Mother tongue education in the official minority languages in Zimbabwe

2011 ◽  
Vol 31 (2) ◽  
pp. 229-242 ◽  
Author(s):  
Eventhough Ndlovu
Keyword(s):  
Mother Tongue ◽  
Minority Languages ◽  
Mother Tongue Education

Circulation: Mother tongue education for speakers of ethnic minority languages

2010 ◽  
Author(s):  
Marilyn Gregerson ◽  
Evelyn Plaice ◽  
Nana Clemensen ◽  
Rainer Hamel ◽  
Godfrey Kipsisey ◽  
...  
Keyword(s):  
Ethnic Minority ◽  
Mother Tongue ◽  
Minority Languages ◽  
Mother Tongue Education

scholarly journals TRANSCARPATHIAN EDUCATION THROUGH THE PRISM OF DIALECT ATTITUDE

2021 ◽  
pp. 34-44
Author(s):  
Kateryna Dudics Lakatos ◽  
Natalia Libak
Keyword(s):  
Secondary Schools ◽  
Mother Tongue ◽  
Statistical Processing ◽  
Minority Languages ◽  
Language Of Instruction ◽  
Formal Curriculum ◽  
Language Version ◽  
Mother Tongue Education ◽  
Hungarian Language ◽  
Unpleasant Experience

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.

Language Use and Sustainable Development: Opportunities and Challenges for Policy-Makers and Educators in Northeast Vietnamese Areas

2018 ◽  
Vol 2 (2) ◽  
pp. 122-130
Author(s):  
Ha Ngan Ngo ◽  
Maya Khemlani David
Keyword(s):  
Ethnic Groups ◽  
Language Use ◽  
Mother Tongue ◽  
Language Shift ◽  
Minority Languages ◽  
Policy Makers ◽  
Positive Attitudes ◽  
The Status ◽  
Wedding Songs

Vietnam represents a country with 54 ethnic groups; however, the majority (88%) of the population are of Vietnamese heritage. Some of the other ethnic groups such as Tay, Thai, Muong, Hoa, Khmer, and Nung have a population of around 1 million each, while the Brau, Roman, and Odu consist only of a hundred people each. Living in northern Vietnam, close to the Chinese border (see Figure 1), the Tay people speak a language of the    Central    Tai language group called Though, T'o, Tai Tho, Ngan, Phen, Thu Lao, or Pa Di. Tay remains one of 10 ethnic languages used by 1 million speakers (Buoi, 2003). The Tày ethnic group has a rich culture of wedding songs, poems, dance, and music and celebrate various festivals. Wet rice cultivation, canal digging and grain threshing on wooden racks are part of the Tày traditions. Their villages situated near the foothills often bear the names of nearby mountains, rivers, or fields. This study discusses the status and role of the Tày language in Northeast Vietnam. It discusses factors, which have affected the habitual use of the Tay language, the connection between language shift and development and provides a model for the sustainability and promotion of minority languages. It remains fundamentally imperative to strengthen and to foster positive attitudes of the community towards the Tày language. Tày’s young people must be enlightened to the reality their Tày non-usage could render their mother tongue defunct, which means their history stands to be lost.

Language policies for Hong Kong schools since 1997

2010 ◽  
Author(s):  
Vincent Kan ◽  
Bob Adamson
Keyword(s):  
Hong Kong ◽  
Secondary Schools ◽  
Language Policy ◽  
Mother Tongue ◽  
International Communication ◽  
National Language ◽  
Medium Of Instruction ◽  
Language Policies ◽  
Mother Tongue Education ◽  
Important Means

Francis of Education (print)/1474-8479 (online) Article 2010 Language in education debates in Hong Kong focus on the role and status of English (as the former colonial language and an important means for international communication); Cantonese, the mother tongue of the majority of the population; and Putonghua, the national language of China. This paper examines the language policy formulated in 1997–1998, and finds that it radically departed from previous policies by mandating the use of Cantonese as the medium of instruction in secondary schools. The paper then analyses two subsequent policy revisions and concludes that, while the tonal emphasis on mother-tongue education has remained, the policy revisions have reversed the language policy to previous practices that emphasised the importance of English.

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