Abstract

Vietnamese has a complex sociopolitical history that shaped its role both within Vietnam and across its diasporic communities. The literature review suggests that Vietnamese studies are getting more attention globally, however more studies should be done in the non-Western communities. The paper goes on presenting attempts in teaching Vietnamese as a heritage language from Western and Asian teaching contexts. Interactive, culturally meaningful activities may get higher motivation and better retention. These approaches also advance broader goals of identity and inclusion: students feel their bicultural background is an asset rather than a barrier. Cultural events play a key role in using Vietnamese to share stories and receive communal recognition. Vietnamese can be taught as a heritage language applying concrete, learner-centered strategies with supportive policies, personalizing content, stimulating multiple senses, and connecting students to the Vietnamese-speaking community to preserve linguistic skills and cultural pride. Textbooks and readers specifically designed for heritage learners should include bilingual glossaries, cultural notes, and illustrations that reflect the learners’ context.