DINH THANH TUYEN; NGUYEN THI MINH THAO. TEACHER COGNITION AND MULTILINGUAL TEACHING PRACTICES IN EARLY CHILDHOOD EDUCATION: EVIDENCE FROM THE JRAI ETHNIC MINORITY CONTEXT IN VIETNAM. HNUE Journal of Science: Journal of Educational Science, [S. l.], v. 71, n. 4, p. 110–121, 2026. DOI: 10.18173/2354-1075.2026-0062. Disponível em: https://hnuejs.edu.vn/es/article/view/1467. Acesso em: 10 jul. 2026.