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Relevant bibliographies by topics / Mother Language instruction

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Academic literature on the topic 'Mother Language instruction'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Mother Language instruction"

1

Ozoemena, Johnkenedy A., Festus U. Ngwoke, and Basil O. Nwokolo. "Prospects of Mother Tongue as a Medium of Instruction in Nigerian Primary Level Education." English Language Teaching 14, no. 4 (2021): 1. http://dx.doi.org/10.5539/elt.v14n4p1.

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This paper investigates the prospects in the use of mother tongue as a medium of instruction in Nigeria&rsquo;s primary level of education. With the multilingual nature of Nigeria, many scholars have continued to clamour for the use of indigenous languages as a medium of instruction in Nigeria&rsquo;s primary schools. This paper also seeks to justify the reasons why mother tongue education may not be feasible in the nearest future especially with the numerous roles that the English language plays in Nigeria, and the myriads of difficulties which constitute stumbling blocks to its realization. In doing this, two research questions were generated, and data collected from 150 primary school teachers, from both private and public primary schools in Gwagwalada Area Council of Federal Capital Territory (FCT) through purposive sampling technique. The instrument for data collection is a well-structured questionnaire. The questionnaire is made up of two sections, sections A and B. Section A sought for demographic data of respondents, while section B sought for information on the factors militating against mother tongue as a medium of instruction in primary schools in Nigeria. The data collected were analyzed using Crombatch Alpha, mean and standard deviation. The result of the analysis revealed that the multilingual nature of Nigeria, and lack of names of instructional materials and science equipment in the indigenous languages are impediments to the use of mother tongue as a medium of instruction in Nigerian primary level of education.

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Ntombela, Berrington. "Switch from Mother Tongue to English: A Double Jeopardy." Studies in English Language Teaching 8, no. 2 (2020): p22. http://dx.doi.org/10.22158/selt.v8n2p22.

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This paper interrogates the sorry state of switching from mother tongue instruction to English medium of instruction in South Africa. Adopting a critical approach to literature review, it critiques the resistance mounted on the utility of African languages as viable media of instruction. It argues that the status quo is perpetuated by the dominance of English as a medium of instruction both in South Africa and abroad, and that this state of affairs can be traced back to a colonial system which presently works itself out as globalisation and internationalisation. The paper ends by demonstrating how switching from mother tongue instruction to English medium of instruction robs learners and teachers of their intellectual capacity, where they appear incompetent due to a language barrier. The paper concludes that the situation could only be rescued by promoting mother tongue instruction for the majority of South Africans which at the moment is enjoyed by a minority.

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How, Soo Ying, Ain Nadzimah Abdullah, and Swee Heng Chan. "PATTERNS OF DOMINANCE OF LANGUAGE VITALITIES AMONG MALAYSIAN STUDENTS IN PRIMARY NATIONAL-TYPE AND SECONDARY SCHOOLS." Indonesian Journal of Applied Linguistics 6, no. 2 (2017): 271. http://dx.doi.org/10.17509/ijal.v6i2.4913.

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Multilingualism is embedded in the Malaysian Education Blueprint (2015-2025) as a stated goal towards nation building. The education system provides opportunity to learn Malay which is the national language, the mother tongue (Mandarin or Tamil) and the English language as part of formal schooling. In fact, Malaysian primary schools are classified into two major divisions. Students can opt to study in national schools in which the medium of instruction is Malay with the provision for the learning of English and a mother tongue. The other option allows students to enrol in national-type schools of which the medium of instruction is either Mandarin or Tamil, with English and Malay taught as academic subjects. At secondary level, the medium of instruction in national schools is Malay and students are provided the opportunity to learn their mother tongue and English. Other than in school, other social milieus also allow the use and practice of these languages. Given this linguistic environment, there exists a myriad of language experiences within and outside formal learning which together would influence the totality of language vitality. This paper investigates language vitality featured in this multilingual environment. It focuses on the vitality of the English language among students that appears to co-exist with the learning and use of other languages as they progress through the primary and secondary levels. The vitality is measured by the following indicators: language preference, choice, dominance, use, attitude and motivation and proficiency which were used to develop a questionnaire to obtain data on strength evaluation of these languages. The methodology encompasses random and convenient sampling to obtain representative responses from students with different levels of education and language experiences. The study reveals relative vitalities of languages used and highlights values attached to languages at different points of language exposure that coincide with chronological age.

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Bhattacharya, Usree, and Lei Jiang. "The right to education act (2009): Instructional medium and dis-citizenship." International Journal of the Sociology of Language 2018, no. 253 (2018): 149–68. http://dx.doi.org/10.1515/ijsl-2018-0028.

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Abstract While the broader ambition of the Indian government’s Right of Children to Free and Compulsory Education (RTE) Act (2009) has been lauded, scholars have expressed reservations with the universal education measure. One area that has not been adequately addressed within these debates is the instructional medium. While RTE (2009) recognizes children who are “disadvantaged” as linguistic minorities, and stipulates that the “medium of instruction shall, as far as practicable, be in child’s mother tongue”, it offers little further direction. India is home to more than 1,652 languages, but only 43 languages function as instructional media. Therefore, the majority of children learn in a tongue that is not their home language, experiencing serious educational disadvantages. How this issue complicates the intent of the RTE (2009) Act remains to be explored. This article examines this gap using the theoretical lens of dis-citizenship, which is conceptualized in terms of exclusions experienced by marginalized groups. Here, we focus on those marginalized by the language of instruction. We investigate questions about language access, inclusion, equity, and rights arising from RTE (2009), within the narrative of India’s complex, hierarchical multilingualism.

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Faming, Manynooch. "Lao as a touch stone." Animation in Asia 23, no. 1 (2013): 119–43. http://dx.doi.org/10.1075/japc.23.1.07fam.

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The purpose of this article is to provide a specific case study of the contradictory discourses concerning Lao as the national language, as the official language, and as the medium of instruction. Through the diglossia framework or Lao as a touch stone, the article investigates how non-mainstream and ethnic minority students use the national language in comparison to their mother tongues and other languages at schools. The result shows that students often use their mother tongue and other non-national language to negotiate their social positions among the majority and the dominant groups.

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Salö, Linus, Natalia Ganuza, Christina Hedman, and Martha Sif Karrebæk. "Mother tongue instruction in Sweden and Denmark." Language Policy 17, no. 4 (2018): 591–610. http://dx.doi.org/10.1007/s10993-018-9472-8.

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Seftiawan, Fery. "Mother Tongues Roles' In English Language Learning." Langkawi: Journal of The Association for Arabic and English 4, no. 1 (2018): 1. http://dx.doi.org/10.31332/lkw.v4i1.747.

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The Indonesian language as the medium of instruction indirectly affects all sectors of life across the nation. Starting from business, workplace, and entertainment to education, Indonesian language is used as the main standard language. The usage of the Indonesian language leads the hypothesized thought that it may in one side eradicate the existing tribal languages gradually. While in another side it may also have beneficial aspects like helping people (different ethnic group) to communicate as well as assisting remote learners to study English better. Due to the cases happen in two divergent conditions, this paper examines the use of Indonesian language in facilitating learners to study English. The result of this short paper shows that Indonesian language implication to some extent helps learners to study English better than those who use tribal language as their daily language to communicate. In term of second language acquisition, Indonesian language helps learners achieve some words through translation. Children in different region have different language acquisition as well as their style of learning a foreign language. Those who live in a “sophisticated” area are likely familiar with the Indonesian language that leads them learn English better than those who live in a suburban area.

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Benő, Attila. "Multilingualism and Education in Transylvania." Acta Universitatis Sapientiae, Philologica 7, no. 3 (2015): 25–36. http://dx.doi.org/10.1515/ausp-2015-0052.

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Abstract The topic of this paper is the situation of language skills and a determining factor of it in minority context: languages of instruction in Transylvania. Presenting the socio-demographic context and the status of languages as they are manifested in language skills. Language skills are presented referring to mother tongue skills, second and foreign language competence. The paper emphasizes that the connection between schooling, education, and language usage is evident in the case of minority languages since the instruction in minority languages is a key factor for the maintenance of the language. The empirical data used in the paper come from several sources, most important of them being a sociolinguistic survey in a representative sample of Hungarians in Transylvania carried out by The Romanian Institute for Research on National Minorities (Cluj/Kolozsvár) in 2009.

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Niipare, Alina Kakunde. "Preparing Namibian Student Teachers to Teach Literacy in Mother Tongue." African Journal of Teacher Education 8 (April 1, 2019): 25–52. http://dx.doi.org/10.21083/ajote.v8i0.4095.

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Scholars of language teaching agree that the development of initial literacy is best achieved when taught in the mother tongue. Namibia’s language policy for schools prescribes teaching using mother tongue or the predominant local language as a medium of instruction during the first three years of schooling. This study reports on a study of how Namibian lecturers prepare student teachers to teach literacy in mother tongue (Oshikwanyama and Oshindonga) dialects of Oshiwambo language. Data were collected through classroom observations, semi-structured interviews and document analysis. Content analysis was used to analyse the data. The main findings are that most of the lecturers were proficient in the languages in question and they fluently explained the literacy content in Oshikwanyama and Oshindonga. However, the preparation was constrained by a lack of prescribed books in the African languages. The study aims at filling a gap in the literature on how Namibian student teachers are prepared to teach literacy in mother tongue grounded within a sociocultural perspective.

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Shah Nawaz Khan, Dr. Abdul Karim Khan, and Dr. Ihsan Ullah Khan. "The Efficacy of the Application of Mother Tongues Education in Pakistan." sjesr 3, no. 4 (2020): 257–61. http://dx.doi.org/10.36902/sjesr-vol3-iss4-2020(257-261).

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No doubt, the importance of English cannot be denied, but at the same time, mother tongue has also due importance concerning one's culture and understanding basic concepts at schools at primary level. This paper is an attempt to prove the importance of mother tongue as a medium of instruction at the primary level in District Bannu. The data were collected from students’ focal groups of fifty classrooms from ten schools. Two questions were asked in each subject from the focus groups to check their concept of the subject. Similarly, among the teachers, thirty respondents were interviewed in the Parents-Teachers Meeting (PTM) to find out their views about the efficacy of mother tongue instructions at the primary level. In this connection, parents were also interviewed. The results showed that among the students whose concept was clear, eighty percent of students were those who were taught in their mother tongue whereas twenty percent of students were those who were taught in English. Again, among the thirty teachers, eighty-five percent felt comfortable with teaching in the mother tongue whereas fifteen percent of teachers showed positive inclination towards teaching in a second language. Lastly, parents also felt at ease with the mother tongue instructions as they conveyed that their children go to school with zeal. Thus, mother tongue instruction proved helpful at the primary level. This study will also prove helpful to other researchers in the future for conducting similar studies in other districts.

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Dissertations / Theses on the topic "Mother Language instruction"

1

Wong, Lai-ching Lillian. "Language attitudes in Hong Kong : mother tongue instruction policy and public perceptions /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18685444.

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Wong, Lai-ching Lillian, and 黃麗貞. "Language attitudes in Hong Kong: mother tongue instruction policy and public perceptions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31951533.

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Nocanda, Mawethu Elvis. "The implementation of mother tongue instruction in a grade 6 natural science class." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1897.

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A mini-dissertation submitted in partial fulfilment of the requirements for the Magister Educationis (M Ed) at the Cape Peninsula University of Technology, 2012<br>This mini-dissertation describes the difficulties faced by educators who teach Natural Science in Grade 6 using isiXhosa mother tongue instruction. The researcher has investigated how educators dealt with Natural Science terminology when they were teaching Grade 6. The sample consisted of 10 educators from 10 schools in Gugulethu who were teaching Grade 6 Natural Science. The researcher used a focus group interview of 10 educators from 10 schools in Gugulethu. The researcher unpacked the issues of teaching Natural Science in mother tongue instruction, as it was the policy of the Western Cape Education Department (WCED). The researcher looked at the measures put in place by the WCED to pilot schools, such as resources and training of the educators. As a researcher I looked broadly and compared educational policies in other neighbouring countries, such as Mozambique and Swaziland, to South Africa. In a purposive sample, one was likely to get the opinions of one’s target population, but one was also likely to overweight subgroups in one’s population that were more readily accessible. Researcher also consulted some literature such as that of Baker, Alexander, Brock-Utne etc. In conclusion, the researcher used exploratory studies for hypothesis generation, and by researchers interested in obtaining ideas of the range of responses on ideas that people had. However, in this study the researcher used the qualitative methods, with a focus group interview, to gather data on the implementation of mother tongue instruction in a Grade 6 Natural Science classes. The findings of the study seem to indicate that learners understand better if they are taught Natural Science in isiXhosa mother tongue. Therefore, recommendations pose a number of challenges to those committed in the implementation of mother tongue instruction in the Western Cape schools.

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Steyn, Guida. "The transition of Grade 4 learners to English as medium of instruction." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65469.

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The South African Language-in-Education Policy (LiEP) states that mother tongue should be the preferred medium of instruction in the Foundation Phase (grade R-3). Primary tuition is therefore currently offered in the 11 South African official languages. The challenge faced in South African schools that offer African languages in the Foundation Phase, is the fact that from grade 4 onwards, education is only available through the medium of English. This results in a vast number of learners having to make a transition in grade 4 to English as medium of instruction. In this qualitative study, I explored the experiences of teachers and learners in this transition. The context of this case study is a poverty-stricken and underdeveloped rural area. SiSwati is the language commonly spoken in this area and English is spoken, heard and read only in the classroom. Purposive sampling was done, including three grade 3 classes and their teachers, as well as the grade 4 learners and the teachers teaching siSwati, English and Mathematics. Data was collected through interviews, observations, document analysis and field notes. Conventional content analysis was conducted. Among the theoretical lenses adopted for the study was Krashen’s input-interaction-output model of second language learning. This informed the process grade 4 learners undergo in learning English as a second language and medium of instruction. The findings of this study revealed that the challenge regarding this transition is not the English language per se, but rather a deficient home language foundation and the quality of teaching offered. The learners’ age at the time of this transition also plays a significant role, as it affects their readiness to switch to another language. The implications of this study relate to the necessity of a solid mother tongue foundation and improved quality of teaching. It is suggested that the admission age in grade 1 be seven years and the actual point of transition prolonged.<br>Dissertation (MEd)--University of Pretoria, 2017.<br>Early Childhood Education<br>MEd<br>Unrestricted

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Desai, Zubeida Khatoom. "A case for mother tongue education?" Thesis, University of the Western Cape, 2012. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6047_1333026993.

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<p>The question as to which language should be used as a medium of instruction in schools in multilingual societies is a controversial one. In South Africa, the question is often posed in binary terms: Should the medium of instruction be a familiar local language such as Xhosa or a language of wider communication like English? This study is an attempt to answer the above question. The study profiled the writing abilities of Grade 4 and Grade 7 pupils at Themba Primary, a school located in Khayelitsha in the Western Cape, in both their mother tongue, Xhosa, and in English, their official medium of instruction at school since Grade 4. Three written tasks, which consisted of a narrative piece of writing, a reading comprehension exercise, and an expository piece of writing, were administered to the pupils in English and Xhosa. The purpose of the exercise was to examine some of the implications for educational language policy of the differences in performance in the two languages. All the tasks were authentic, in that they were based on aspects of the pupils&rsquo<br>curriculum and written in the formal academic language pupils were expected to be exposed to in their respective grades. All the tasks were graded systematically under controlled conditions.</p>

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Cantoni, Mayari. "What role does the language of instruction play for a successful education? : A case study of the impact of language choice in a Namibian school." Thesis, Växjö University, School of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1703.

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<p>Namibia is a country where the official language has been English since independence in 1990. There are different national languages in the country and a majority of the people do not have English as a mother tongue. Nevertheless, the language of instruction from fourth grade and onwards is indeed English. Consequently, for the majority of the population the education is in their second language. What this essay explores is the role English as a second language has as a medium of instruction and the implications it may have. It is a minor field study that was carried out with the help of a scholarship from SIDA (Swedish Agency for International Development Cooperation) and it took place in a school in Northern Namibia, April and May 2007. It is a qualitative study that explores the use of English among teachers and students as well as the transition from mother tongue instruction to English instruction and the implications that this can have for the quality of education. The reality of the Namibian students that have to study and perform in a second language is questioned and discussed from pedagogical and linguistic points of view. The results show that most pupils do not speak English before starting fourth grade. Furthermore, the sudden transition from mother tongue to English instruction creates some descent in the participation of the pupils and possibly in the learning, not only of the new language but also of the content subjects. As far as the teachers concern, there are positive but ambiguous opinions among them concerning English as a medium of instruction.</p>

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hollowell, martina. "Kenyan elementary school teacher's strategies in a multilingual environment." Thesis, Umeå universitet, Institutionen för språkstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-121780.

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This qualitative study looks into some Kenyan school teachers strategies in the multilingual environment they work in. The school of this study uses a foreign language as the medium of instruction, instead of the mother tongue culturally spoken by both teachers and students. It presents some of the strategies observed and at the same time looks closely into the possible positive and negative outcomes it has on the students learning. It also looks into the reason for why the medium of instruction is another than mother tongue and the cultural effects of this. By observations and interviews data has been collected and presented aiming to show the teachers thoughts about their working situation, and also their thoughts about their role in the classroom.

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Palane, Nelladee Lorraine McLeod. "The effect of language of instruction and contextual factors on higher-order reading comprehension performance." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65461.

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This study compares the different primary school language of instruction models found in South Africa for performance on the higher-order reading comprehension processes tested in the international, large-scale assessment, prePIRLS 2011. The language of instruction groupings include the African languages, Afrikaans, English L1 and English L2 as an immersion model. The marked differences in performance observed on the higher-order prePIRLS 2011 items across the language models are not singular reasons for performance in themselves, but reflect embedded contextual factors that influence performance. It was, therefore, examined how language of instruction creates or restricts access to ‘social tools’ and ‘cultural capital’ which mediate the development of higher-order reading comprehension at home and at school. It was found that socio-economic status (SES) at the school level contributes 86.06 (SE=20.48) and 98.54 (SE=17.28) score points for English (N=2 205) and Afrikaans (N=1 463) respectively as a school level indicator. For the Afrikaans LoLT grouping access to text explained 44 score points (SE=11.09). Neither SES nor access to text explained significant variance in performance for the African languages schools when examined within the language grouping (N= 12 076). A linear regression (N=6 342) showed that low SES learners whose language of instruction is English, despite it not being their mother tongue, benefit by 20.35 score points (equivalent to half a year) from being in the English L2 group, in comparison to the African languages L1 group as a measure of achievement on the higher-order subscale. The hypothesis that SES and access to text significantly affect performance in higher-order reading comprehension was further supported by the findings of a two-level regression, showing that access to text at school contributed 32.91 score points (B=32.91, SE=13.96, p=.03) to performance for English L2 low SES learners (N=480). It is argued that better provision of text at school can mediate the development of the cognitive and metacognitive reading strategies required for higher-order reading comprehension across all language of instruction models and socio-economic strata. Print material is often more accessible to learners in English. This strengthens a pragmatic, contextually-based argument for focused prioritisation of English L2 instruction concomitant to raising the quality of home language instruction.<br>Thesis (PhD)--University of Pretoria, 2017.<br>Science, Mathematics and Technology Education<br>Centre for Evaluation & Assessment (CEA)<br>PhD<br>Unrestricted

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Hendricks, Jessica. "Language attitudes, medium of instruction and academic performance: a case study of Afrikaans mother tongue learners in Mitchell's Plain." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The purpose of this study was to determine the implication for learning for learners whose home language is different from the medium of instruction at school.The study is focused on a group of Afrikaans learners for whom English is not a foreign language. Rather, English is a language that they are in contact with on a daily level through the media, their peers and in the classroom. The study looked at why these learners find themselves in English classes when the language policy of the country makes provision for their specific home language in the classroom. It also tried to determine whether these learners experience problems in their learning as they shift from Afrikaans as a home language to an English medium of instruction in class.

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Erasmus, Magdalena Rynette. "Medium of instruction as determinant of student throughput at the Vaal University of Technology / Magdalena Rynette Erasmus." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2860.

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This research study deals mainly with the influence of the medium of instruction on throughput at the Vaal University of Technology. The underlying hypothesis driving this research, is that learners at the Vaal University of Technology will tend to underachieve during their period of study, largely because the medium of instruction and assessment is not their first language, but a second or even a third language. The assertion is that learners on tertiary level can only perform academically well if they have gained a certain level of competency in their mother tongue, to ease the difficult process of acquiring the second language English, which is the main medium of instruction at the VUT. For most human beings language is the medium through which knowledge is transferred or negotiated. The success of this interaction is determined by the effectiveness of communication. Thus it would be fair to say, that if the means of communication is inappropriate, there will be little or no language transfer. Further, it seems logical that before any other considerations are made with regard to teaching and learning, the instrument which enables this interaction should first be in place. The research aims are: to determine the influence of a second language as medium of instruction on academic performance, to establish the nature of the support system which might facilitate the advancement of learners not prepared for the academic demands of university, to determine what can be done to address the problem and provide possible recommendations for improved academic performance. In order to attain the abovementioned research aims, a literature review and an empirical investigation were undertaken. The literature study discussed the role which the medium of instruction has played in the history of South African Education. The South African Language Policy, before and after 1994, was then reviewed. Parent and learner choice in respect of the choice of medium of instruction was then considered. The findings of the empirical study have shown that the medium of instruction has a remarkable influence on learners' proficiency and eventual performance in their content subjects. The empirical research was conducted by using a questionnaire in order to obtain data on relevant variables as indicated by the literature study, as well as identify barriers perceived by students that hamper their academic progress. Descriptive statistics, such as frequencies, were used to summarize the data. Marks from the compulsory language test at the institution were also taken into account in order to establish learners' English language proficiency. This data, together with students' marks, were interpreted in the empirical analysis. The target population for this study consisted of L1 and L2 students who registered in 2004 and will have completed their studies in 2006, as well as students having completed in 2007. The population consisted of both female and male students from the Faculty of Visual Arts and Design. In the last chapter, Chapter 6, conclusions from the literature review and empirical investigation were drawn. Recommendations for further research were provided which stressed the need for developing an appropriate training course for L2MI (Second Language Medium of Instruction) content subject teachers. Effective training in L2MI is one of the most important factors in improving the level of academic literacy in South African learners.<br>Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

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Books on the topic "Mother Language instruction"

1

Mother tongue as bridge language of instruction: Policies and experiences in Southeast Asia. Southeast Asian Ministers of Education Organization (SEAMEO) Secretariat, 2009.

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Schell, Eileen E. Gypsy academics and mother-teachers: Gender, contingent labor, and writing instruction. Boynton/Cook Publishers, 1998.

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The use of psychomotor activities in teaching children English as a foreign language: Empirical research into the PEPA method of language instruction. E. Mellen Press, 2011.

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Write dance in the nursery: A pre-writing program for children aged 3 to 5. Paul Chapman Pub., 2005.

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Wood, Audrey. The napping house. Dent, 1987.

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Wood, Audrey. The napping house. Harcourt Children's Books, 2004.

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ill, Wood Don 1945, and Ke Qianhua, eds. Da ke shui de fang zi. Shang yi wen hua shi ye gu fen you xian gong si, 2003.

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ill, Wood Don 1945, ed. The napping house. Harcourt Brace & Co., 1996.

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Wood, Audrey. The napping house. Harcourt, 2000.

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Wood, Audrey. The napping house. Harcourt Children's Books, 2004.

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Book chapters on the topic "Mother Language instruction"

1

Sprenger-Tasch, Meike. "Attitudes towards Luganda, Kiswahili, English, and mother tongue as media of instruction in Uganda." In Motivation in Language. John Benjamins Publishing Company, 2003. http://dx.doi.org/10.1075/cilt.243.22spr.

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Groff, Cynthia. "Mother Tongue and Medium of Instruction: Official and Unofficial Language Choices in the Kumaun." In The Ecology of Language in Multilingual India. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-51961-0_6.

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Okubo, Yuko. "7. A Consideration of the Discourse on Mother Tongue Instruction in Japanese Language Education: A Case Study of the Practices of Japanese Language Classes for Chinese Returnees and Vietnamese Residents." In Rethinking Language and Culture in Japanese Education, edited by Shinji Sato and Neriko Musha Doerr. Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783091850-009.

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Tompkins, Gail E., Marilyn Friend, and Patricia L. Smith. "Elementary Students' Perceptions of listening and Listening Instruction." In Selected Papers in Mother Tongue Education / Etudes en Pédagogie de la Langue Maternelle, edited by Gilles Gagné, Frans Daems, Sjaak Kroon, Jan Sturm, and Erica Tarrab. De Gruyter, 1987. http://dx.doi.org/10.1515/9783110857627-017.

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Li, David C. S. "Medium-of-Instruction Debate I: Mother Tongue Education and the Dual MoI Streaming Policy (1998–)." In Multilingual Hong Kong: Languages, Literacies and Identities. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-44195-5_5.

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NGE MEH, Deris. "Mother Tongue ICT Instruction in Cameroonian Languages." In La traduction et l’interprétation en Afrique subsaharienne : les nouveaux défis d’un espace multilingue. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.3533.

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This article presents the feasibility of conveying Information and Communication Technology (ICT) content in Mmɛn, a Bantu Grassfields language of Cameroon; a process which would imply a modernisation of the language, with a view to increasing its scientific knowledge base. It explores the processes used to create ICT terminology in this language in a bid to make such concepts relevant to the community. The focus is placed on the translation of a computer science manual used in primary schools within Cameroon’s language teaching project. Issues raised relate to translation, lexical innovation and mother tongue ICT instruction. Some solutions are proposed to problems inherent to official language into mother tongue translation, and the lexification of new phenomenon where adequate terminology is currently lacking. The results obtained highlight the role of translation and terminology in developing our languages, and indicate how ICT instruction in our languages justifies the claim that an idea expressed in one language can be expressed in any other. If well harnessed, this instruction will ensure access to innovative educational resources for rural and semi-urban Cameroonians alike, and will improve literacy and standards of living within a context of globalisation.

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Gregory, Wanda Torres. "Heidegger On Traditional Language And Technological Language." In The Paideia Archive: Twentieth World Congress of Philosophy. Philosophy Documentation Center, 1998. http://dx.doi.org/10.5840/wcp20-paideia19986142.

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On July 18, 1962, Martin Heidegger delivered a lecture entitled Traditional Language and Technological Language in which he argues that the opposition between these two languages concerns our very essence. I examine the nature of this opposition by developing his argument within his particular context and in the general light of his reflections on language. In different sections on technology and language, I summarize much of what he had said in previous writings on the topic (viz., "Die Frage nach der Technik" and "Der Weg zur Sprache"), including his preliminary comments contrasting instruction with teaching, and characterizing this reflection in terms of its uselessness. The central issue connecting these seemingly varying themes is the status of education in our modern technological age and, more specifically, of instruction in the mother tongue. Heidegger’s concern for the status of instruction in the mother tongue is, as we will see later, directly connected to his distinction between the two forms of language.

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"Mother Tongue Instruction and Understanding of Natural Science Concepts in a South African Primary School." In Language of Instruction in Tanzania and South Africa - Highlights from a Project. Brill | Sense, 2010. http://dx.doi.org/10.1163/9789460912221_010.

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Al-Mohammadi, Shaker Ali, and Emira Derbel. "To Whom Do We Write?" In Methodologies for Effective Writing Instruction in EFL and ESL Classrooms. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6619-1.ch012.

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Writing is a complex process and used of course for an incalculable range of purposes and audiences. Teaching students to write in their mother tongue is hard, but teaching them to do this in a second or foreign language is even harder. This chapter focuses on the question of audience in teaching and learning writing, arguing that it is vital for students to be aware of an audience that eventually determines what, why, and how they will write. It seeks to provide a thorough understanding of Omani EFL students' conception of audience and their current level of audience awareness and also to explore the relationship between audience awareness and students' performance in composition classes and tests.

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Jayaraman, Seetha. "Correct Writing and Spelling in the ESL Classroom." In Methodologies for Effective Writing Instruction in EFL and ESL Classrooms. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6619-1.ch016.

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Writing is an activity that serves as a link between theory and practice. Learning to write involves the basic level of learning to spell a spoken word or phrase and the advanced level of learning to write creatively. This chapter discusses the practical challenges faced by the teacher and student in learning to spell words and applying the rules of grammar in English. Authentic examples are drawn from writing samples from the ESL classroom, produced in a session of timed writing when teaching academic writing skills to undergraduate learners in Oman's Dhofar Region. The results of the study point to the use of a bilingual approach as a very useful method for bringing out the similarities and differences in the use of the target language. This minimizes Mother Tongue interference in students' writing in English.

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