scholarly journals KURDISH MOTHER TONGUE EDUCATION POLICY OF PKK TERRORIST ORGANIZATION

2017 ◽  
Vol 10 (53) ◽  
pp. 193-204
Author(s):  
Ertan EROL
Keyword(s):  
Education Policy ◽  
Mother Tongue ◽  
Mother Tongue Education ◽  
Terrorist Organization

On the Mother Tongue Education Policy in Nigeria

1991 ◽  
Vol 43 (1) ◽  
pp. 89-106 ◽  
Author(s):  
F. Niyi Akinnaso
Keyword(s):  
Education Policy ◽  
Mother Tongue ◽  
Mother Tongue Education

scholarly journals On Uganda government’s commitment to the development and implementation of the mother tongue education policy in post-2015 era

2018 ◽  
Vol 12 (2) ◽  
pp. 1-17 ◽  
Author(s):  
Fred Masaazi ◽  
Medadi Ssentanda ◽  
Willy Ngaka
Keyword(s):  
Education Policy ◽  
Millennium Development Goals ◽  
Mother Tongue ◽  
Education For All ◽  
World Language ◽  
Mother Tongue Education ◽  
National Initiatives ◽  
Development Goals ◽  
The Government

The year 2015 was set as deadline to realise the Millennium Development Goals (MDGs) which were authored in 2000 by 189 states in the world. Language is at the heart of MDGs (Barron, 2012; Romaine, 2013). Some scholars look at language (development) as a measure and/or determinant of development (e.g. Romaine, 2013). This paper examines Uganda’s commitment to the development and employment of mother tongues in education as a way of realising the quality of education in Uganda. It is important to reflect on the trend and level of mother tongue development and employment in education in Uganda to chart the way forward for the post-2015 period. The paper draws from different studies and reports which have focussed on mother tongue education in Uganda. This study faults the government in many ways for failing to sustain the national initiatives of mother tongue education, particularly in terms of poor financing and failure to monitor the implementation of UPE and mother tongue education programmes. The paper proposes a way forward for the realisation of a meaningful Education for All (EFA) in form of Universal Primary Education (UPE) initiative and the mother tongue education policy introduced in Uganda in 1997 and 2006 respectively.

Power redistribution of languages in Hong Kong under a new national flag

2015 ◽  
Vol 25 (1) ◽  
pp. 141-164 ◽  
Author(s):  
Mee Ling Lai
Keyword(s):  
Hong Kong ◽  
Education Policy ◽  
Mother Tongue ◽  
Language Shift ◽  
The Political ◽  
Economic Changes ◽  
Mother Tongue Education ◽  
One Year ◽  
National Flag ◽  
The City

Four years after the sovereignty of Hong Kong was returned from Britain to China, a Matched-guised Test (MGT) was conducted to examine the subjective reactions of students to speakers of the three major spoken languages used in the city (i.e. Cantonese, English and Putonghua). Respondents were the first cohort of students under the mandatory mother tongue education policy, which was implemented one year after the political handover. Eight years after, when further socio-economic changes had taken place in Hong Kong, the MGT was administered again to find out the attitudes of the younger generation towards the three languages. Although English and Cantonese distinctly excelled in different domains in the first test, the second MGT shows signs of power redistribution among the languages. This paper is to report a comparison between the two tests and thereby uncover the directions of language shift in Hong Kong.

scholarly journals Developing and Implementing Mother-tongue Education Policy in Minority Speech Communities in Nepal: Issues and Challenges

2021 ◽  
Vol 1 (1) ◽  
pp. 29-57
Author(s):  
Dan Raj Regmi
Keyword(s):  
Education Policy ◽  
Mother Tongue ◽  
Field Studies ◽  
Mother Tongue Education ◽  
Operational Mechanism ◽  
Governmental Agencies ◽  
Multilingual Education ◽  
Speech Communities ◽  
Reading Materials ◽  
Made In

This paper examines some major issues and challenges in developing and implementing mother-tongue education policy in minority speech communities in Nepal. It also suggests some strategies based on field studies for meeting those challenges. In minority speech communities, constituting more than 55% of total population and speaking around 70 languages, despite attempts made by governmental and non-governmental agencies, multilingual education has not yet become accessible it is mainly due to the lack of operational mechanism in education policy. Till today, thousands of children of non-Nepali speaking communities are compelled to be instructed in Nepali and use the textbooks written in Nepali. This has resulted in class repetition, high dropout and very low quality at primary levels. The case studies made in Western Tamang and Rajbansi have explored a number of challenges as well as some way-outs for effective implementation of mother-tongue education policy in such communities. First and foremost, the roles of mother tongue, Nepali and English have not yet been fully justified. In most of the minority speech communities, there is only sentimental attitude towards their mother tongue. Most of the MLE programmes have been commenced without conducting need assessment (Regmi, 2019). There is a lack of appropriate textbooks and reading materials incorporating local cultures and life crucial knowledge embodied in language. Due to the lack of trained and motivated teachers, programmes so far implemented are also facing the problem of quality maintenance. Thus, a promising and inclusive multilingual education policy should be developed and implemented for maintaining the sustainability of MLE programmes in minority speech communities in Nepal.

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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