Journal articles: 'Mother tongue education'

1

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

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Ozfidan, Burhan. "Right of Knowing and Using Mother Tongue: A Mixed Method Study." English Language Teaching 10, no. 12 (October 30, 2017): 15. http://dx.doi.org/10.5539/elt.v10n12p15.

Full text

Abstract:

Language is a crucial factor for the academic achievement of minority people. Speaking the mother tongue in school increases self-confidence and thinking skills, and conveys freedom of speech. Mother tongue is an inseparable element of his or her culture and that everyone has the right to learn his or her mother tongue. The main objective of this current study is to illustrate the need for a language curriculum and to investigate what parameters will influence the development of a mother tongue. This study used an explanatory sequential mixed method, conducted in two phases: a quantitative phase followed by a qualitative phase. For quantitative data collection, 140 participants responded the survey instrument. For qualitative data collection, 12 participants were interviewed. The results indicated that everyone has the right to be taught in their mother tongue. Mother tongue education is necessary for a student to have an equal access to education and gain benefits from education as do others. Mother tongue education has a crucial role in ensuring school attendance, raising the quality of education, and integrating children into society. Therefore, the findings reflected that a bilingual education program is necessary to be educated in mother tongue.

APA, Harvard, Vancouver, ISO, and other styles

12

Gozukucuk, Meral. "Solution Suggestions in Elementary Literacy Teaching to Elementary School Students Whose Mother Tongue is not Turkish." Global Journal of Foreign Language Teaching 6, no. 1 (August 1, 2016): 46. http://dx.doi.org/10.18844/gjflt.v6i1.537.

Full text

Abstract:

The purpose of the current study is to offer solutions to the issues first grade students whose mother tongue is not Turkish face in elementary literacy teaching. Case study among qualitative research methods was used in conducting the current research. The sample consisted of 40 elementary school first grade teachers chosen according to maximum variation sampling who worked in Diyarbakır city center, province centers, towns, and villages in the 2012-2013 academic year. The data was collected using semi-structured interview forms. Content analysis was used to analyze the data. In the interpretation of the data frequency and percentage were used. It is seen that the most frequent view (25%) reported by teachers related to mother tongue education is:" Parents should be aware of the education their children receive and they should care about the education their children receive". The 22, 5% of the teachers report that: “Education must be in the mother tongue first and then the official language". The 17, 5% of the teachers report that:" Students should be provided to speak in Turkish as well as their mother tongue before they start school". The 10% of the teachers report that: “Education must be in the mother tongue"; however, they did not comment on how to proceed with this education. It may not be possible for students whose mother tongue is not Turkish to receive education solely in their mother tongue. Even if students receive education in their mother tongue they still need to receive education in Turkish as well, since the official language of our country is Turkish and it is used in formal procedures. Keywords: Mother tongue, bilingual education, elementary literacy teaching, solution.

APA, Harvard, Vancouver, ISO, and other styles

13

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 (December 25, 2020): 257–61. http://dx.doi.org/10.36902/sjesr-vol3-iss4-2020(257-261).

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

14

Sawyer, W., and P. H. Van den Ven. "Starting points. Paradigms in Mother tongue Education." L1 Educational Studies in Language and Literature 07, Running Issue, no. 1, Special Issue (May 2007): 5–20. http://dx.doi.org/10.17239/l1esll-2007.07.01.06.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Gupta, Anthea Fraser. "When Mother-tongue Education is not Preferred." Journal of Multilingual and Multicultural Development 18, no. 6 (November 1997): 496–506. http://dx.doi.org/10.1080/01434639708666337.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Yuldasheva, Dilorom Nematovna. "PROBLEMS OF N PROBLEMS OF NATIONAL LANGUAGE EDUCA GE EDUCATION AT SCHOOL." Scientific Reports of Bukhara State University 4, no. 3 (June 26, 2020): 268–76. http://dx.doi.org/10.52297/2181-1466/2020/4/3/5.

Full text

Abstract:

What should a student learn mainly from mother tongue lessons in secondary schools? Basics of linguistics or language features? Of course, learning linguistic features is important to the reader. Because not every high school graduate becomes a linguist in the future. This article analyzes the problems of mother tongue education in secondary schools and comments on their solutions.

APA, Harvard, Vancouver, ISO, and other styles

17

Hill, D. A. "Review: Using the Mother Tongue." ELT Journal 58, no. 2 (April 1, 2004): 210–12. http://dx.doi.org/10.1093/elt/58.2.210.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Khadka, Bishnu Kumar. "Mother Tongue Education: A Quest of Quality and Access in Education." Journal of NELTA Surkhet 5 (April 1, 2018): 65–74. http://dx.doi.org/10.3126/jns.v5i0.19489.

Full text

Abstract:

As it is claimed and is the ground reality that language is not everything but everything is nothing in education without language. Moreover, language shapes the learning and learning begins with language. In this regards, this article attempts to review the multilingual perspectives in terms of access and quality in education through mother tongue based education advocacy. It is theoretical in nature which is based on the secondary sources of theoretical review and tries to justify with policy and practice based rational for mother tongue education in Nepalese context.Journal of NELTA Surkhet, Vol. 5 January, 2018, Page: 65-74

APA, Harvard, Vancouver, ISO, and other styles

19

Kadir, Sheelan Shakir. "The Impact of Learning Kurdish ‘Mother-Tongue’ in London on Mainstream Education." ISSUE EIGHT 5, no. 1 (June 30, 2021): 73–81. http://dx.doi.org/10.25079/ukhjss.v5n1y2021.pp73-81.

Full text

Abstract:

This study investigates the impact of a group of Kurdish children learning their mother-tongue, in two Kurdish Saturday schools in North London, and particularly the impact on the children’s integration into mainstream schooling. There are some historical issues surrounding ethnic minority children’s education that have been labelled as problematic towards their educational achievements in the United Kingdom. The responsibility of teaching the mother-tongue to those children takes place formally in supplementary or Saturday schools in their community rather than in mainstream schools. Many researches have revealed that learning their mother tongue is beneficial for children in general. In particular, this research focuses on the impacts on Kurdish children in mainstream education, since the number of children from diverse backgrounds is increasing, including the number of children from the Kurdish community. Mixed method research has been undertaken to examine this issue, including a semi- structured questionnaire and group interview used to collect data, as this research depended on students’ as well as parents’ views in integrating their child in some state schools. The findings revealed that learning the mother-tongue is beneficial for children from diverse backgrounds and that supplementary schools play a vital role in learning the mother-tongue on children’s attitude in mainstream education.

APA, Harvard, Vancouver, ISO, and other styles

20

Cummings, Kate. "Reclaiming the Mother('s) Tongue: Beloved, Ceremony, Mothers and Shadows." College English 52, no. 5 (September 1990): 552. http://dx.doi.org/10.2307/377543.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Akhmedov, Ataullo Rakhmatovich, and Shokhida Yusufovna Yokubova. "ON THE ROLE OF CREATIVE ACTIVITIES IN MOTHER TONGUE TEXTBOOKS FOR UZBEK CLASSES IN THE DEVELOPMENT OF STUDENT’S THINKING." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 05 (May 31, 2021): 124–27. http://dx.doi.org/10.37547/pedagogics-crjp-02-05-22.

Full text

Abstract:

The article explores conclusions based on the study of primary school textbooks, the role of mother tongue education for uzbek classes in the effectiveness of education, the role of cognitive-pragmatic approach in mother tongue education and its contribution to expand the scope of student’s thinking and creative exercises.

APA, Harvard, Vancouver, ISO, and other styles

22

Marcilese, Mercedes, Cristina Name, Marina Augusto, Daniele Molina, and Raiane Armando. "Mother-tongue education, linguistic variation and language processing." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 72, no. 3 (October 7, 2019): 17–40. http://dx.doi.org/10.5007/2175-8026.2019v72n3p17.

Full text

Abstract:

This paperexploresan intersection betweenthree main topics: (i) sociolinguistic variation, (ii) variation acquisition and processingaccording toa psycholinguistic approachand (iii) mother-tongue teaching/learning when the two previous factors are taken into account. Nonstandard linguistic varieties coexist in society with a standardized variety that could be defined as the ‘language of education’. The distance between standard forms and the variety acquired by children at home is quite variable and could have an impact on how and when the formal register becomes (or not) part of the range of linguistic speaker’s options.In order to address these issues, we provide experimental results regarding the comprehension and production of two linguistic aspects that show a high variation in Brazilian Portuguese– verbal agreement and anaphoric forms in direct object position – as a function of formal education exposure; we also articulate these results with the concepts of core grammar and marked periphery (Kato, 2005) for a more theoretical discussion.

APA, Harvard, Vancouver, ISO, and other styles

23

Schluessel, Eric T. "History, identity, and mother-tongue education in Xinjiang." Central Asian Survey 28, no. 4 (December 2009): 383–402. http://dx.doi.org/10.1080/02634930903577144.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Akinnaso, F. Niyi. "On the Mother Tongue Education Policy in Nigeria." Educational Review 43, no. 1 (January 1991): 89–106. http://dx.doi.org/10.1080/0013191910430108.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Tsung, Linda T. H., and Ken Cruickshank. "Mother tongue and bilingual minority education in China." International Journal of Bilingual Education and Bilingualism 12, no. 5 (September 2009): 549–63. http://dx.doi.org/10.1080/13670050802209871.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Olloqova, Mamanazarovna Ogiljon. "Intensive education and linguistic competence in mother tongue." ACADEMICIA: AN INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL 11, no. 1 (2021): 580–87. http://dx.doi.org/10.5958/2249-7137.2021.00088.4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Locastro, Virginia, Istvan Kecskes, and Tunde Papp. "Foreign Language and Mother Tongue." TESOL Quarterly 35, no. 3 (2001): 501. http://dx.doi.org/10.2307/3588034.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

BAZIMAZIKI, GABRIEL. "Students perceptions of using a second language in a mother tongue dominated environment." International Journal for Innovation Education and Research 6, no. 2 (February 28, 2018): 1–12. http://dx.doi.org/10.31686/ijier.vol6.iss2.915.

Full text

Abstract:

While English is an official language and holds a significant role in education not only as a medium of instruction but also a subject of study from primary to tertiary level in Rwandan education system, some students still stick on their mother tongue in academic environment and this impedes language education and quality education as a whole. Based on Communicative approach, this study explored students’ perceptions of using a second language in a mother tongue dominated environment. The study involved 36 Diploma students from language education combinations. Questionnaire was used for data collection. Analysis revealed that mother tongue environment affects second language use. It was recommended that efforts be made to practice and improve their English language for effective communication.

APA, Harvard, Vancouver, ISO, and other styles

29

Šalda, Vitālijs. "Latviešu publicisti par izglītību dzimtajā valodā (19. gs. otrā puse)." Sabiedrība un kultūra: rakstu krājums = Society and Culture: conference proceedings, no. XXIII (August 16, 2021): 97–105. http://dx.doi.org/10.37384/sk.2021.23.097.

Full text

Abstract:

The issue of school education in the mother tongue, which is part of a wider issue of the rights of national minorities in a civilized society, is still topical in Latvia nowadays. In this respect, the attitude of Latvian publicists towards the education in native language in the second half of the 19th century may be of interest, as they largely articulated the wishes and demands of the people to the ruling regime, when Latvians were struggling to obtain education for their children in their mother tongue opposed to the offi-cial language of the state. Based on the study of Latvian periodicals of the second half of the 19th century, the author con-cludes, that speaking about the use of the mother tongue in schools, Latvian publicists defended both na-tional and classical liberal values. It was found that their arguments about the need for a consistent use of the mother tongue in the education system were still incomplete, but they cannot be scientifically denied even today.

APA, Harvard, Vancouver, ISO, and other styles

30

Dudics Lakatos, Kateryna, and Natalia Libak. "TRANSCARPATHIAN EDUCATION THROUGH THE PRISM OF DIALECT ATTITUDE." Philological Review, no. 1 (May 31, 2021): 34–44. http://dx.doi.org/10.31499/2415-8828.1.2021.232641.

Full text

Abstract:

Most of the pupils who go to school speak the language version they have learned at home and only during the teaching process acquire the standard version of the spoken language. That is why it is extremely important that any negative, unpleasant experience should not be connected to the primary language version, as the only basis, building onwhich, mother tongue teaching can be effective. In our study, based on the data from a repeated questionnaire collection, we would like to illustrate what do the teachers of the Transcarpathian secondary schools with the Hungarian language of instruction think about the non-standard versions and theirs speakers. In 2008, 150 teachers responded to the questions about a language and dialect attitude, and in 2018, the same questionnaire was completed by 100 colleagues online or on paper basis. In the study, we used the SPSS statistical processing program, so it turns out whether there has been a significant change in the perception of dialects in the last 10 years in the studied community. After all, the teaching of Hungarian as a mother tongue was reformed during this period, and the curriculum also gave priority to the issue of mother tongue’ version and communication competence. Based on the partial results of the repeated study, we can state that in the past 10 years the opinion of Transcarpathian teachers of secondary schools with the Hungarian language of instruction has changed in a positive direction.There was a higher proportion of responses suggesting an additive approach mediated by the formal curriculum than in 2008. Nevertheless, the explanatory answers received in addition to the more positive statistics still show a trace of the previous approach: the linguistic and dialectal consciousness of the majority of the respondents is far from definite and confident.There are a number of stereotypes in seemingly benign but rather forgiving writings that take longer to undress.However, it is clear that the reform of mother tongue education has an impact, even a positive one. In order to be even more effective, the mother-tongue education in Transcarpathia must follow this way. Therefore, it is important that teachers who teach in both Ukrainian and minority languages show a definite and objective attitude towards their pupils in addition to/despite the changing mother tongue curricula and inconsistent textbooks that do not meet local needs.

APA, Harvard, Vancouver, ISO, and other styles

31

Rosekrans, Kristin, Arieh Sherris, and Marie Chatry-Komarek. "Education reform for the expansion of mother-tongue education in Ghana." International Review of Education 58, no. 5 (August 9, 2012): 593–618. http://dx.doi.org/10.1007/s11159-012-9312-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Kyuchukov, Hristo. "Discourse anaphora in Turkish as mother tongue." Intercultural Education 20, no. 4 (August 2009): 379–84. http://dx.doi.org/10.1080/14675980903352027.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Nji, Angu Roland. "Mother Tongue-Based Bilingual Education and Concept Formation in Children in Bafut Sub-Division." International Journal of Trend in Scientific Research and Development Volume-3, Issue-2 (February 28, 2019): 180–85. http://dx.doi.org/10.31142/ijtsrd20276.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Guerra, Joaquim. "Will education in the mother tongue contribute to the increase of digital literacies?" World Journal on Educational Technology: Current Issues 6, no. 3 (August 5, 2017): 139. http://dx.doi.org/10.18844/wjet.v6i3.1975.

Full text

Abstract:

We live undoubtedly in a digital era in which younger people have more technological knowledge and use technology more than older people who mostly must adapt their lives and practices, learning how, why, and when to use digital tools. In schools, this gap is visible if we compare the curricula for teaching the Portuguese mother tongue and teachers’ practices. As we demonstrate, the references in syllabi are residual, and teachers use digital tools as they used other tools before. This paper aims to summarize and to intersect the results from previous studies on information and communication technologies (ICT), Portuguese mother tongue syllabi, and teachers’ practices with ICT. It also points out some causes of the lack of aims for the increase of digital literacy in mother tongue education.

APA, Harvard, Vancouver, ISO, and other styles

35

Banda, Felix. "In search of the lost tongue: Prospects for mother tongue education in Zambia." Language, Culture and Curriculum 9, no. 2 (January 1996): 109–19. http://dx.doi.org/10.1080/07908319609525223.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

EROL, Ertan. "KURDISH MOTHER TONGUE EDUCATION POLICY OF PKK TERRORIST ORGANIZATION." Journal of International Social Research 10, no. 53 (December 20, 2017): 193–204. http://dx.doi.org/10.17719/jisr.20175334113.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Shalom, T., and B. Nir-Sagiv. "Integrating Technology Into Mother-Tongue Education: Examples from Hebrew." L1 Educational Studies in Language and Literature 07, Running Issue, no. 2 (July 2007): 121–40. http://dx.doi.org/10.17239/l1esll-2007.07.02.03.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Bal, Mazhar, and Filiz Mete. "Cultural Literacy in Mother Tongue Education: an Action Research." Qualitative Research in Education 8, no. 2 (June 28, 2019): 215. http://dx.doi.org/10.17583/qre.2019.4186.

Full text

Abstract:

The aim of the research is to relate the middle school students’ literacy skills to their basic language skills. The study was designed as an action research. The participants of the study are middle school students. The data collection tool consists of semi-structured interview form, semi-structured observation form, log form and activity files. The research process was carried out in three stages: cultural awareness, cultural diversity and cultural literacy. It was observed that participants cultural literacy skills developed at each stage. In addition, while performing basic language skills, they were found to be more effective at every stage. Based on the results of the study, it is concluded that the mother language education lesson can be associated with the learning outcome of cultural literacy skills and basic language skills.

APA, Harvard, Vancouver, ISO, and other styles

39

Joshi, Hemangi. "A Case of Mother-Tongue Based Multi-Lingual Education." Journal of Exclusion Studies 9, no. 2 (2019): 183. http://dx.doi.org/10.5958/2231-4555.2019.00015.9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Ng, Chin Leong Patrick. "Mother tongue education in Singapore: concerns, issues and controversies." Current Issues in Language Planning 15, no. 4 (June 11, 2014): 361–75. http://dx.doi.org/10.1080/14664208.2014.927093.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Bourke, James. "Mother Tongue Use in Bilingual/Bidialectal Education A Response." Journal of Multilingual and Multicultural Development 17, no. 2-4 (September 1996): 258–61. http://dx.doi.org/10.1080/01434639608666278.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

G’oyibnazarova, Nargiza Raximjonovna. "INTEGRATION BETWEEN MOTHER TONGUE AND MATHEMATICS IN PRIMARY EDUCATION." Theoretical & Applied Science 77, no. 09 (September 30, 2019): 310–12. http://dx.doi.org/10.15863/tas.2019.09.77.55.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

BAL, Mazhar. "Use of Popular Culture Texts in Mother Tongue Education." Journal of Education and Learning 7, no. 2 (March 20, 2018): 293. http://dx.doi.org/10.5539/jel.v7n2p293.

Full text

Abstract:

The aim of this study was to associate popular culture texts with Turkish language lessons of middle school students. For this purpose, a model was proposed and a suitable curriculum was prepared for this model. It was aimed to determine how this program, which was the result of associating popular culture texts with Turkish language lesson outcomes, operated during classroom practices. The study was designed based on action research principles. The participants of the research were 19 (12 males and 7 females) seventh grade students. These pariticipants were selected according to the criterion sampling technique. Audio and video recording, questionnaire form, student and research diary, observation form, student activity files were used as data collection tools. Descriptive analysis technique was used in the analysis of these data. According to research data, it was seen that the Turkish language lessons associated with popular culture texts contributed to the development of basic language skills and developed a critical perspective on popular culture texts. However, for the action research process, students expressed their opinion that the lessons were fun and related to out of school life.

APA, Harvard, Vancouver, ISO, and other styles

44

Ndlovu, Eventhough. "Mother-Tongue Education in Venda: An Ethnolinguistic Vitality Critique." Language Matters 46, no. 3 (September 2, 2015): 364–88. http://dx.doi.org/10.1080/10228195.2015.1100663.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Malone, Susan, and Patricia Paraide. "Mother tongue-based bilingual education in Papua New Guinea." International Review of Education 57, no. 5-6 (December 2011): 705–20. http://dx.doi.org/10.1007/s11159-011-9256-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Lab, Jesús García. "Book Review: Using the Mother Tongue." RELC Journal 35, no. 3 (December 2004): 377–79. http://dx.doi.org/10.1177/003368820403500311.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Rao, A. Giridhar. "The English-Only Myth." Language Problems and Language Planning 37, no. 3 (November 15, 2013): 271–79. http://dx.doi.org/10.1075/lplp.37.3.04rao.

Full text

Abstract:

The first section of this overview starts by briefly sketching the state of the school education system in India. We then note that English-medium private schools are often not much better than government schools (whether English-medium or not). The second section argues that English-medium education in India must be seen in the larger context of a mother-tongue-medium education. English-medium-only education in India gives poor educational results, and it increases social inequalities. The way forward lies in a mother-tongue-based multilingual education that includes English.

APA, Harvard, Vancouver, ISO, and other styles

48

Kalinde, Bibian, and Dorette Vermeulen. "Fostering children’s music in the mother tongue in early childhood education: A case study in Zambia." South African Journal of Childhood Education 6, no. 1 (December 3, 2016): 9. http://dx.doi.org/10.4102/sajce.v6i1.493.

Full text

Abstract:

The influence that the use of a familiar language has on learning has long been explored with suggestions that a child’s mother tongue is the most suited initial language of instruction in school. In Zambia, however, this is not the case as the majority of people think that young children should learn to speak in English as soon as possible because this is the language of education. As a result, songs in English dominate the singing repertoire in pre-schools even when children have not mastered sufficient English vocabulary. Singing songs in English, just as teaching children in a language they do not understand, has been shown to hamper learning. The theoretical lens of indigenous African education underpins the study in order to investigate how music in the mother tongue in a cultural context can foster educational aims. Research participants included an expert in Zambian indigenous children’s songs who also acted as resource person and led 18 children aged between 5 and 6 years in sessions of music in their mother tongue. The findings of the study revealed that educational implications of children’s participation in music in the mother tongue can be found in the way in which they are organised, the activities they involve and in the music elements that characterise them.

APA, Harvard, Vancouver, ISO, and other styles

49

Paudel, Jnanu Raj. "Mother Tongue based Multilingual Education (MT- MLE): Teachers' Language Ideologies." Journal of NELTA Surkhet 5 (April 1, 2018): 28–40. http://dx.doi.org/10.3126/jns.v5i0.19483.

Full text

Abstract:

Mother Tongue based Multilingual Education (MT- MLE) is a form of multilingual education built on the learners' mother tongue. This article explores the teachers' ideology on the policy (as policy appropriator). The ideologies of the language teachers have been drawn from the interpretive perspectives where the reality is judged based on the experiences of the research and the researched. The participants in this study covered five English language teachers who have been working in the area of multilingualism. The in-depth interview with them supplied the data for arriving into the results and conclusions. Finally, the teachers unraveled their strong belief on the use of MLE for language promotion and protection of indigenous knowledge.Journal of NELTA Surkhet Vol. 5 January, 2018, Page: 28-40

APA, Harvard, Vancouver, ISO, and other styles

50

Akinnaso, F. Niyi. "Policy and experiment in mother tongue literacy in Nigeria." International Review of Education 39, no. 4 (July 1993): 255–85. http://dx.doi.org/10.1007/bf01102408.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Mother tongue education'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles