ngọc Yến (who served as a journalist in South Vietnam)
- His journey in the United States mirrors other push-pull factors why Vietnamese Americans decided to move to a new location
- The family originally moved to Santa Rosa, CA for two months then three years in Texas
- Đỗ Ngọc Yến worked in various blue-collar jobs outside of his original profession as a journalist
- Decided to move to San Diego in 1978 due to finding work as managing editor with Hồn Việt newspaper, the first Vietnamese newspaper created in the United States post-1975
- Fun fact: The owners of Hồn Việt newspaper is Nguyễn Hoàng Đoàn and his wife the famous Vietnamese singer - Khánh Ly.
- Hồn Việt mainly translated news articles to Vietnamese but no original reporting
- Đỗ Ngọc Yến wanted to create his own newspaper that included original reported
- The first issue of Người Việt Ca Li was created in San Diego on December 16, 1978 (the same week as Human Rights Week)
- Đỗ Ngọc Yến would drive to Los Angeles from San Diego to sell the newspapers
- The first issue of Người Việt Ca Li was created in San Diego on December 16, 1978 (the same week as Human Rights Week)
- After 3 issues, Đỗ Ngọc Yến moved to Santa Ana due to its central location between Los Angeles and San Diego (two areas with a higher Viet population than Orange County)
- The business model of Người Việt, which is collectively owned, emulated Le Monde, the popular French newspaper. Profit was shared amongst co-workers. (Unsure if the same business model has remained the same)
- Slide 4: “Người Việt Ca Li Issue #1 - Fri. December 15, 1978”
- For the Vietnamese diaspora, despite being dispersed throughout the United States upon arrival, Vietnamese language newspapers, in the early years, communicated what the conditions of the refugee exodus were, where potential opportunities were, and reported on events occurring in Vietnam. It also plays a crucial role in defining the spaces the community was occupying and should occupy. Case in point, on December 15, 1978, during the week of Human Rights Day, Đỗ Ngọc Yến published the first issue of the weekly Người Việt Ca Li in San Diego, CA. Despite being located in San Diego, Đỗ Ngọc Yến would transport around 2,000 printed copies to Los Angeles to sell during the Human Rights Day protest.
- If you look at the first issue of Người Việt Ca Li. The main article is titled “US Forces airlifting 100,000 refugees in Southeast Asia.”
- And on the top left corner, is also a message asking readers, “Are you all in California? If so, you’re in the center of the Vietnamese diaspora.” Here, the newspaper was doing two things simultaneously, 1) examining current global events that pertain to the Vietnamese diaspora and 2) delineating the space that the Vietnamese diaspora occupies.
- Slide 5: “Origins of Little Saigon and westward movement”
- The first location in Orange County (OC) was in a house located on Euclid and Hazard in Santa Ana (right across from VietRISE office).
- This first set of Vietnamese businesses was located in Santa Ana (First Street and Sullivan).
- Người Việt helped advertise the development and opportunities in OC for the Vietnamese diaspora.
- As the Vietnamese community began to grow there was a westward movement near the cities of Garden Grove and Westminster as shown from the “Phố Sài Gòn” map in 1980.
- Slide 6: “Người Việt as an important source of information”
- The influence of Người Việt Ca Li was not confined to California, however, as the limited Vietnamese news clippings would be shared amongst friends and family across the globe by mail.
- Newspapers and mail were accessible and affordable ways to communicate.
- In the '70s and early to mid-80s, there was no Vietnamese language TV and radio. Telephoning, especially across states, cost a fee every minute.
- Newspapers and mail were accessible and affordable ways to communicate.
- Người Việt was a cheap alternative to reach a wide audience
- The newspapers served as a resource for the community to understand new terms and concepts (ex. What is credit?) and helped refugees find lost friends and family (far right image)
- The influence of Người Việt Ca Li was not confined to California, however, as the limited Vietnamese news clippings would be shared amongst friends and family across the globe by mail.
- Before moving onto the next part of the lesson, have students discuss their thoughts on the lesson question: How has (ethnic) media (newspapers, radio, TV, social media) built a sense of Vietnamese American group identity?
- If the teacher is able to access a physical copy of the Người Việt newspapers, that can be shared with the students.
- Cultural Production - Letter Write in my place (15–20 minutes)
- Two options for assessment (The final product can be open to a written, visual, or audio narrative.):
- Students will be assigned to write a letter to their family members convincing them to move to the newly formed Little Saigon.
- Or students can write an imaginative newspaper article informing them about important events in the Vietnamese community that were taking place in the late to early 1980s.
- Critical Circular Exchange (10 minutes)
- If time permits, allow for students to share their letters with classmates.
- Teachers can wrap up by asking students to share a takeaway.
Assessments
Students will be assigned to write a letter to their family members convincing them to move to the newly formed Little Saigon, or students can write an imaginative newspaper article informing them about important events in the Vietnamese community that were taking place in the late to early 1980s.
Scaffolds
- Engagement: Consider the following method to support with lesson engagement:
- Support activities that encourage self-reflection and identification of personal goals
- Representation: Consider the following method to support with multiple means of representation:
- Embed visual, non-linguistic supports for vocabulary clarification (pictures, videos, etc)
- Provide electronic translation tools or links to multilingual glossaries on the web
- Action and Expression: Consider the following method to support in presenting their learning in multiple ways:
- Use story webs, outlining tools, or concept mapping tools
For additional ideas to support your students, check out the UDL Guidelines at CAST, 2018 http://udlguidelines.cast.org.
Multilingual Learner Supports
- Emerging: Consider the following method to support with emerging students:
- Writing: Require vocabulary notebooks with non-linguistic representations or L1 translations
- During integrated ELD, teachers may sometimes offer strategic primary language support for EL students who are newcomers or at the earliest level of Emerging proficiency.
- Writing: Require vocabulary notebooks with non-linguistic representations or L1 translations
- Expanding: Consider the following method to support with expanding students:
- Writing: Provide rubrics and exemplars to scaffold writing assignments
- Using mentor text - Text written by authors used to analyze craft, a particular writing style, word usage, structure, etc.
- Writing: Provide rubrics and exemplars to scaffold writing assignments
- Bridging: Consider the following method to support with bridging students:
- Writing: Require academic writing and the use of target academic vocabulary
- Apply domain-specific vocabulary and general academic vocabulary in open sentence frames to perform functions, like describing or explaining, that target specific grammatical structures.
- Writing: Require academic writing and the use of target academic vocabulary
For additional guidance around scaffolding for multilingual learners, please consult the following resources:
- English Learner Toolkit of Strategies, https://ucdavis.box.com/s/ujkdc2xp1dqjzrlq55czph50c3sq1ngu
- Providing Appropriate Scaffolding, https://www.sdcoe.net/educators/multilingual-education-and-global-achievement/oracy-toolkit/providing-appropriate-scaffolding#scaffolding
- Strategies for ELD, https://ucdavis.box.com/s/dcp15ymah51uwizpmmt2vys5zr2r5reu
- ELA / ELD Framework, https://www.caeducatorstogether.org/resources/6537/ela-eld-framework
- California ELD Standards, https://ucdavis.box.com/s/vqn43cd632z22p8mfzn2h7pntc71kb02
Enrichment
- Community Events/Cultural Celebrations - Have students research cultural community events happening in their local community. If there is none, they can also decide to look into a cultural holiday or celebration. In learning about the community event or cultural celebration, prompt students to look into the historical context as well as purpose for celebrating and traditional ways of celebrating. Students are invited to create a newspaper article, flier or fictional social media post to advertise for this community event/cultural holiday.
- In Other News - Students can research popular news outlets and (social) media sources or platforms that exist in Vietnam, or in other Vietnamese hubs that exist in other parts of the country. Students are also invited to look up Vietnamese American podcasts and listen and/or read some of the segments.
- Multimedia Community Communications - The newspaper played a great role in information dissemination to Vietnamese community members in the beginning but as time went on, communications expanded to radio and television platforms. This read (“Reinventing print, tapping into a global digital diaspora”) provides a brief overview of the evolution of news outlets: https://immigrantmediareport.journalism.cuny.edu/nguoi-viet/ Students can trace the evolution of Vietnamese news and draw connections with their ways of accessing news.
Works Cited
American Initiative. 2022. Asian American Studies K-12 Framework. https://asianamericanresearchinitiative.org/asian-american-studies-curriculum-framework/
Bharath, D. 2009, January 9. Little Saigon newspaper celebrates 30th anniversary. The Orange County Register. https://www.ocregister.com/2009/01/09/little-saigon-newspaper-celebrates-30th-anniversary/
Britt, K. 2020, May 11. English learner toolkit of strategies. California County Superintendents. https://cacountysupts.org/english-learner-toolkit-of-strategies/
California Department of Education. 2021. Ethnic studies model curriculum. https://www.cde.ca.gov/ci/cr/cf/esmc.asp
California Department of Education & English Learner Support Division. 2012. California English Language Development standards (Electronic Edition) kindergarten through grade 12 (F. Ong & J. McLean, Eds.). California Department of Education. https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf
California Educators Together. (n.d.). ELA / ELD framework. https://www.caeducatorstogether.org/resources/6537/ela-eld-framework
CAST. 2018. The UDL guidelines. http://udlguidelines.cast.org
Dizon, L. 1997, April 13. On Neutral Ground: With Người Việt Daily, based in Westminster, Yễn Đỗ is taking the unorthodox approach of using Western-style objectivity. Los Angeles Times. https://www.latimes.com/archives/la-xpm-1997-04-13-ls-48244-story.html
Đỗ, A. 2019, March 21. In Little Saigon, this newspaper has been giving a community a voice for 40 years. Los Angeles Times. https://www.latimes.com/local/lanow/la-me-col1-viet-newspaper-20190321-htmlstory.html
NVO. 2023, December 7. Người Việt Online. https://www.nguoi-viet.com/
Parlia. (n.d.). Print capitalism created nations. Encyclopedia of Opinion. https://www.parlia.com/a/print-capitalism-created-nations
San Diego County Office of Education. (n.d.). Providing appropriate scaffolding. https://www.sdcoe.net/educators/multilingual-education-and-global-achievement/oracy-toolkit/providing-appropriate-scaffolding#scaffolding
Sexias, P. & Morton, T. 2013. The big six: Historical thinking concepts. Nelson Education.
Tulare County Office of Education. (n.d.). Strategies for ELD. https://commoncore.tcoe.org/Content/Public/doc/Alpha-CollectionofELDStrategies.pdf