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Books on the topic 'Mother tongue education'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

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

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2

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

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3

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

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4

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

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5

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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6

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

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7

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

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8

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

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9

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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10

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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11

Hegelund, Lone. A comparative language policy analysis of minority mother tongue education in Denmark and Sweden. Copenhagen: Danish University of Education, 2002.

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12

Gagné, Gilles, Frans Daems, Sjaak Kroon, Jan Sturm, and Erica Tarrab, eds. Selected Papers in Mother Tongue Education / Etudes en Pédagogie de la Langue Maternelle. Berlin, Boston: De Gruyter, 1987. http://dx.doi.org/10.1515/9783110857627.

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13

Opoola, B. T. Linguistics and mother tongue teaching and learning in Nigerian primary schools. Oyo, Nigeria: Immaculate-City, 2002.

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14

Uluslararası Katılımlı Anadili Sempozyumu 2: International Symposium on Mother Tongue : bildiriler kitabı (30-31 Mayıs 2009). Çankaya, Ankara: Eğitim Sen Yayınları, 2010.

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15

Being bilingual: A guide for parents, teachers and young people on mother tongue, heritage language and bilingual education. Stoke-on-Trent: Trentham Books, 1995.

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16

Kuru Family of Organisations. Letloa Trust Culture and Education Programme., Southern African San Education Forum., Working Group of Indigenous Minorities in Southern Africa. Regional San Education Project., and Regional Conference on Multilingualism in Southern African Education (2005 : Gaborone, Botswana), eds. For the benefit of all: Mother tongue education for southern African minorities : a comprehensive summary report from a Regional Conference on Multilingualism in Southern African Education, 1-2 June 2005 Gaborone, Botswana. [Windhoek: WIMSA, 2006.

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17

Muthwii, Margaret Jepkirui, and Juliana Nzomo. Language policy and practices in education in Kenya and Uganda: Perceptions of parents, pupils, and teachers on the use of mother tongue, Kiswahili and English in primary schools : report. Nairobi: Phoenix Publishers, 2002.

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18

Community languages in primary education. Windsor, Berkshire: NFER-NELSON, 1986.

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19

The Kurdish nationalist movements in Turkey, 1980 to 2011: Oppression, resistance, war, education in the mother tongue and relations with the Kurdistan Regional Government. Costa Mesa, Calif: Mazda Publishers, 2011.

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20

Mangochi, Malawi) National Symposium on Language Policy Formulation (3rd 2001. Cross-border languages within the context of mother tongue education: Proceedings of the third National Symposium on Language Policy and Language Policy Implementation : held at Sun 'n' Sand, Mangochi, 20-22 August 2001. Zomba, Malawi: University of Malawi, Center for Language Studies, 2001.

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21

Castagna, Vanessa, and Sandra Quarezemin. Travessias em língua portuguesa Pesquisa linguística, ensino e tradução. Venice: Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-461-5.

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The series is the expression of the Center for Research on Teaching of Languages, which in Edizioni Ca’ Foscari also has a magazine, Linguistics Education - Language Education, EL.LE, and a necklace, Intercultural Communication, COMINT, dedicated to this important but overlooked aspect of language mastery. In the series, the volumes of which are approved by three blind referees before publication, are three types of search space: a. studies on the epistemologic nature of the science that studies language education, in the wider meaning that includes Italian mother tongue, second and foreign, modern languages and classical ones; b. operational studies on methods, strategies, language teaching methodologies; c. quantitative and qualitative surveys on particular aspects of language teaching in the various training areas. The collection hosts studies of scholars working both at Ca’ Foscari University and in other institutions.

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22

Editor), Frances Christie (Series, ed. Learning the Mother Tongue (Language Education). Oxford University Press, USA, 1989.

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23

Painter, Clare. Learning the Mother Tongue (Language Education). Hyperion Books, 1995.

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24

Gagne, G., S. Kroon, and F. Daems. Selected Papers in Mother Tongue Education. Mouton De Gruyter, 1987.

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25

1923-, Fafunwa A. Babs, Macauley Juliet Iyabode, and Sokoya J. A. Funnso, eds. Education in mother tongue: The Ife Primary Education Research Project. Ibadan: University Press, 1989.

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26

Griffin, Gail B. Calling: Essays on Teaching in the Mother Tongue. Trilogy Publications, 1992.

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27

Witold, Tulasiewicz, and Adams Anthony 1933-, eds. Teaching the mother tongue in a multilingual Europe. London: Cassell, 1998.

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28

Research on mother tongue education in a comparative international perspective: Theoretical and methodological issues. Amsterdam: Rodopi, 2004.

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29

Herrlitz, Wolfgang, Sigmund Ongstad, and Piet-Hein Van De Ven. Research on Mother Tongue Education in a Comparative International Perspective: Theoretical and Methodological Issues. Rodopi B.V. Editions, 2007.

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30

Resy, Delnoy, Herrlitz Wolfgang, Kroon Sjaak, and International Mother Tongue Education Network., eds. European education in mother tongue: A second survey of standard language teaching in eight European countries. Nijmegen, the Netherlands: International Mother Tongue Education Network, 1995.

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31

(Editor), Wolfgang Herrlitz, Sigmund Ongstad (Editor), and Piet-Hein van de Ven (Editor), eds. Research on mother tongue education in a comparative international perspective: Theoretical and methodological issues. (Utrecht Studies in Language & Communication). Rodopi, 2007.

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32

Argaw, Bethlehem A. Quasi-experimental evidence on the effects of mother tongue-based education on reading skills and early labour market outcomes. UNU-WIDER, 2016. http://dx.doi.org/10.35188/unu-wider/2016/047-8.

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33

In-between People: Language and Culture Maintenance and Mother-Tongue Education in the Highlands of Papua New Guinea (SIL International Publications in Language Use and Education). SIL International, 2005.

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34

Tollefson, James W., and Amy B. M. Tsui. Medium of Instruction Policy. Edited by James W. Tollefson and Miguel Pérez-Milans. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190458898.013.12.

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This chapter traces the main pedagogical and political agendas that are implicit in medium of instruction (MOI) policies. It begins with an important worldwide effort to promote mother-tongue MOI: the Education for All initiative. Although this initiative has gained wide support among education scholars, MOI policies that privilege former colonial languages remain dominant in many contexts. The second section focuses on colonial and postcolonial contexts. In recent years debates about MOI in postcolonial education have focused on the spread of English MOI under globalization. The third section examines globalization, specifically with the examples of Malaysia, Hong Kong, China, and European higher education. The fourth section examines a major counterforce to English MOI: the language rights movement. Finally, the chapter ends with a discussion of explicit efforts to use MOI to reduce inequality.

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35

Phillipson, Robert, and Tove Skutnabb-Kangas. English, Language Dominance, and Ecolinguistic Diversity Maintenance. Edited by Markku Filppula, Juhani Klemola, and Devyani Sharma. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199777716.013.005.

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The chapter analyses how English became dominant and the implications of the expansion of dominant languages for the linguistic and cultural ecology and biodiversity. English has expanded through the imperialist and linguicist policies of the UK, the USA and the World Bank. Key structural and ideological parameters are identified. In postcolonial contexts, language in education policies remain largely unchanged. Linguicism can lead to linguicide. The need for terminological clarity is stressed: for instance “lingua franca” should not imply that language is unconnected to power. A multidisciplinary approach to analysing the relationships between linguistic and other diversities is needed. There is hard data on ecolinguistic impoverishment: diversity of all kinds is seriously endangered. Examples are given of mother-tongue-based multilingual education in Africa and of Nordic policies to maintain the vitality of local languages. However, these are up against the market forces behind English and European Union policies that strengthen English.

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36

Short, Simine. The Formative Years. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252036316.003.0001.

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This chapter details the early years of Octave Chanute. In 1838, six-year-old Octave arrived in America with his father Joseph Chanut, who had accepted an offer to teach in one of the three major colleges in antebellum Louisiana. The eldest of three, Octave left the security of his life in Paris, where he lived with his mother, grandmother, and two younger brothers, to move to America with a father he barely knew. A new life, so different and not Parisian at all, began for Joseph and Octave. Joseph home-schooled his son, and his French-speaking colleagues supplied a teaching curriculum according to their expertise, usually communicating in their mother tongue. They not only taught the youngster to read and write, but also to tell the truth and observe the general rules of etiquette. In September 1846, Octave entered the Coudert Lyceum in New York for an education different than what he had received from his father and other professors in Louisiana. After graduating in August 1848 with a degree similar to a high school diploma, Octave selected the Hudson River Railroad as his path into the future.

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37

Singh, Gurbachan. Mother tongues of linguistic minorities in multicultural Britain: A study of the development and implementation of mother-tongue/community language teaching and related educational policies with special reference to ethnic minority groups in Britain. Bradford, 1985.

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38

Lombardi, Elena. Imagining the Woman Reader in the Age of Dante. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198818960.001.0001.

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The literature of the Italian Due- and Trecento frequently calls into play the figure of a woman reader. From Guittone d’Arezzo’s piercing critic, the ‘villainous woman’, to the mysterious Lady who bids Guido Cavalcanti to write his grand philosophical song, to Dante’s female co-editors in the Vita Nova and his great characters of female readers, such as Francesca and Beatrice in the Comedy, all the way to Boccaccio’s overtly female audience, this particular sort of interlocutor appears to be central to the construct of textuality and the construction of literary authority in these times. The aim of this book is to shed light on this figure by contextualizing her within the history of female literacy, the material culture of the book, and the ways in which writers and poets of earlier traditions (in particular Occitan and French) imagined her. Its argument is that these figures of women readers are not mere veneers between a male author and a ‘real’ male readership, but that, although fictional, they bring several advantages to their vernacular authors, such as orality, the mother tongue, the recollection of the delights of early education, literality, freedom in interpretation, absence of teleology, the beauties of ornamentation and amplification, a reduced preoccupation with the fixity of the text, the pleasure of making mistakes, dialogue with the other, the extension of desire, original simplicity, and new and more flexible forms of authority.

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