scholarly journals A Survey of Teachers’ Experience in Implementing Yoruba Medium of Instruction in the Lower Primary Schools of Ikire Nigeria

2017 ◽  
Vol 3 (4) ◽  
pp. 6-15
Author(s):  
Akintoye Japhet
Keyword(s):  
Public Schools ◽  
Primary Schools ◽  
Elementary Science ◽  
Mother Tongue ◽  
National Policy ◽  
Teaching Experience ◽  
Medium Of Instruction ◽  
Local Case ◽  
Mother Tongue Instruction

The paper investigated the local implementation of the National Policy of Education (NPE) on the use of mother tongues or the languages of the immediate community. Using a case study approach of Yoruba medium of instruction in Ikire in the south-western part of Nigeria, data were collected from 50 teachers from both private and public schools. These respondents were selected on being able to satisfy the following conditions: first, they should be able to communicate in Yoruba; second, they should have adequate teaching experience; third, they should have good academic qualifications; and fourth, they should have been teaching, for more than a year, Elementary Science (the particular classroom subject the study examined being taught to the pupils). These conditions ensured the teachers engaged had cognate experience in teaching a science subject that can reveal the level of terminology development within Yoruba as an adequate medium of mother tongue instruction. The result affirmed the advantages of Yoruba medium of instruction over English; however, Yoruba was not exclusively used for the pupils contrary to the expectation in the mother tongue medium of instruction policy. Most of the teachers used in the study preferred to employ a bilingual mode of instruction combining Yoruba with English, claiming that English had better educational resources for the subject they were teaching. This paper, though, based on a local case study, can be used to estimate the expected limitation to be encountered while implementing mother tongue instruction in a similar linguistic domain.

scholarly journals Grade R teachers’ experiences with the implementation of the mother-tongue-instruction policy for pre-reading skills in Lesotho

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Arone C. Koloti ◽  
Thuthukile Jita
Keyword(s):  
Reading Skills ◽  
Mother Tongue ◽  
Case Study Research ◽  
Medium Of Instruction ◽  
Structured Interviews ◽  
Adequate Knowledge ◽  
Teachers Experiences ◽  
Mother Tongue Instruction ◽  
Multiple Case

Background: Over the years, the majority of the Basotho nation and many countries have known Lesotho as a country which has Sesotho and English as the only spoken languages and as medium of instruction in schools. Whereas, in reality, Lesotho has many spoken languages. Many tribes have their own spoken languages which, hitherto, have not been considered in the education sector of Lesotho.Aim: This article aimed to demonstrate the Lesotho Grade R teachers’ experiences with the implementation of the mother-tongue-instruction policy in teaching pre-reading skills.Setting: This study was conducted in Lesotho at three different schools. Three Grade R teachers were chosen and studied in their respective classrooms.Methods: Employing qualitative research methods in this study, the multiple case study research design was used to explore the reality of classroom teaching practices. Document analysis, non-participatory classroom observation and semi-structured interviews and thematic content analysis were employed to generate data.Results: Teachers in early childhood education (ECE) do not implement medium of instruction policy appropriately because they are not well-informed about it.Conclusion: Grade R teachers are willing to operationalise the mother-tongue-instruction policy effectively, even though they do not have adequate knowledge of the policy.

scholarly journals Mapping Instructional Barriers during COVID-19 Outbreak: Islamic Education Context

Religions ◽  
2021 ◽  
Vol 12 (1) ◽  
pp. 50
Author(s):  
Akhmad Habibi ◽  
Amirul Mukminin ◽  
Lalu Nurul Yaqin ◽  
Lalu Parhanuddin ◽  
Rafiza Abdul Razak ◽  
...  
Keyword(s):  
Mother Tongue ◽  
Teaching Experience ◽  
Islamic Education ◽  
Educational Systems ◽  
Structured Interviews ◽  
Financial Barriers ◽  
Instructional Activities ◽  
Years Of Teaching Experience ◽  
Technological Barriers

Coronavirus disease 2019 (COVID-19) is currently the most potent threat to educational systems, a crisis that may become disastrous. For the current study, a qualitative design within a case study tradition was implemented to investigate instructional barriers during COVID-19 faced by Indonesian teachers in Islamic boarding schools (Pesantren). Within this study, we applied a purposeful convenient sampling in which the access was obtained through communication with the principals of two Pesantren. Seven invited participants with more than ten years of teaching experience agreed to participate. Semi-structured interviews were addressed for data collection; each interview lasted from 40 to 50 min. The interviews were conducted in the participants’ mother tongue to provide an in-depth understanding of their perceptions, ideas, and arguments regarding instructional barriers during the COVID-19 outbreak. The thematic analysis revealed three major findings regarding the barriers; technological barriers, financial barriers, and pedagogical barriers affecting instructional activities in the two Pesantren. Based on the three themes, the development of a qualitative conceptual map of teachers’ instructional barriers was finalized. Recommendations are also proposed by the participants and the study for the betterment of Indonesian Islamic education facing future similar outbreaks.

scholarly journals THE ROLE OF THE «MIZRACHI» POLITICAL PARTY IN THE DEVELOPMENT OF JEWISH PRIVATE SCHOOLING IN INTERWAR POLAND

2020 ◽  
Vol 33 ◽  
pp. 69-80
Author(s):  
Oksana RUDA
Keyword(s):  
Public Schools ◽  
Political Party ◽  
Jewish History ◽  
Mother Tongue ◽  
Educational Institutions ◽  
Medium Of Instruction ◽  
Jewish State ◽  
Interwar Poland ◽  
Jewish Students ◽  
The Government

The activity of the Jewish party «Mizrachi» in the 20s and the 30s of the 20th century, aimed at developing private Jewish schooling with Hebrew as the medium of instruction, is analyzed. In interwar Poland, Jewish students were deprived of the opportunity to receive primary education in public schools in the mother tongue as the medium of instruction, as government officials only partially implemented the Little Treaty of Versailles of 1919. The development of Jewish schooling was also complicated by the Polonization policy, the cultural and linguistic heterogeneity of Poland's Jews. Polish-speaking «szabasówka», who implemented a nationwide program of educating Jewish students in the spirit of loyalty to the government, facilitated their assimilation. That part of the Jewish community, which perceived these schools as an assimilation factor, actively participated in expanding the network of private Jewish schools with Yiddish or Hebrew mediums of instruction. An important part in the development of such religious and national educational institutions took the Mizrachi party, whose program principles combined the Jewish religious tradition with activities aimed at forming a Jewish state in Palestine. The author examines the activities of the Jewish cultural and educational societies «Jabne» and «Micyjon tejce Tora», which were cared for by «Mizrachi». The societies took part in establishing preschools, primary and secondary schools, teachers' seminaries, evening courses, public universities, reading clubs, libraries, and more. Both Judaic and secular subjects were taught in these educational institutions. Paying due attention to the teaching of Hebrew, Jewish literature, and Jewish history in schools helped preserve Jewish students' national identity. Keywords «Mizrachi» political party, Poland, cultural and educational societies, religious and national schools, Hebrew, Yiddish.

scholarly journals Challenges of the Sudden Switch from Mother Tongue Instruction to English as a Medium of Instruction

2021 ◽  
Vol 12 (1) ◽  
pp. 76
Author(s):  
Shahinaz Abdullah Bukhari
Keyword(s):  
Focus Groups ◽  
English Language ◽  
Mother Tongue ◽  
Collaborative Work ◽  
Faculty Members ◽  
English Language Teaching ◽  
Standard English ◽  
Medium Of Instruction ◽  
Classroom Communication ◽  
Mother Tongue Instruction

The present study explored the challenges encountered through the transition from using the mother tongue as a medium of instruction at schools to using English as a medium of instruction at universities. Two focus groups were conducted with Saudi undergraduates and faculty members from different Saudi universities. The focus groups investigated how participants perceive this experience, what difficulties they face and how they cope. Participants expressed their preference for using English as a medium of instruction in higher education to maximise students’ future and international opportunities. Participant students reported difficulties in lecture comprehension, taking notes while listening and classroom communication. Participant content lecturers reported difficulties related to students’ reluctance to speak in English, lack of English terminology and insufficient lecture comprehension. Some suggestions that have been offered to overcome these challenges include the following: designing adequate trainings for content lecturers on teaching their content in English; using Arabic-English bilingualism as medium of instruction; giving emphasis to academic literacy and communication skills over the use of standard English models and enhancing the collaborative work between English language teaching practitioners and content lecturers.

scholarly journals An Analysis of Medium of Instruction Policies in the Education System of Pakistan with Specific Reference to English Medium Education

sjesr ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 370-382
Author(s):  
Sadia Asif ◽  
Imran Afzal ◽  
Rahat Bashir
Keyword(s):  
Public Schools ◽  
Education System ◽  
Mother Tongue ◽  
Language Education ◽  
School Level ◽  
Critical Examination ◽  
Specific Reference ◽  
Medium Of Instruction ◽  
Main Concern ◽  
Primary Level

A critical examination of the trends, issues, and challenges in policy and practice of English language education in Pakistan is the main concern of this paper. This is done first by describing the practice of teaching English in varied instructional situations. Second, the paper historically reviews the language education policies since Pakistan’s independence in 1947. Third, the consequences of using English as the medium of instruction are discussed. A longitudinal large scale study is done to highlight the fact that English as medium of instruction at primary school level can distort the teaching and learning activities for students and teachers in rural areas of Pakistan and student drop-out rate can even get higher in those areas. The data was collected from the interviews of twenty teachers working in government and semi government schools at primary level. Based on the information obtained from the target participants, teaching at the same level but in different schools, the author argues that mother tongue education at the primary level is the most appropriate method to enhance the educational performance of students and a positive approach to bilingual education must be taken to resolve the challenges associated with the medium of instruction policies in the education system of Pakistan. Moreover, the data also shows that adopting English as a medium of instruction in Public schools may lead to low motivation level among students and it can hinder the development of English as a second language among learners. Furthermore, a difference in home language and school language may also hamper development and concepts formation in students at school level. Therefore, it is recommended that before implementing any language as medium of instruction at school level, one must review the history of Pakistani education system and must keep in mind the linguistic differences of the society and unavailability of resources is also a major hindrance in implementation of any language policy.  The results of this study confirm that the pedagogical effectiveness could only be achieved through the mother tongue and provides clear evidence for the usage of native languages as a medium of education in schools.

scholarly journals Switch from Mother Tongue to English: A Double Jeopardy

2020 ◽  
Vol 8 (2) ◽  
pp. p22
Author(s):  
Berrington Ntombela
Keyword(s):  
South Africa ◽  
Mother Tongue ◽  
Medium Of Instruction ◽  
Critical Approach ◽  
African Languages ◽  
The Status ◽  
Mother Tongue Instruction ◽  
Intellectual Capacity ◽  
The Moment ◽  
English Medium Of Instruction

This paper interrogates the sorry state of switching from mother tongue instruction to English medium of instruction in South Africa. Adopting a critical approach to literature review, it critiques the resistance mounted on the utility of African languages as viable media of instruction. It argues that the status quo is perpetuated by the dominance of English as a medium of instruction both in South Africa and abroad, and that this state of affairs can be traced back to a colonial system which presently works itself out as globalisation and internationalisation. The paper ends by demonstrating how switching from mother tongue instruction to English medium of instruction robs learners and teachers of their intellectual capacity, where they appear incompetent due to a language barrier. The paper concludes that the situation could only be rescued by promoting mother tongue instruction for the majority of South Africans which at the moment is enjoyed by a minority.

scholarly journals Teachers’ Attitudes Towards English as Medium of Instruction

2019 ◽  
Vol 2 ◽  
pp. 43-54
Author(s):  
Krishna Kumar Khatri
Keyword(s):  
Public Schools ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Mother Tongue ◽  
Secondary Level ◽  
Medium Of Instruction ◽  
The Public ◽  
Teachers Attitudes ◽  
Modern Technologies

 English as medium of Instruction (EMI) has been a genuine issue of discussion in today’s pedagogical field among the concerned stakeholders including teachers. In this concern, a mixed method study entitled ‘Attitudes of teachers towards using English as Medium of Instruction (EMI) in Public Secondary Schools of Ilam was attempted to explore the teachers’ attitude towards using EMI in the public schools and challenges faced by them in course of adopting EMI. For this, twenty secondary level English teachers were accessed purposively and data were collected using questionnaire consisting of both close ended and open-ended questions. The results of the study revealed that teachers of public schools were found aware of the basic concept of the notion of English as a medium of instruction. They were found positive in implementing EMI in conducting their daily teaching and learning activities. The study also showed that teachers of secondary level have been facing different challenges in adopting EMI in the classroom like students’ weak exposure to English, mother tongue interference, unresourceful schools and linguistic diversity in the class. The study recommended that there should be conducive and encouraging environment in the public schools for the teachers for adopting EMI in the class. The schools should be made resourceful and well equipped with modern technologies. Moreover, the teachers should be made sound with pedagogically and professionally.

scholarly journals School and community partnership in promoting elementary education: A case study of union council Chountra, Rawalpindi, Pakistan

2021 ◽  
Vol 5 (1) ◽  
pp. 301-319
Author(s):  
Malik Ghulam Behlol ◽  
Faiza Masood
Keyword(s):  
Elementary Schools ◽  
Public Schools ◽  
Elementary Education ◽  
Primary Schools ◽  
Retention Rate ◽  
Research Question ◽  
Structured Interview ◽  
Union Council ◽  
School And Community

The local communities and School Councils (SC) play a significant role in supporting the schools for successful and effective learning at the elementary level. This study examines the extent of community-school partnership in improving the functioning of elementary schools, and community development through the agency of SC. The main research question of the study was, how school and community mutually guide, interact and support each other for solving the burning issues faced to primary schools in their effective functioning.  The case study method with survey technique was applied to conduct this study. Thirteen elementary schools located in Union Council (UC) Chountra, a Sub-Tehsil of district Rawalpindi were taken as an integrated case. The quantitative and qualitative data was gathered through a checklist with five point Likert scale, and a semi-structured interview which were corroborated for analysis to draw findings and conclusions. Analysis revealed that schools are not fully successful in increasing the retention rate for the universalization of elementary education due to poor teachers’ commitment, unattractive school buildings, corporal punishment, and parents’ deteriorating trust in public schools. Participation of community through the agency of SC in academic, administrative, logistic matters of schools is almost non-functional.

scholarly journals The Efficacy of the Application of Mother Tongues Education in Pakistan

sjesr ◽  
2020 ◽  
Vol 3 (4) ◽  
pp. 257-261
Author(s):  
Shah Nawaz Khan ◽  
Dr. Abdul Karim Khan ◽  
Dr. Ihsan Ullah Khan
Keyword(s):  
Second Language ◽  
Focus Groups ◽  
Mother Tongue ◽  
Medium Of Instruction ◽  
Primary Level ◽  
The Future ◽  
Mother Tongue Instruction ◽  
The Subject ◽  
Basic Concepts

No doubt, the importance of English cannot be denied, but at the same time, mother tongue has also due importance concerning one's culture and understanding basic concepts at schools at primary level. This paper is an attempt to prove the importance of mother tongue as a medium of instruction at the primary level in District Bannu. The data were collected from students’ focal groups of fifty classrooms from ten schools. Two questions were asked in each subject from the focus groups to check their concept of the subject. Similarly, among the teachers, thirty respondents were interviewed in the Parents-Teachers Meeting (PTM) to find out their views about the efficacy of mother tongue instructions at the primary level. In this connection, parents were also interviewed. The results showed that among the students whose concept was clear, eighty percent of students were those who were taught in their mother tongue whereas twenty percent of students were those who were taught in English. Again, among the thirty teachers, eighty-five percent felt comfortable with teaching in the mother tongue whereas fifteen percent of teachers showed positive inclination towards teaching in a second language. Lastly, parents also felt at ease with the mother tongue instructions as they conveyed that their children go to school with zeal. Thus, mother tongue instruction proved helpful at the primary level. This study will also prove helpful to other researchers in the future for conducting similar studies in other districts.

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