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Journal articles on the topic 'Mother tongue teaching at school'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

Tuychiyeva, Burayhon Abdurahmonovna. "NATIVE LANGUAGE AND ITS TEACHING METHODOLOGY (ON THE EXAMPLE OF ELEMENTARY GRADES)." Journal of Academic Research and Trends in Educational Sciences 1, no. 10 (2022): 7–11. https://doi.org/10.5281/zenodo.7090201.

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At present, the country pays great attention to the development of the mother tongue, and the use of various innovative and pedagogical technologies in the teaching of the mother tongue in schools and educational institutions is a priority. This article is devoted to the methods of teaching the mother tongue in primary school.

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Kawa Qadir Muhammad and Qani Nasih Najim. "The Status of Mother Tongue Use in English Language Teaching in the Kurdish Context: Students’ Perspective." Zanco Journal of Humanity Sciences 29, no. 2 (2025): 286–97. https://doi.org/10.21271/zjhs.29.2.13.

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This study is centered around the prevalent and ongoing debate on using students’ mother tongue in English language teaching. Therefore, this study is aimed at exploring the current status of Kurdish language use in the target high schools as typical EFL teaching contexts in the Erbil province of the Iraqi Kurdistan Region where up-to-date research is not available. The study further investigates the sample high school students’ attitudes towards their mother tongue use in preferred English teaching practices. Achieving these aims was approached through a mixed method approach where both quali

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K., Velu, and M. Farook Dr. "SOCIOLINGUISTIC PERSPECTIVES IN ENGLISH LANGUAGE LEARNING IN PRIMARY SCHOOLS OF TAMILNADU." International Journal of Current Research and Modern Education (IJCRME) 6, no. 1 (2021): 4–6. https://doi.org/10.5281/zenodo.4637470.

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The National Curriculum Framework (NCF) – 2005 strongly advocates multilingualism in school education. This confers definite cognitive advantages. The NCF – 2005 provides the following guidelines for language education in schools: Language teaching needs to be multilingual not only in terms of the number of languages offered to children but also in terms of evolving strategies that would use the multilingual classroom as a resource. Home language(s) of children should be the medium of learning in schools. If a school does not have provision for teaching in the children’s home

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A. Joseph Jeyabal, Dr. A. Munian, and Dr. V. Shanmugaraj. "Role of Pattern Practices in Teaching Mother Tongue at School Level." Creative Launcher 7, no. 4 (2022): 60–66. http://dx.doi.org/10.53032/tcl.2022.7.4.08.

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The school curriculum maintains the quality learning through various innovative methods of language teaching; it comprises the practices usually followed for the betterment of students who are expected to understand the basic knowledge of their mother tongue. To ensures the quality of such valuable practices the students are made to learn how to write and speak making use of these practices in an acquisition rich atmosphere. The school education department of Tamilnadu has made it mandatory that every student at primary level must have the fluency in reading and writing, and the expected capab

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Escultor, Efril Jane P., and Lolita A. Dulay. "Lived Experiences of Teachers Handling Mother Tongue as a Subject in Private Elementary Schools." International Journal of Research and Innovation in Social Science IX, no. V (2025): 6183–208. https://doi.org/10.47772/ijriss.2025.905000481.

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This study explored the lived experiences of private school teachers in handling Mother Tongue as a subject. Conducted in three private elementary schools in the Bayugan City Division during the school year 2022-2023, it investigated the challenges, difficulties, and instructional strategies employed by teachers. Nine (9) purposively selected private school teachers participated in phenomenological interviews. The study examined the teachers’ strategies, innovations, interventions, and initiatives in addressing real classroom experiences related to Mother Tongue instruction. Data analysis foll

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Elgoot, Abdalla Elawad Salim Fatima Abdulahi Hamid Mohammed. "Mother Tongue Interference In Teaching English." Multicultural Education 9, no. 6 (2023): 45. https://doi.org/10.5281/zenodo.8025208.

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<em>A language is a means to see and understand the world. It is the means of expression of ideas, thoughts and perspectives of the world. Language therefore should be considered as part of culture and understanding in its context. Students learn English, because it s the superior number one language in the world. English is good for school students to understand subjects; the research investigates the effects of many factors on second language acquisition and the decline of English in secondary school.</em> <em>Vocabulary is systematically designed text that provides students with basic, yet

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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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Redouane, Rabia. "Advocating for Mother Tongue as a Medium of Instruction in Moroccan Multilingual Public Schools." Athens Journal of Philology 11, no. 2 (2024): 119–30. http://dx.doi.org/10.30958/ajp.11-2-1.

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Since independence, Morocco has adopted Arabization, a monolingual policy that entails the use of Standard Arabic as the sole medium of instruction in public schools. But recent policies have advocated for a multilingual education that promotes mother tongues’ use in early instruction in public schools and foreign languages. In 2003, a National Education and Training Charter called for teaching the mother tongue Tamazight. As a result, Tamazight was recognized as an official language and was integrated into the school system. Although Moroccan Arabic or Darija is also the mother tongue that mo

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Ochildiyeva, D. SH, and Z.I Saparova. "FUNCTIONAL APPROACH TO THE STUDY OF MORPHOLOGY IN ELEMENTARY SCHOOL." Fars Int J Edu Soc Sci Hum 10(12); 2022; 10, no. 12 (2022): 744–50. https://doi.org/10.5281/zenodo.7489864.

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The article discusses the functional approach to the study of morphology in elementary school and the knowledge, skills, and abilities provided in the consistent course of the mother tongue, the purpose of the mother tongue lessons, including the methods of teaching nouns in general schools.  The teaching process of 'lib' and 'noun' vocabulary is explained through practical tasks and examples in a series.

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Erokhina, E. L., та O. Yu Knyazeva. "On the Сontinuity between the School Subjects «School Rhetoric» and «Russian Language as a Mother Tongue»". Russian language at school 81, № 2 (2020): 7–12. http://dx.doi.org/10.30515/0131-6141-2020-81-2-7-12.

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This research was aimed at justifying the continuity between the course «Russian language as a mother tongue» and the course «School rhetoric», as well as to actualize the semantical and methodological aspects of school rhetoric, which can serve as a pillar in the teaching of a new subject. The primary research method was a comparative analysis of the curricula «Russian language as a mother tongue» and «School rhetoric». It is shown that, despite differences in the curriculum, these subjects share the function of supporting the main course of the Russian language. Although both relying on the

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ONIVEHU, Adams Ogirima, Joy Tolulope JAMES, and Jamiu Temitope SULAIMON. "Science teachers’ attitude towards the use of mother tongue for instruction in basic schools." Acta Didactica Napocensia 15, no. 1 (2022): 169–78. http://dx.doi.org/10.24193/adn.15.1.14.

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"This study examined science teachers’ attitude towards the use of mother tongue for instruction in Basic Schools, employing a descriptive survey design. The respondents were selected through purposive and convenience sampling techniques and data were collected from a sample of 162 Basic School Science. The questionnaire used for data collection was titled “Science Teachers’ Attitude towards the Use of Mother Tongue in Instruction Questionnaire (STAUMTIQ)”, which yielded a reliability coefficient of 0.83 using the test-retest method. Descriptive and inferential statistical tools were used to a

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Bozavlı, Ebubekir. "Mother Tongue Teaching at School Comparison of French and Turkish Models." Journal of Education and Training Studies 5, no. 4 (2017): 146. http://dx.doi.org/10.11114/jets.v5i4.2223.

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Like speaking, two other important aspects of language are reading and writing. Speaking is acquired unconsciously in public while other two skills are learned at school and contribute to life-long speaking skills. The present research is to analyze mother tongue teaching at school and compare two different models, one in France, a developed European country and the other in Turkey, a developing and still a candidate country to European Union. The research has been conducted by using document analysis and interview method. Mother tongue teaching textbooks are the samples of the study, those us

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Zamkovaja, Natalia, and Irina Moissejenko. "MOTHER TONGUE LEARNING IN THE ESTONIAN NEW HIGH SCHOOL CURRICULUM." Problems of Education in the 21st Century 41, no. 1 (2012): 140–53. http://dx.doi.org/10.33225/pec/12.41.140.

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This article considers the content and structure of the new State Curriculum for high schools in Estonia, in which drafting the authors participated. The curriculum was applied in 2011/2012 academic year, and has being put into action gradually, starting from the 10th form. It is totally separated from the curriculum for middle schools. The main objective of teaching and education in high schools is that students are to find a field of activity of their interest and ability, which will be included in their further training. They are formative assessment and feedback that are of great attention

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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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Shan, Wen. "The Application of Mother Tongue Transfer Theory to English Syntactic Teaching in Primary School." International Journal of Education and Humanities 12, no. 3 (2024): 50–53. http://dx.doi.org/10.54097/fkg86z06.

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This paper reports an empirical study on the sixth-grade students' mastery of English syntax in primary schools, and the influence of mother tongue transfer theory to English syntactic teaching in primary schools. The subjects are 98 sixth-grade students in S Experimental Primary School and the instruments adopted included a questionnaire survey and sentence pattern tests. Detailed analysis of both the qualitative and quantitative data has yield the finding as follow: 1) Grade 6 students have mastered five basic English sentence patterns and some complex sentence structures; 2)The majority of

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Tadjbenova Saule Sarsengalievna. "TEACHING LINGUISTIC TERMS IN MOTHER TONGUE CLASSES." International Journal on Integrated Education 3, no. 12 (2020): 101–2. http://dx.doi.org/10.31149/ijie.v3i12.941.

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The article is devoted to the linguistic terminology teaching problems in native language classes of elementary school, teaching pupils to determine the levels and sections, as well as understanding the differences between language levels and linguistic phenomena.

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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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Li, Heng. "The Impact of Negative Transfer of Mother Tongue on Learning Chinese in Senior Primary Schools in Thailand and Teaching Strategies." Journal of Education and Educational Research 3, no. 2 (2023): 173–76. http://dx.doi.org/10.54097/jeer.v3i2.9115.

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Mother tongue negative transfer refers to the errors in grammar, pronunciation, semantics and other aspects that learners make due to the influence of their mother tongue when learning a new language, which has a certain impact on the learning of Chinese by Thai primary school students. This article analyzes the problem of mother tongue negative transfer in the learning of Chinese by Thai primary school students and proposes corresponding teaching strategies to help students better learn Chinese.

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Nurmatovna, Khayrullaeva Dilnoza. "Methods for Teaching Ethnopedagogy Examples in Primary School Classes." International Journal of Pedagogics 5, no. 5 (2025): 395–97. https://doi.org/10.37547/ijp/volume05issue05-104.

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This article reacts to the opinions of pedagogic scientists regarding the theoretical foundations of ethnopedagogy and discusses and analyzes the coverage of examples of ethnopedagogy in the new generation textbooks of the primary class. Examples of ethnopedagogy in mother tongue and reading textbooks were analyzed.

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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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Anorqulova, Yulduz. "NATIONALLY ORGANIZATION OF MOTHER TONGUE IN ELEMENTARY SCHOOLS." "Science and Innovation" international scientific journal 1, no. 1 (2022): 50–53. https://doi.org/10.5281/zenodo.6468261.

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22

Ekiugbo, Uche Ken Emoefe. "Teaching Social Studies to Primary II Pupils: The Place of Mother Tongue in Nigerian Schools." international journal of Education, Learning and Development 11, no. 5 (2023): 15–24. http://dx.doi.org/10.37745/ijeld.2013/vol11n51524.

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Language is human phenomenon that manifests itself in sounds and symbols. It is a basic factor in communication. The mother tongue is a language of the immediate environment where the child is born. It is the language of the child’s parents. Children learn their mother tongue from baby hood. It is part of the child as he or she grows up. The use of mother tongue in the lower primary school classes enhances the continuity in the child’s educational process. This paper seeks to examine the use of mother tongue as an option in the teaching of Social studies at this level, in contrast to what some

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23

Skvortsova, Marina A. "Technique of teaching Russian at elementary school in classes with children for whom Russian is not the mother tongue." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 3 (2019): 211–13. http://dx.doi.org/10.34216/2073-1426-2019-25-3-211-213.

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The article is devoted to issue of teaching Russian to children for whom it is not the mother tongue. Special attention is paid to directions of development of educational process of elementary school in connection with emergence of poly-cultural environment. Working methods, exercises, specific methods of interaction with pupils at lessons at elementary school in classes which include children forwhom Russian is not the mother tongue, are presented. Short description of difficulties and their reasons during the adaptation period for children for whom Russian is not the mother tongue, that inf

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Esuong, Uwase Uwase, Ofonime Friday Udo, and Item Asuquo Effiong. "The Use of Mother Tongue in Communicating Mathematics: Implication for Teaching and Learning of Mathematics." British Journal of Education 12, no. 2 (2024): 45–51. http://dx.doi.org/10.37745/bje.2013/vol12n24551.

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Mathematics as a school subject is designed to solve the everyday problem created by human activities; these problems are domesticated in the different cultures of man all over the world. However, the performance of students keeps dwindling due to the westernize approach of teaching and learning mathematics. In other to solve this precarious situation this paper advocated the use of mother tongue in the teaching of mathematics. Mother tongue approach here refers to first-language education as a medium of instruction. The use of mother tongue in the teaching and learning of mathematics is meant

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Mohammed, A. S., Jatto O. F., and Shuaibu, S. "Problems Associated with the Use of Mother-Tongue in the Teaching and Learning of Mathematics in Nigerian Primary Schools." African Journal of Humanities and Contemporary Education Research 18, no. 1 (2025): 196–205. https://doi.org/10.62154/ajhcer.2025.018.010701.

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The study focused on the problems associated with using the mother tongue in teaching and learning mathematics in Nigerian primary schools. Four research objectives, four research questions, and one hypothesis guided the study. A descriptive survey design was adopted for the study. The study was carried out in Sabon Gari LGA, Kaduna State. The sample for the survey comprised four hundred sixty-two (462) participants, comprising 127 primary school teachers and 335 primary school students drawn from the population of study using stratified random sampling. The instruments for data collection in

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Xasanova, Salomat. "MOTHER LANGUAGE TEACHING METHODOLOGY IN PRIMARY CLASSES." International Journal of Education, Social Science & Humanities. Finland Academic Research Science Publishers 11, no. 7 (2023): 327–30. https://doi.org/10.5281/zenodo.8170511.

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<em> Currently, in our country, great attention is paid to the development of the mother tongue, and the use of various innovative and pedagogical technologies in teaching the mother tongue in schools and educational institutions is becoming a priority. This article is devoted to the methodology of teaching the mother tongue in primary grades.</em>

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Henry Hollan, Ssembatya. "Parents’ Awareness and Support to Learners’ Literacy Acquisition. The Context of Mother Tongue Language." International Journal of Social Science & Economic Research 10, no. 03 (2025): 825–41. https://doi.org/10.46609/ijsser.2025.v10i03.001.

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Parent’s awareness and support to learners’ literacy acquisition has been found significant to literacy acquisition by contributing to school readiness and literacy achievement. It is within the framework of 2007 Mother tongue education policy in Uganda that this qualitative study aimed at analyzing parents’ awareness and support of the mother tongue-based language education policy and its contribution to learners’ literacy acquisition. Data were collected through indepth individual interviews with 12 teachers, four (4) principals of schools and twelve (12) parents. Data were systematically an

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Skubic, Darija, Maša Blaško, and Mateja Dagarin Fojkar. "Uporaba slovenščine pri poučevanju angleščine v drugem triletju osnovne šole." Jezik in slovstvo 64, no. 3-4 (2024): 105–16. http://dx.doi.org/10.4312/jis.64.3-4.105-116.

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The use of the mother tongue in foreign language teaching has been highlighted in many ELT discussions in recent decades. Nowadays, the tendency in foreign language instruction is to use the mother tongue purposefully and after careful reflection; however, the criteria upon which to base mother tongue use have not been specified. The decision as to when to use the mother tongue has been left to teachers, who decide whether or not to use it depending on the learning content and the learners’ needs. The study was conducted with the help of a questionnaire that was completed by 87 English languag

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ARLITA, D. LARDIZABAL, S. BANTULO JOHNNY, and E. ORIAS EMELYN. "EFFECTIVENESS OF CONTEXTUALIZED LEARNING MATERIAL IN TEACHING MOTHER TONGUE 3." International Journal of Recent Research in Thesis and Dissertation (IJRRTD) 4, no. 1 (2023): 26–41. https://doi.org/10.5281/zenodo.7977151.

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<strong>Abstract:</strong> This study examined the effectiveness of contextualized learning material in teaching Mother Tongue 3. The subjects were the 33 Grade three learners of Wali Integrated School for the school year 2021-2022. The study used the single group experimental research design, particularly the one group pre-test, post-test experimental design because only one group was used in the study. The pre-test and post-test were administered to the respondents at the first and end of the first quarter before and after they had completed the contextualized learning content respectively.

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Adekola, Busurat Oluwakemi, Oluseun Fatai Lawal, and Olanrewaju A. Ibrahim. "Mother Tongue and Learning Environment as Students’ Predictors of Academic Achievement in Reading Comprehension." International Linguistics Research 1, no. 1 (2018): p62. http://dx.doi.org/10.30560/ilr.v1n1p62.

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The study examined mother tongue and learning environment as students’ predictors of academic achievement in reading comprehension. This study adopted an ex-post facto design. The population consists of all senior secondary school students in Ijebu-North and Ijebu-Ode Local Government Area of Ogun State. A multi-stage random sampling technique was employed in selecting the sample. Four (4) senior secondary schools were randomly selected from each of the Local Government Area, making a total number of eight (8) senior secondary schools. Stratified random sampling technique was adopted in select

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Pinili, Rica. "Level of Teachers' Competency in Addressing Challenges in Teaching Using Mother Tongue-Based-Multilingual Education (MTB-MLE)." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellece (IMJRISE) 2, no. 1 (2025): 183–92. https://doi.org/10.5281/zenodo.14649731.

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<strong>Abstract:</strong> <strong> </strong> This study aims to identify the challenges faced by public school teachers in teaching using Mother Tongue-Based Multilingual Education (MTB-MLE). The participants of this study include all public school teachers currently teaching Grades 1 to 3 during the academic year 2015-2016 in the entire district of Bacong. The primary tool used by the researcher was a survey questionnaire, supplemented by the Likert scale, Pearson r Product-Moment Coefficient of Correlation, and percentage analysis for data collection. The study employed a descriptive m

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Tulanova, Mahliyo Muratali kizi. "THE USE OF INNOVATIVE TECHNOLOGIES IN THE FORMATION OF GRAMMATICAL CONCEPTS OF NOUNS IN ELEMENTARY GRADES." INTERNATIONAL BULLETIN OF APPLIED SCIENCE AND TECHNOLOGY 3, no. 5 (2023): 210–12. https://doi.org/10.5281/zenodo.7898766.

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Today country is giving the biggest attention and  support to the education particularly mother tongue. There various innovative and pedagogical technologies in the way of teaching nouns in school. This article is devoted to the methods of teaching the nouns  in school.

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Matsha, Vuyani, Pumla Bungane, and Zuko Sokupe. "Mathematics Teacher Reflections on Storytelling in the Mother Tongue as a Learning Strategy." Educational Research for Social Change (ERIC) 14, no. 1 (2025): 220–40. https://doi.org/10.5281/zenodo.15312324.

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Storytelling as a strategy for teaching and learning mathematics in Quintiles 1–3 schools has been found to be positively associated with success in mathematics. Integrating stories in mathematics education has been found to be critical in promoting the conceptual understanding of mathematical concepts both at school and higher education levels. The question posed in this study was what mathematics teachers’ views were on the use of stories to teach school mathematics to Quintiles 1–3 learners in their mother tongue. Bruner’s narrative mode of thought where the paradigm

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Abdul-Ganiyu, Fuseini, Benjamin Adu Obeng, Bright Asare, and Yarhands Dissou Arthur. "Effects of Mother Tongue Instruction on Students Mathematical Achievement in the Bekwai Municipal, Ghana." Golden Ratio of Social Science and Education 4, no. 1 (2024): 67–74. http://dx.doi.org/10.52970/grsse.v4i1.395.

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The study examined the effect of the mother tongue teaching on students' mathematical achievement. From St. Joseph Senior High Technical School, two experimental classes and one control class were chosen. While the control group was instructed only in English, the first experimental group was instructed exclusively in their native language (Twi), whereas the second experimental class was instructed using mother tongue (Twi) as an additional medium of instruction. The results of the pre-test and post-test were statistically examined using the t-test. The findings showed that using Twi as the so

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Abdul-Ganiyu, Fuseini, Benjamin Adu Obeng, Bright Asare, and Yarhands Dissou Arthur. "EFFECTS OF MOTHER TONGUE INSTRUCTION ON STUDENTS’ MATHEMATICAL ACHIEVEMENT IN THE BEKWAI MUNICIPAL." Education & Learning in Developing Nations 2, no. 2 (2024): 71–75. https://doi.org/10.26480/eldn.02.2024.71.75.

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The study examined the effect of the mother tongue teaching on students’ mathematical achievement. From St. Joseph Senior High Technical School, two experimental classes and one control class were chosen. While the control group was instructed only in English, the first experimental group was instructed exclusively in their native language (Twi), whereas the second experimental class was instructed using mother tongue (Twi) as an additional medium of instruction. The results of the pre-test and post-test were statistically examined using the t-test. The findings showed that using Twi as the so

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Məmmədova, Yeganə. "INTEGRATIVE EDUCATIONAL EXERCISES IN PRE-SCHOOL EDUCATION INSTITUTIONS AS A MAIN TOOL FOR THE DEVELOPMENT OF CHILDREN'S SPEECH." Scientific Works 91, no. 4 (2024): 51–55. http://dx.doi.org/10.69682/arti.2024.91(4).51-55.

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Mother tongue teaching is a matter of great pedagogical importance in preschool educational institutions. The role of mother tongue teaching in the general education system is extremely important in determining the level of thinking of children and ensuring its development path. In mother tongue classes, children exchange ideas based on their knowledge, look for appropriate words to express their ideas correctly, clearly, and fluently, and try to use the words they find in their active vocabulary. Integrative exercises are the best technology for developing the speech of preschool children. Th

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Chabert, Alicia. "A Plurilingual Approach to ELT in Primary School: Towards an Ecological Perspective." Sustainable Multilingualism 14, no. 1 (2019): 84–106. http://dx.doi.org/10.2478/sm-2019-0004.

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Summary This paper aims to demonstrate that using a plurilingual and ecological approach to English language teaching can achieve better results in primary school independently of the mother tongue of the student. This article is based on the initial results of our international research carried out in three very different countries (Norway, China and Spain). While the author´s research project involves 328 participants, we will present the results of the first phase of the experiment, including 133 students. In this paper, we propose a plurilingual communicative approach to English teaching a

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Yuan, Yuhang. "Influence of Native Language Transfer on Senior High School English Writing." Theory and Practice in Language Studies 11, no. 2 (2021): 170. http://dx.doi.org/10.17507/tpls.1102.08.

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English writing is one of the important ways to show the comprehensive ability of second language. The native language transfer has long been concerned by language learners since it was proposed. This study adopts qualitative and quantitative research methods to explore the influence of mother tongue transfer on senior high school students' English writing and puts forward corresponding teaching strategies. Through the research, it can be found that native language transfer errors account for a large proportion of errors in English writing error types. In addition, native language transfer has

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Meremikwu, Anne, Cecilia Olunwa Ekwueme, and David Abua Opoh. "Modern teaching strategies and mathematics academic achievement among junior secondary school students in post– covid–19 era in calabar education zone, cross river state, nigeria." Global Journal of Educational Research 22, no. 1 (2023): 1–9. http://dx.doi.org/10.4314/gjedr.v22i1.1.

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This study assess modern teaching strategies and mathematics academic achievement among junior secondary school students in post– covid–19 era in Calabar education zone, Cross River State, Nigeria. Three research questions and hypotheses were formulated to provide focus and to direct the study. The design of this study is quasi-experiment design involving pre-test-post-test. The sampling technique adopted in the study was a simple random sampling technique. The sample comprised of 90 Junior Secondary School III Mathematics Students. Two instruments were used for data collection; the first invo

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Makena, Bulelwa, and Vuyokazi Mnyazi-Cweba. "IMPACT ON THE IMPLEMENTATION OF MOTHER-TONGUE IN A MULTILINGUAL CLASSROOM." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 8, no. 2 (2024): 492–501. https://doi.org/10.30743/ll.v8i2.9066.

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Mother-tongue instruction in multilingual settings significantly impacts teaching and learning. This paper aims to investigate the role of teachers in implementing mother-tongue instruction in multilingual classrooms. A qualitative approach was employed for this inquiry, utilizing semi-structured interviews as the primary data collection tool. These interviews featured open-ended questions, allowing participants to respond in detail until data saturation was achieved. Participants were purposively selected and included teachers who provided instruction in the mother tongue, as mandated by poli

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Khanyile, Snenhlanhla, and Felix Awung. "Challenges of Mother-Tongue Education in IsiZulu: A Case Study of Selected Schools in the uThungulu District of Kwazulu-Natal." African Journal of Inter/Multidisciplinary Studies 5, no. 1 (2023): 1–8. http://dx.doi.org/10.51415/ajims.v5i1.1069.

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The post-apartheid language policy of South Africa grants every child the right to study in their mother tongue. Despite this provision, mother-tongue education in indigenous languages has only been implemented in some schools in the country, and this has also been limited to the first three grades of primary education. While research has highlighted the challenges of mother-tongue education in South Africa, little attention has been given to the educators’ perceptions on the subject. It is for this reason that this study sought to investigate educators’ perspectives on the challenges of mothe

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Pokharel, Nabin. "Perception of Tamang Community Students towards the English Language: A Case Study of Shadananda Municipality." SMC Journal Shadananda Multiple Campus 1 (May 13, 2025): 12–25. https://doi.org/10.3126/smcjsmc.v1i1.78631.

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This research explores the perceptions of Tamang community students in Shadananda Municipality, Bhojpur district, toward their mother tongue and the English language. The study aimed to answer the following research questions: Why is the perception towards their mother tongue decreasing? Why is the perception towards English increasing? And what strategies can develop a positive perception of their mother tongue while promoting English learning? The objectives of this research were to explore the perceptions of both languages among the students and to emphasize the importance of preserving the

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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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Baur, Rupprecht S. "Der Zusammenhang Von Muttersprache Und Zweit-Sprache Bei Der Sozialisation Von Migrantenkindern in Der Bundesrepublik Deutschland." Leerderskenmerken 37 (January 1, 1990): 68–82. http://dx.doi.org/10.1075/ttwia.37.08bau.

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In the Federal Republic of Germany a discussion is going on about the role of teaching the mother tongue. This paper presents part of the data from a project presently carried out at the University of Essen (FRG). They consist of language tests (C-tests) in both the mother tongue of the students and German, as well as of a social survey investigating the students' attitude to school, the social situation and the language spoken at home, etc. The sample was taken from three nationalities. 1200 Greek, Turkish and Yugoslavian students were tested (400 for each nationality) aged between 10 and 16

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Feng, Xuan. "The Influence of Negative Transfer of Mother Tongue on Oral English in Senior High Schools and Its Countermeasures." Journal of Education, Humanities and Social Sciences 26 (March 2, 2024): 221–26. http://dx.doi.org/10.54097/zbcwq392.

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This study discusses the phenomenon of negative transfer of mother tongue, which is common in oral English learning in senior high schools. The research topic is divided into two parts: the influence of negative transfer of the mother tongue and its countermeasures, covering vocabulary misuse, phonetic influence and corresponding teaching strategies. Through literature analysis and theoretical comparison, the phenomenon of rigid mother tongue order and mechanical Chinglish is deeply discussed, and some countermeasures are put forward to solve the problem of negative transfer of mother tongue,

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Hylean, Okoth Katie, David Wafula Lwangale Dr., Aluoch Connie Ochieng, and Dembeko Indangasi Roselyn. "Influence of School Language Policy on Teaching and Learning of English in Public Primary Schools in Homa-Bay Sub-County, Kenya." GPH-International Journal of Educational Research 06, no. 06 (2023): 10–22. https://doi.org/10.5281/zenodo.8119584.

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This study sought to assess the influence of language policy on teaching and learning of English in selected primary schools in Homa-bay Sub-County Kenya. A speaker tends to choose language fairly, quickly and automatically without being aware of the determiners of language choice. There is a great impact on the use of the first language in teaching and learning of English and it is a common practice that most teachers of English use to convey a complete notion or an idea while teaching or communicating. The study was conducted in the 93 sampled primary schools. Data was collected through the

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Qian, Zhang. "The Practical Exploration of Information-based Teaching in Chinese Teaching in Secondary Vocational Schools." International Journal of Education and Humanities 12, no. 3 (2024): 238–40. http://dx.doi.org/10.54097/cwg98h96.

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Our country's science and technology is more and more developed, information technology is widely used in our life aspects, education is no exception, this for the secondary vocational school language teaching to modernization, closely follow the trend of The Times development is an opportunity, secondary vocational educators should seize the opportunity to realize the reform of vocational teaching. Chinese is the mother tongue of our country and the crystallization of our traditional culture and ancient wisdom. Students must learn it to strengthen their own reserves of Chinese knowledge. Chin

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Jonibekova, Aziza Hatamjon qizi. "FORMS, MEANS AND METHODS OF USING INTERACTIVE METHODS IN PRIMARY SCHOOL MOTHER TONGUE LESSONS." "Science and Innovation" international scientific journal 1, no. 1 (2022): 420–30. https://doi.org/10.5281/zenodo.6525200.

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<em>This article discusses the teaching methods used in the educationsystem and their classification. It also describes the form, means, and methods of using interactive methods in elementary school mother tongue lessons.</em>

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Sunday, A. O., O. S. Oduwole, and A.E Olaoye. "Effect of Mother's Tongue on Secondary School Students' Achievement in Mathematics in Federal Capital Territory (FCT) Abuja." Continental J. Education Research 13, no. 2 (2021): 23–34. https://doi.org/10.5281/zenodo.5595625.

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<em>The study investigated the effect of mother’s tongue (Yoruba Language) on the academic achievement of secondary school students in mathematics in Gwagwalada Area Council, Abuja. The study had four (4) research questions from which four (4) null hypotheses were formulated, which were tested at 95% level of confidence. The study employed survey and experimental research designs. The target population comprises all secondary school students who speak Yoruba as their first language. Out of the 356 students involved in the study, one hundred and fifty-four (154) students were purposefully

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Sharma, Uma Nath. "Affective Mediation of Mother Tongue in Grade 9 ELT Classes in Kathmandu." Pragyaratna प्रज्ञारत्न 5, no. 1 (2023): 162–73. http://dx.doi.org/10.3126/pragyaratna.v5i1.59285.

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The use of mother tongue (MT) in a target language (TL) class has become a contentious issue for a long time. This paper examines the use of students’ MT in TL classes, focusing on Grade 9 English language teaching (ELT) in community schools of Kathmandu. Community school English teachers’ experiences of using students’ MT for affective mediation were explored through written ‘lived-experience descriptions’ (LEDs) and phenomenological interviews with three purposively selected teachers. Using ATLAS.ti, the collected information was analyzed from a sociocultural viewpoint, emphasizing the affec

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