Relevant bibliographies by topics / Mother tongue education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Mother tongue education'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Mother tongue education"

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Maddox, Marjorie. "Mother Tongue." College English 57, no. 4 (April 1995): 461. http://dx.doi.org/10.2307/378244.

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Boothe, Ken, and Roland W. Walker. "Mother Tongue Education in Ethiopia." Language Problems and Language Planning 21, no. 1 (January 1, 1997): 1–19. http://dx.doi.org/10.1075/lplp.21.1.01boo.

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RESUMEN Educación en lengua materna en Etiopia: De una política a la implementación A pesar de los limitados recursos financieros y humanos, Etiopia esta avanzando rápidamente en la implementación de una política de educación en lengua materna para todos sus ciudadanos en un corto periodo de tiempo. Este artículo es el reporte de un observador participe de los tres primeros años de un ambicioso programa de educación en lengua materna, enfocado en el proceso de creación de materiales en lenguaje materno y en la efectividad del programa. Por décadas las minorías étnicas etíopes fueron dominadas por la política de usar solamente el idioma del emperador en la educación elemental. Luego durante los siguientes 17 años de socialismo el uso de la lengua materna fue permitido solamente en la alfabetización de adultos. Sin embargo desde 1991 el gobierno ha gastado una buena cantidad de recursos para facilitar la educación en lengua materna a los grupos étnicos que asi lo deseen. Diseñar un programa y producir sus materiales es uno de los mayores obstáculos para los paises que tienen varios idiomas y que desean ofrecer un programa universal de educación en lengua madré. En asociación con los grupos locales de individuos y las organizaciones no gubernamentales, el gobierno de Etiopia ha juntado cientos de maestros de escuela para producir materiales en idioma materno en cada una de las areas de estudio, del primero al sexto grado, en los ocho primeros idiomas de los cincuenta hablados en el pais. La estandarización del idioma y el desarrollo de una ortografía han ido de la mano en una forma acelerada. RESUMO Edukado en gepatra lingvo en Etiopio: De politiko gis realigo Spite limigitajn financajn kaj homajn rimedojn, Etiopio rapide transiras el formulado de politiko al ties realigado por liveri al sia tuta popolo edukadon en la gepatra lingvo ene de mallonga tempoperiodo. En tiu ĉi artikolo, partoprenanta observante priskribas la unuajn tri jarojn de la aŭdaca etiopia programo por edukado en la gepatra lingvo, kun fokuso je la procedo por evoluigi materialojn en gepatraj lingvoj, kaj je la efikeco de la programo. Dum jardekoj, la etnaj minoritatoj de Etiopio estis regataj de la politikoj de la Imperiestroj koncerne ekskluzivan utiligon de la amhara lingvo en elementa edukado. Dum la postaj dek sep jaroj da socialismo, la gepatran lingvon oni permesis nur por plenaĝula alfabetigo. Tamen, depost 1991, la Transira Registaro de Etiopio permesas al etnaj grupoj la rajton antaŭenigi la proprajn kulturojn kaj evoluigi siajn lingvojn por elementa edukado. Preterirante politikon al efektiva agado, la registaro elspezas signifajn rimedojn por faciligi edukadon en la gepatra lingvo por ĉiuj etnaj grupoj, kiuj tion deziras. Granda barilo por multlingvaj nacioj, kiuj deziras proponi universalan edukadon en gepatraj lingvoj, estas la kreado de taŭgaj studprogramoj kaj materialoj. Kunlabore kun lokaj enlogantoj kaj neregistaraj organizaĵoj, la registaro de Etiopio jam kunvenigis centojn da instruistoj por krei materialojn por ciu studtemo en la unua gis la sesa klaso, por la unuaj ok el la pli ol kvindek etiopiaj lingvoj. Lingva normigo kaj evoluigo de ortografio okazadas samtempe, ĉiam je granda rapideco.
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Starc, Sonja. "Mother-Tongue Education in Slovenia." L1-Educational Studies in Language and Literature 4, no. 1 (2004): 103–15. http://dx.doi.org/10.1023/b:esll.0000033857.50595.57.

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KAMER, ALBERT. "Studies in mother tongue education." Multilingua - Journal of Cross-Cultural and Interlanguage Communication 5, no. 1 (1986): 41–42. http://dx.doi.org/10.1515/mult.1986.5.1.41.

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Masaazi, Fred, Medadi Ssentanda, and Willy Ngaka. "On Uganda government’s commitment to the development and implementation of the mother tongue education policy in post-2015 era." Apples - Journal of Applied Language Studies 12, no. 2 (July 8, 2018): 1–17. http://dx.doi.org/10.17011/apples/urn.201809144126.

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The year 2015 was set as deadline to realise the Millennium Development Goals (MDGs) which were authored in 2000 by 189 states in the world. Language is at the heart of MDGs (Barron, 2012; Romaine, 2013). Some scholars look at language (development) as a measure and/or determinant of development (e.g. Romaine, 2013). This paper examines Uganda’s commitment to the development and employment of mother tongues in education as a way of realising the quality of education in Uganda. It is important to reflect on the trend and level of mother tongue development and employment in education in Uganda to chart the way forward for the post-2015 period. The paper draws from different studies and reports which have focussed on mother tongue education in Uganda. This study faults the government in many ways for failing to sustain the national initiatives of mother tongue education, particularly in terms of poor financing and failure to monitor the implementation of UPE and mother tongue education programmes. The paper proposes a way forward for the realisation of a meaningful Education for All (EFA) in form of Universal Primary Education (UPE) initiative and the mother tongue education policy introduced in Uganda in 1997 and 2006 respectively.
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Sambhunath Maji, Sambhunath Maji, and Dr Birbal Saha. "Relocation of Mother Tongue As the Sole Medium of Education." Indian Journal of Applied Research 2, no. 2 (October 1, 2011): 58–59. http://dx.doi.org/10.15373/2249555x/nov2012/20.

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Sawyer, W., and P. H. Van de Ven. "Paradigms of Mother tongue Education: Introduction." L1 Educational Studies in Language and Literature 07, Running Issue, no. 1, Special Issue (May 2007): 1–3. http://dx.doi.org/10.17239/l1esll-2007.07.01.07.

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Graham, Barbara Elaine. "Mother tongue education: necessary? Possible? Sustainable?" Language and Education 24, no. 4 (June 7, 2010): 309–21. http://dx.doi.org/10.1080/09500781003678696.

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Stoop (Chürr), Chrizell. "Children's Rights to Mother-Tongue Education in a Multilingual World: A Comparative Analysis between South Africa and Germany." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 20 (May 11, 2017): 1. http://dx.doi.org/10.17159/1727-3781/2017/v20i0a820.

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The importance of the mother tongue, and, more specifically, of mother-tongue education, is recognised globally. Use of the mother tongue is regarded as one of the most effective ways of acting and performing cognitively, socially and communally. The aim of this article is to encourage and promote the implementation and realisation of mother-tongue education through certain school/education models in order to achieve equality and liberation and to increase the incidence of high-performance education systems in a multilingual world. A comparative analysis of South Africa and Germany will also be undertaken with regard to language policies and the mother-tongue education situation in these countries' school systems. Several other aspects such as the choice of language as a fundamental right, the importance of international instruments, as well as some lessons to be learnt for both South Africa and Germany in respect of mother-tongue education, will be discussed. It will be concluded that, despite the existence of a multilingual world, the crucial importance of the use of the mother tongue and mother-tongue education should not be underestimated and/or ignored.
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Sridhar, Kamal K. "Mother Tongue Maintenance: The Debate. Mother Tongue Maintenance and Multiculturalism." TESOL Quarterly 28, no. 3 (1994): 628. http://dx.doi.org/10.2307/3587315.

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Dissertations / Theses on the topic "Mother tongue education"

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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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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
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.

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Graham, Barbara Elaine. "Pokomo mother tongue education implementation and evaluations." Thesis, University of Reading, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499364.

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This thesis focuses on the implementation of the Pokomo Mother Tongue Education (MTE) programme in rural Kenya a few years after its launch in preschool or Early Childhood Development (ECD) classes. It seeks to understand the social construction of the programme through the perceptions of the stakeholders, taken to be those involved, directly or indirectly, in the establishment and implementation of the programme, as well as the intended beneficiaries, using Giddens' structuration theory.
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Chan, Sik-chee Eva. "Mother-tongue teaching in Hong Kong secondary schools." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24533701.

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Chan, Sik-chee Eva, and 陳惜姿. "Mother-tongue teaching in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31972354.

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Lee, Brian King-tung. "The evaluation of mother tongue education policy in Hong Kong." access abstract and table of contents access full-text, 2008. http://libweb.cityu.edu.hk/cgi-bin/ezdb/dissert.pl?ma-sa-b22723183a.pdf.

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Thesis (M.A.)--City University of Hong Kong, 2008.
"SA 6903 MAPPM dissertation." "A dissertation undertaken in partial fulfillment of the requirements of the M.A. in Public Policy & Management, City University of Hong Kong." Title from PDF t.p. (viewed on Sept. 24, 2008) Includes bibliographical references.
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Hernandez, Beatrice. "The dilemmas of Mother Tongue Education : The integration of curriculum theory and practice: Chinese Mandarin and Spanish mother tongue teachers’ experiences in Sweden." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-158131.

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This study aims to gain a broader view, within the frame of a comparative international perspective, of the relationship and dilemmas between the theoretical visions of the curriculum and their applicability in practice by mother tongue teachers within the current organizational structures and given resources. The research uses a qualitative and comparative method and semi-structured interviews of ten mother tongue teachers, five Chinese Mandarin and five Spanish, teaching Compulsory School level 7 to 9 in Sweden. The interviews and dialogues with the teachers make it possible to see phenomenon from many different perspectives and build knowledge after the interpretation and exploration of their testimonies and experiences. The study is comparative and one can see that there are more similarities than differences among the interviewed Spanish and Chinese mother tongue teachers. Both groups defined MTE (Mothet Tongue Education) as essential in the lives of children and youths and mention aspects such as intellectual development, identity, and interculturalism linked to the labour market. Also the feeling of a sense of community with other cultures in the world would empower the students with a capacity for social relationships, tolerance, and understanding of different peoples. Thereafter I investigate if the mother tongue teachers find it difficult to interpret and implement the formulations of the SNAE (Swedish National Agency for Education) curriculum and the policies that govern their specific role in the school system. It also implies identifying some of the external, contextual factors that can affect the effective application of the curriculum. Concerning the curricular aspects, the conclusion is that many of the visions described in the texts are not compatible with the situation of mother tongue teaching or to the reality of the students. Organizational factors, incomprehension and lack of platform-based research affect negatively the ambitions of effective and equitable MTE in Sweden. In addition, these teachers are also preoccupied with the future of MTE in Sweden. The political discourse would appear to be driving Europe towards right-wing political ideas in which MTE would not be a priority.
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Prinsloo, Dawn Lilian. "The right to mother tongue education a multi-disciplinary, normative perspective." Thesis, University of Port Elizabeth, 2005. http://hdl.handle.net/10948/365.

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The post-apartheid South African Constitution guarantees the children of this country “the right to receive education in the official language or languages of their choice in public education institutions where that education is reasonably practicable” (The Constitution of the Republic of South Africa, Act 108 of 1996, Section 29 (2)) (Juta’s Statutes 2003). Yet ten years into the new dispensation nothing significant has been done to alter a situation in which the majority of children are obliged to access their basic education largely through the medium of a second or even a third language — English. In contravention of both the intentions and the specific provisions of numerous legislative measures and policy statements, Government has made no serious or effective attempt to promote the use of any language other than English in South African schools nor to encourage language practices most conducive to the cognitive development and academic success of millions of non-English speaking pupils. To make matters worse, most of the children who enter the school system with very little knowledge of English and are expected to make an abrupt transition to that language as a medium of instruction after a totally inadequate three years are from impoverished households and communities still suffering the gravest effects of the discrimination and oppression of apartheid. They are often underprepared and seriously disadvantaged by their background circumstances when they enter the culturally strange and intimidating western-style education system. To heap on top of these disadvantages the burden of language practices in the classroom that hinder rather than facilitate their access to education is indefensible. When Macdonald asks, “ Are our children still swimming up the waterfall?” (Macdonald 2002: 111) she is not exaggerating. In these circumstances and if ineffective language teaching and inadequate use of the mother tongue as a medium of instruction can be shown to bar effective access to basic education of an acceptable standard, there are far more serious and far-reaching implications in terms of human rights than just the right to choice of language medium. Linguistic research into medium of instruction has tended to be isolated from evaluative legal approaches to minority language rights, children’s rights, education rights or other fundamental human rights. Insufficient attention has been given to the interrelationship between the various rights and the importance of local conditions and circumstances in any assessment of their relative weight and enforceability. Human rights cannot be seen out of context, and theory from various disciplines, such as politics, economics and linguistics may be invaluable in forming a fresh perspective on the right to mother tongue education and, indeed, to basic education in general. The principle of non-discrimination in education is generally recognised, to be sure, as is the importance of ensuring access to and quality of education (Strydom 1992/93:139), but the dependence of these factors on the most appropriate medium of instruction within the education system does not merit much attention in the literature. The right to basic education tends to be seen as separate from any possible right to choice of medium of instruction and the latter often merely as a question of convenience or preference, at best a qualified right (Oosthuizen and Rossouw 2001: 666), dependent on feasibility, numbers and available finance (Motata and Lemmer 2002: 111). In fact, the case for regarding the right to mother tongue education as a strong positive right in many contexts and countries does not appear yet to have been made. This study is theoretical in nature and constitutes an attempt to fill this gap by examining the findings and views of experts from various disciplines within the framework of current thinking on human rights issues. The development of a coherent framework within which to view the right to mother tongue education and government obligations in connection therewith might be of some value to policy makers in their efforts to plan improvements within the education system. The synthesis and possibly, to a limited extent, the development of theory from the relevant disciplines will be undertaken by means of a survey of the relevant literature, an analysis of not only local but also international legislation and policy documents and the weighing and balancing of conflicting evidence and contrasting viewpoints. Sources and contributions in each area will be discussed under the headings outlined in Chapter 3. First, however, I should like to provide an overview of the educational, political and economic context in which mother tongue education must be considered.
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Ohyama, Masayo. "Japanese Mother Tongue Program in an International School| A Case Study." Thesis, Fordham University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10690149.

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In international schools, a range (75–80%) of students is non-native English speakers. However, many of these schools do not offer mother tongue (MT) programs to these students. These globally mobile students’ MT proficiency levels depend on whether or not their school offers an MT program. As a result, MT teachers must teach students who possess a wide range of proficiency levels in their MT. This study applied the lens of sociocultural theory to provide more complete description of the Japanese MT program in an international school including the school’s organization, language policy, and MT curriculum development. Rather than just describe instructional MT practices, this single case study examined the educational context of the school and the Japanese MT program by conducting semi-structured interviews, classroom observations, and documents in this international school offering an International Baccalaureate Diplomat Program (IBDP). The findings of this study were (a) a lack of written language policy, (b) a lack of common curriculum, (c) a lack of curriculum cohesion, (d) the Japanese MT language program offering combination of the day- school curriculum in grades 7–10 and the after-school curriculum in grades K-6, and (e) differentiated instruction implemented by the three Japanese teachers to the students who have different MT proficiency levels. Although international schools have a commitment to rich language development, they still need to reflect on how to improve the language curriculum including strengthening the organization structure of MT instruction and enhancing the curriculum cohesion of MT instruction across grade levels.

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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, Mei-fong, and 王美芳. "Language policies and their effects on mother tongue education in HongKong and Singapore." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31950127.

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Books on the topic "Mother tongue education"

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Mbaabu, Ireri. Mother-tongue in education. Nairobi: Lectern Publications, 1996.

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Central Institute of Indian Languages., ed. Mother tongue education: Theory and practice. Mysore: Central Institute of Indian Languages, 2000.

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Kapfo, Kedutso. A neurocognitive approach to mother tongue education. Mysore: Central Institute of Indian Languages, 2009.

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Kapfo, Kedutso. A neurocognitive approach to mother tongue education. Mysore: Central Institute of Indian Languages, 2009.

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Seminar on Mother Tongue Education of Malaysian Ethnic Minorities (1997 Kajang, Selangor). Mother tongue education of Malaysian ethnic minorities: Papers presented at the Seminar on Mother Tongue Education of Malaysian Ethnic Minorities. Kajang, Selangor: The Centre, 1998.

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Shoja, Ayem. A new approach to mother tongue education in Nigeria. [Nigeria]: Sogar Printers & Publishers, 2005.

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Griffin, Gail B. Calling: Essays on teaching in the mother tongue. Pasadena, Calif: Trilogy Books, 1992.

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C, Cairns John. Experimental mother tongue literacy program, Cameroon: Final evaluation. [Cameroon: s.n., 1987.

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Prah, K. K. Mother tongue for scientific and technological development in Africa. 3rd ed. Cape Town: Centre for Advanced Studies of African Society, 2000.

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Prah, K. K. Mother tongue for scientific and technological development in Africa. Bonn: Deutsche Stiftung für Internationale Entwicklung, Zentralstelle für Erziehung, Wissenschaft und Dokumentation, 1993.

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Book chapters on the topic "Mother tongue education"

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Możejko, Zbigniew P. "Mother Tongue Literacy." In Global Citizenship for Adult Education, 11–19. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003050421-4.

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Gagné, Gilles. "Linguistics and Mother Tongue Education." In The Relation of Theoretical and Applied Linguistics, 139–55. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4613-1923-8_7.

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Khan, Aziz U. "Whither Mother Tongue (in) Education?" In Global Perspectives on Language Education Policies, 23–33. New York ; London : Routledge, 2018. | Series: Global Research on Teaching and Learning English Series: Routledge, 2018. http://dx.doi.org/10.4324/9781315108421-2.

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Rahman, Tariq. "Mother tongue education policy in Pakistan." In The Routledge International Handbook of Language Education Policy in Asia, 364–80. Abingdon, Oxon; New York, NY: Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9781315666235-26.

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Horner, Kristine, and Jean-Jacques Weber. "Mother tongue education or literacy bridges?" In Introducing Multilingualism, 158–73. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315276892-10.

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Gagné, Gilles, Frans Daems, Sjaak Kroon, Jan Sturm, and Elca Tarrab. "Defining Research in Mother Tongue Education." 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, 1–18. Berlin, Boston: De Gruyter, 1987. http://dx.doi.org/10.1515/9783110857627-003.

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Bostrom, Robert N. "The Testing of Mother Tongue Listening Skills." In Encyclopedia of Language and Education, 21–27. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-1-4020-4489-2_3.

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Vincent, Denis. "The Testing of Reading in the Mother Tongue." In Encyclopedia of Language and Education, 1–10. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-1-4020-4489-2_1.

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Purves, Alan C. "The Assessment of Writing in the Mother Tongue." In Encyclopedia of Language and Education, 11–19. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-1-4020-4489-2_2.

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Tupas, Ruanni, and Isabel Pefianco Martin. "Bilingual and Mother Tongue-Based Multilingual Education in the Philippines." In Bilingual and Multilingual Education, 247–58. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02258-1_18.

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Conference papers on the topic "Mother tongue education"

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Blokh, Mark Y. "Mother Tongue and Its Territorial Expansion." In Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.224.

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Guo, Qian. "The Mother Tongue Education Status and Ecological Diversion in Chinese Colleges." In 2017 7th International Conference on Education and Management (ICEM 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icem-17.2018.150.

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Faridy, Faizatul, and Ernawulah Syaodih. "Analysis on the Importance of Mother Tongue in Early Childhood." In 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.33.

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Vieira de Castro, Antonio, and Ana Camarinha. "USING THE EASY2REC LECTURE RECORDER TO SUPPORT MOTHER TONGUE LEARNING ACTIVITIES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1492.

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Iliev, Dean, Daniela Andonovska-Trajkovska, Tatjana Atanasoska, and Fariz Farizi. "THE CONTENT OF THE MOTHER TONGUE TEXTBOOKS – CRITICAL AND PROSPECTIVE VIEW." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1158.

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Xu, Haining. "The Use of Mother Tongue in Foreign Language Teaching." In Proceedings of the 2018 3rd International Conference on Modern Management, Education Technology, and Social Science (MMETSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/mmetss-18.2018.59.

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Fahmi, Royan Nur, Fijriani Fijriani, Itsar Bolo Rangka, Sisca Folastri, Anna Rufaidah, and Miskanik Miskanik. "Diction on The Mother Tongue for Character Building in Early Childhood." In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.49.

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Maresova, Hana. "DIDACTIC ASPECTS OF LEARNING IN 3D VIRTUAL ENVIRONMENT IN MOTHER TONGUE EDUCATION." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.038.

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Tian, PinJing. "Teaching mode of College English General Education in the mother tongue culture." In 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iemss-17.2017.28.

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10

Leite, Sonia. "THE IMPACT OF DYSLEXIA IN READING AND WRITING ACTIVITIES IN THE MOTHER TONGUE AND THE FOREIGN TONGUE (ENGLISH)." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0340.

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Reports on the topic "Mother tongue education"

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Tofaris, Elizabeth, and Rebecca Thornton. Mother Tongue Education Improves Literacy in Uganda. REAL Centre, University of Cambridge and The Impact Initiative, September 2018. http://dx.doi.org/10.35648/20.500.12413/11781/ii319.

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