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Journal articles on the topic 'Mother tongue language education'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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1

EL Hadri, Oumeima. "African Languages Development in Education -Bilingualism and African Languages." International Journal of Language and Literary Studies 4, no. 2 (2022): 223–41. http://dx.doi.org/10.36892/ijlls.v4i2.893.

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The issue of teaching in the mother tongue has generated significant and controversial debates among decision-makers and has engendered different policies aiming to enhance the use of mother tongues into educational curricula. Africa is a perfect illustration of a continent where mother tongues have been marginalized over years to let the place to foreign and colonial languages to expand and become official languages.This article reviews the current situation of African languages as means of instruction and provides some anticipation for the use of mother tongues in educational systems designe
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2

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

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

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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.
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Boothe, Ken, and Roland W. Walker. "Mother Tongue Education in Ethiopia." Language Problems and Language Planning 21, no. 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
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Karatas, Kasim, and Mehmet Fatih Ayaz. "Bilingualism and bilingual educational model suggestion for Turkey." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (2017): 142–49. http://dx.doi.org/10.18844/prosoc.v3i1.1761.

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The aim of the research is to discuss what the bilingual education is and to suggest a model for performing this education in Turkey. There are many nations whose mother tongues are different in Turkey. Today, educating children whose mother tongue and official language are different is the basis of some problems. It is observed that in case of education is performed just with official language, the children whose mother tongue is different than official language are strained as educational and they face serious social problems in the first years of the school. Bilingual education means to per
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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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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.

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10

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

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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 pha
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Graham, Barbara Elaine. "Mother tongue education: necessary? Possible? Sustainable?" Language and Education 24, no. 4 (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 b
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13

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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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 (2019): 17–40. http://dx.doi.org/10.5007/2175-8026.2019v72n3p17.

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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 l
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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.

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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
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Zarina Waheed, Abdul Wahab, and Waheed Bahadur. "PERCEPTION OF FUTURE TEACHERS ABOUT MOTHER TONGUE EDUCATION IN BRAHUI LANGUAGE AT PRIMARY LEVEL." Al-Burz 12, no. 1 (2020): 24–29. http://dx.doi.org/10.54781/abz.v12i1.47.

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Brahui language has its own uniqueness and value as it is one of the oldest languages of Pakistan and considered as a Dravidian language. The purpose of this study was to explore the perception of future Brahui speaking teachers about mother tongue education in Brahui language at primary level in Balochistan. In this study, a qualitative approach was used. The research design was case study and site of the study was Sardar Bahadur Khan Women’s University Quetta. Semi-structure interviews were conducted from the Brahui speaking future teachers of B.Ed. (Hons.) 7th semester (5), M.A Education 3r
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Sofronieva, Ekaterina, and Christina Beleva. "USE OF THE MOTHER TONGUE IN FOREIGN LANGUAGE INTERACTION." Education and Technologies Journal 12, no. 1 (2021): 177–81. http://dx.doi.org/10.26883/2010.211.3175.

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The article offers a brief historical overview of some of the main methods in foreign language teaching and focuses on the use of the native language in their application. A modern study conducted among children from nursery schools in Bulgaria shows that when language education is carried out only in the target language, children also use only this language in their language interactions and vice versa. Some of the research findings are that 42.2 percent of the children whose teachers communicate with them in both languages, also make use of Bulgarian when trying to convey meanings and messag
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Robert, Jean-Michel. "Towards a Teaching of French to English-speaking Learners by Cognate Comprehension." ITL - International Journal of Applied Linguistics 121-122 (January 1, 1998): 39–50. http://dx.doi.org/10.1075/itl.121-122.04rob.

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Abstract Acquiring a foreign or a second language differs strongly according to the proximity of the target language and the mother tongue. In the case of distant languages, the learner tends to simplify the structure of his/her mother tongue and use semantax. On the other hand, the learner of a cognate language could consider the target language as a dialectal variant of his/her own mother tongue. The resulting adaptation would be an innate adaptation, a linguistic superposition. The didactic strategy would then consist in supervising this process of superposition and devising a teaching syst
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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 (2018): 1–12. http://dx.doi.org/10.31686/ijier.vol6.iss2.915.

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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
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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.

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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 instru
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Vrućinić, Jelena, Vesela Milankov, Ivana Matić, Staša Ivezić, and Milica Stelkić. "Complexity of syntactic structure in non-native language in bilingual children." Norma 26, no. 1 (2021): 81–96. http://dx.doi.org/10.5937/norma2101081v.

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Serbian and Slovak are related languages and both languages belong to the group of Slavic languages. It is important to point out that bilingualism can have a negative impact on children's education, especially when they are not equally exposed to the use of both languages, as is the case with Slovaks in the Republic of Serbia. The aim of this paper is to determine the complexity of the syntactic structure in the non - mother tongue in bilingual children whose mother tongue is Slovak. The sample of children included forty children aged 7 years. The research was conducted at the Elementary Scho
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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 (2016): 46. http://dx.doi.org/10.18844/gjflt.v6i1.537.

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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 interpret
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Savvinova, Anna. "Organizational and Pedagogical Conditions for Teaching Native Languages That Have the Status of State Languages of the Republics in Basic General Education." Scientific Research and Development. Modern Communication Studies 9, no. 3 (2020): 64–71. http://dx.doi.org/10.12737/2587-9103-2020-64-71.

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One of the necessary conditions for the successful functioning of a balanced system of language education is a quality study of Russian and native languages. The study of the mother tongue in high school is based on the education of a person who knows and respects his mother tongue, the formation of language competence, which includes the necessary elements of knowledge about the language system. The formation and increase of motivation to learn the native language of students is carried out with the targeted creation of organizational and pedagogical conditions and their effective management.
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Gazdag, Vilmos. "State language effects in the language use of native Hungarian-speaking health care workers in Transcarpathia." Acta Academiae Beregsasiensis, Philologica I, no. 1 (2022): 43–60. http://dx.doi.org/10.58423/2786-6726/2022-1-43-60.

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In Ukraine, doctors and nurses are trained in the official language, and it is also common to find health professionals who come from somewhere in Ukraine and do not understand Hungarian at all. It is therefore not uncommon for "patients with Hungarian mother tongues to find it difficult to communicate with Ukrainian and Russian-speaking doctors and nurses". Of course, there are also native Hungarian-speaking health workers who, despite the exclusivity of state language education, are able to communicate in Hungarian and, if necessary, can even act as mediators in doctor-patient conversations.
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Saeed, Haval Hussein. "The role of mother tongue in early childhood education." International Journal of Pedagogy, Innovation and New Technologies 8, no. 2 (2021): 36–43. http://dx.doi.org/10.5604/01.3001.0015.8295.

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This article tries to determine the effect and importance of mother tongue on cultural education in primary schools. Using the Sapir-Whorf hypothesis, it investigates the relationship between mother tongue and culture. This research focuses on the language and culture of the Kurdish people in the Iraqi Kurdistan Region. The questions of research are: What is the impact of mother tongue on children's culture? Is there a relationship between the mother tongue and the culture, the identity and personality of the children in primary schools? What is more, are the Kurdish language and culture in da
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Driessen, Geert. "Zoals de ouden zongen, piepen de jongen?" Dutch Journal of Applied Linguistics 5, no. 2 (2016): 145–59. http://dx.doi.org/10.1075/dujal.5.2.03dri.

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From birth on, children are confronted with an ever-growing variation of languages. In Dutch primary schools the main language model nowadays is a submersion model centring round Standard-Dutch. The disappointing results of several small-scale bilingual experiments and the large-scale implementation of a bilingual model for immigrant children in the past had led the Ministry of Education to abandon bilingual education, that is, with the exception of models with English, German or French as a second language. The focus of the present article is on language variety at home and school. The main q
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Sharofjon Kizi, Kamola Oltiboeva. "CHARACTERISTICS OF ORGANIZATION OF PRIMARY SCHOOL MOTHER TONGUE LESSONS." International Journal of Pedagogics 02, no. 04 (2022): 21–27. http://dx.doi.org/10.37547/ijp/volume02issue04-06.

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This article is about the specifics of organizing elementary school native language classes. The role of mother tongue and literature in general secondary education is invaluable. The main goal of the science of mother tongue and literature is to develop a person who is logical and free-thinking, has a broad outlook, creative and artistic thinking. As our scholars say, "all the virtues of the world permeate the human heart, first of all, with the unique charm of the mother tongue." Therefore, the ideas of eternal love for the motherland, patriotism, humanity are realized, first of all, in the
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Tabatadze, Shalva. "Approaches to Language Education and Schooling in Post-Conflict Phase in Georgian Contexts." International Journal of Language Education 6, no. 4 (2022): 341. http://dx.doi.org/10.26858/ijole.v6i4.23075.

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Language education and schooling are important topics in post-conflict contexts. This study explores the existing situation of mother tongue education in the de facto Abkhazia. The study had the following research questions: (1) What was the ethnic composition of Abkhazia during the Soviet Union and how Russian occupation changed it? (2) How well is the ethnic composition of the occupied territory of Abkhazia reflected in language schooling? (3) What type of language education policy is used in Abkhazia? The research revealed that the opportunity of mother tongue education is restricted for mi
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Anam, Khoirul. "PERAN BAHASA IBU TERHADAP KECERDASAN BAHASA TARGET ANAK USIA 4 - 5 TAHUN DI PAUD DARUSSALAMAH BARUH SAMPANG." PELANGI: Jurnal Pemikiran dan Penelitian Islam Anak Usia Dini 1, no. 1 (2019): 1–19. http://dx.doi.org/10.52266/pelangi.v1i1.275.

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This study is entitled The Role of Mother Language on Target Language Intelligence of Children 4-5 Years Old in Darussalam PAUD Baruh Sampang. With the aim of the study is to find out the role of mother tongue on the target language intelligence of children in using language and responding to effective words of communication, both verbally and in writing. The method used is a type of descriptive qualitative approach. Data collection techniques were used observation techniques, direct communication interview techniques and documentation study techniques. The scope and limitations of this study
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Bal, Mazhar, and Filiz Mete. "Cultural Literacy in Mother Tongue Education: an Action Research." Qualitative Research in Education 8, no. 2 (2019): 215. http://dx.doi.org/10.17583/qre.2019.4186.

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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
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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 (2009): 549–63. http://dx.doi.org/10.1080/13670050802209871.

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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’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’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 reali
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Essar Hussain, Abdul Qayyum Sosan Brahui, Muhammad Tahir Jamaldeni та Zahida Ghulam Rasool. "براہوئی، خوانفنگ نا زبان، خیال یا حقیقت ئس". Al-Burz 9, № 1 (2021): 13–37. http://dx.doi.org/10.54781/abz.v9i1.80.

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It goes without saying that a child learns much in his /her mother tongue as compared with the other language made for a child as a medium of teaching, that is why almost all advanced countries have preferred to their own mother tongue as medium of education and today they are ruling the world almost in every sphere of life. when we consider about Brahui language as a medium of education in the light of above facts ,we come to know that Brahui language possesses all the required wherewithal to fulfil the demands of its making it medium of education for Brahui speaking people .today there is a
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Olnova, Margarita. "IMPACT FACTORS IN CONTEMPORARY EUROPE FOR MOTHER LANGUAGE ACQUISITION OUTSIDE THE LANGUAGE ENVIRONMENT." Russian Journal of Multilingualism and Education 11, no. 1 (2019): 29–39. http://dx.doi.org/10.35634/2500-0748-2019-11-29-39.

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The research presents the results of the European project “Leo Effect. Learn from each other effectively” (2013-2015), which involved five schools-participants: “Alliance Russe” (Nice, France), “Centre de développement bilingue LOGOS” (Paris, France), “Centro de Lengua y Cultura Rusa A. Pushkin” (Barselona, Spain), “Multiculturele Stichting “Poesjkin” (Leiden, The Netherland) and “Senter for russisk språk og kultur” (Oslo, Norway). The study aimed at investigating the policy of multilingualism, represented in official documents of the European Union and analyzing actual opportunities for immig
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Gupta, Anthea Fraser. "When Mother-tongue Education is not Preferred." Journal of Multilingual and Multicultural Development 18, no. 6 (1997): 496–506. http://dx.doi.org/10.1080/01434639708666337.

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

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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
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Numfor Nchang, Comfort. "ATTITUDE AND PERCEPTION OF TEACHERS ON THE USE OF MOTHER TONGUE IN ESL CLASSROOM IN CAMEROON." International Journal of Education Humanities and Social Science 05, no. 03 (2022): 62–73. http://dx.doi.org/10.54922/ijehss.2022.0387.

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Education in the local languages can be one of the means for improving the living conditions of the disadvantaged rural population. The obstacle to Education remains the use of foreign languages for teaching and learning in the early years of primary education. The advent of independence was considered the gateway to complete eradication of the colonial past. On contrary, colonial teaching practices, involving the use of foreign languages, continue to dominate the classrooms. This article revisits the issue of language of instruction in the early years of primary schools in Bafut after many ye
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Шарма Сушіл Кумар. "The Tower of Babble: Mother Tongue and Multilingualism in India." East European Journal of Psycholinguistics 4, no. 1 (2017): 188–204. http://dx.doi.org/10.29038/eejpl.2017.4.1.sha.

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Since ancient times India has been a multilingual society and languages in India have thrived though at times many races and religions came into conflict. The states in modern India were reorganised on linguistic basis in 1956 yet in contrast to the European notion of one language one nation, majority of the states have more than one official language. The Linguistic Survey of India (LSI) conducted by Grierson between 1866 and 1927 identified 179 languages and 544 dialects. The first post-independence Indian census after (1951) listed 845 languages including dialects. The 1991 Census identifie
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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.

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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
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OKUÇ, Tamer. "THE SITUATION OF MOTHER TONGUE EDUCATION OF THE TURKISH MINORITY IN THE REGION IN THE CONTEXT OF THE ROMANIAN EDUCATION SYSTEM." Zeitschrift für die Welt der Türken / Journal of World of Turks 14, no. 1 (2022): 91–104. http://dx.doi.org/10.46291/zfwt/140108.

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With this study, it is aimed to clarify the situation of mother tongue education of the Turkish minority in the region in the context of the Romanian education system. In this direction, the education system of Romania within the framework of mother tongue rights has been described in general terms and the legal and practical status of the mother tongue education of the Turkish minority in the country has been clarified. The research shows the characteristics of a descriptive research model as it examines and evaluates the mother tongue education status of the Turkish minority in the country t
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Ferreira, Waldinéia Antunes de Alcântara, and Nilce Zonizokemairô. "SPECIFIC AND DIFFERENTIATED EDUCATION: cultural complexes of the Haliti-Paresi mother tongue." Revista Observatório 7, no. 1 (2021): a4en. http://dx.doi.org/10.20873/uft.2447-4266.2021v7n1a4en.

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This article presents some reflections related to mother tongue teaching with the Haliti - Paresi people. It is the result of some questions raised from the classes at the Post-Graduation Stricto Sensu Professional Master in “Teaching in Indigenous Intercultural Context” - UNEMAT, about significant pedagogical practices within the context of the specific, differentiated, intercultural and bilingual school. It addresses the place of the mother tongue in the school and its cultural complexes constituted by stories, memories and its own culture. Localizes the mother tongue as a language of instru
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Asiyanbola, A. A., and Mohammed Ademilokun. "Literacy and Language of Instruction in Nigeria: A Case Study of Integrated Science Teaching in Selected Primary Schools." International Journal of Literacy, Culture, and Language Education 4 (August 1, 2015): 123–37. http://dx.doi.org/10.14434/ijlcle.v4i0.26921.

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Research has proven beyond a reasonable doubt that children can acquire knowledge better in their mother tongue (MT) or language of immediate environment (LIE) rather than in the second language (L2), which is often a colonial master’s language, but also the recognized official language in the country. The present paper explores the functions of both the Indigenous language or mother tongue (e.g., Yoruba) and the official language (English) in the dissemination of education, particularly in the primary schools in Nigeria. It also discusses the policy statements on the two languages and their s
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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.

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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 periodical
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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
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Smakotina, Natalia Leonovna, and Nadezhda Vladimirovna Melnikova. "Problems connected with learning National languages as viewed by students and their parents." Philological Sciences. Scientific Essays of Higher Education, no. 3 (May 2021): 40–45. http://dx.doi.org/10.20339/phs.3-21.040.

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The article is devoted to the problems of learning national languages in general education (comprehensive) institutions of the republics of the Russian Federation as viewed by parents and students, according to a survey in the republics of North Ossetia — Alania and Tatarstan. Taking into account the possibility of studying the national language at schools, discussions about the scope of its use have taken place. The search for answers to questions that have arisen led to an understanding of the specifics of learning national languages in the republics of Russia in the maximum number of possib
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Cummings, Kate. "Reclaiming the Mother('s) Tongue: Beloved, Ceremony, Mothers and Shadows." College English 52, no. 5 (1990): 552. http://dx.doi.org/10.2307/377543.

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Gusnarib, Gusnarib. "PERAN BAHASA IBU SEBAGAI PENETRALISASI BAHASA “GAUL” TERHADAP PEMBENTUKAN KARAKTER ANAK DI KOTA PALU." Musawa: Journal for Gender Studies 10, no. 1 (2019): 45–82. http://dx.doi.org/10.24239/msw.v10i1.387.

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Language is a system of agreeable rules on the formula of words, voices or statements used for the transfer of understanding and feeling. Language is the speech sound produced by the human speech utensil that functions as a communication tool, the mother tongue is the first language controlled by man since the beginning of his life through interaction with fellow members of the community, mother tongue is the first language used and mastered by children in day-today speech in their community. With the mother tongue, children have been introduced to the culture, because it is more directed to t
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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 (2016): 9. http://dx.doi.org/10.4102/sajce.v6i1.493.

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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 the
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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
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Volkov, Yu A., N. A. Dronova, R. G. Guseva, and O. I. Basherov. "Afrikaans and English: Language Policy in the South African Education System." Bulletin of the Academy 1, no. 68 (2022): 105–18. http://dx.doi.org/10.36871/v.a.2022.03.01.013.

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Purpose of work. The article examines the linguistic situation in modern South Africa after the end of Apartheid. One question is the importance of a concept of mother tongue education in the RSA. What difficulties Afrikaans speakers, mainly the Afrikaners and the Coloureds, have regarding the use of their mother tongue in education and how such challenges can be addressed; does this provide a basis for building a new common cultural, national identity. Materials and methods. The author analyzes several aspects and measures taken by the South African government, by universities and various pub
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