Primary Education in the Mother-tongue in Nigeria:

2019 ◽  
pp. 369-378
Author(s):  
Victoria A. Shaibu
Keyword(s):  
Primary Education ◽  
Mother Tongue

The role of communities in Uganda’s mother tongue-based education: Perspectives from a literacy learning enhancement project in Arua district

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Willy Ngaka
Keyword(s):  
Sustainable Development ◽  
Primary Education ◽  
Mother Tongue ◽  
Literacy Learning ◽  
Local Communities ◽  
Cultural Resources ◽  
Learning Enhancement ◽  
2030 Agenda ◽  
Medium Education

AbstractThis paper explores some of the factors that limit the effectiveness of Uganda’s mother tongue-based education policy, where instruction in lower primary classes is provided in the mother tongue. Using socio-cultural and ethnographic lenses, the paper draws from the experiences of a study implemented by a Ugandan NGO in one primary school in Arua district. Findings revealed weaknesses in implementation of the MTBE policy, highlighting deficiencies in the training of teachers, and lack of sensitization of local communities to the value of MTBE. The study also highlights the need for greater involvement of many kinds of stakeholder, and in particular, it focuses on how communities can be encouraged to work together with schools. A clearer understanding of what literacy involves, and how subjects can be taught in poorly-resourced communities, can be gained by considering the contribution of funds of local knowledge and modes of expression that build on local cultural resources. However, the strategies proposed are insufficient given the flawed model of primary education that the present MTBE policy embodies. A reenvisioning of how MTBE articulates with English-medium education is also needed. Substantial rethinking is needed to address target 4.6 of SDG 4 (UNDP, Transforming our world: The 2030 agenda for sustainable development. https://sustainabledevelopment.un.org/post2015/transformingourworld (accessed 30 November 2015), 2015) which aims to ensure that “all youth and a substantial proportion of adults achieve literacy and numeracy by 2030”.

scholarly journals INTEGRATION BETWEEN MOTHER TONGUE AND MATHEMATICS IN PRIMARY EDUCATION.

2019 ◽  
Vol 77 (09) ◽  
pp. 310-312
Author(s):  
Nargiza Raximjonovna G’oyibnazarova ◽  
Keyword(s):  
Primary Education ◽  
Mother Tongue ◽  
And Mathematics

scholarly journals Implementing task-based language education in primary education

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Kris Van den Branden ◽  
Koen Van Gorp
Keyword(s):  
Language Policy ◽  
Primary Education ◽  
Innovation Policy ◽  
Mother Tongue ◽  
Compulsory Education ◽  
Innovation Process ◽  
Language Education ◽  
National Language ◽  
Whole School ◽  
The Individual

Abstract This article provides a critical analysis of the language policy measures that were taken by the Flemish government (Belgium) to improve the quality of the teaching of the national language (Dutch) in compulsory education in Flanders and in the Flemish education system in Brussels. It builds on Van den Branden (2006a), which documented the implementation of task-based language teaching (TBLT) in primary, secondary and adult education in Flanders in the period between 1995 and 2005. Focusing on primary education, this article examines the different periods and trends in the government’s attempts to push the innovation of Dutch language education, and analyses its impact on the practice of teaching the language of schooling. The article highlights the gradual shift in focus from introducing TBLT materials and supporting the individual teacher to mandating the design of a school-wide language policy involving the whole school team, and from a top-down implementation to a more bottom-up driven, collaborative innovation process. The major aim of the article is to identify the factors that impacted on the effects of the innovation policy, against the backdrop of the growing influx of pupils who do not acquire Dutch (the main medium of instruction) as their mother tongue.

Concluding Thoughts: Language Planning Issues for the Coming Decade

1994 ◽  
Vol 14 ◽  
pp. 277-283 ◽  
Author(s):  
G. Richard Tucker
Keyword(s):  
Language Policy ◽  
Primary Education ◽  
Mother Tongue ◽  
Language Planning ◽  
National Development ◽  
Current Work ◽  
The Past ◽  
Review Articles ◽  
Political Events

As the review articles commissioned for this volume clearly indicate, the past two years (1992 and 1993) have been particularly rich ones for scholars concerned with language policy and language planning issues. As I reviewed these contributions, I was struck by the salience of five cross-cutting themes which seemed to underpin many of the articles-and indeed much of the current work by the profession. I propose to identify and comment briefly on each of these themes, and then to conclude by alluding to two relatively neglected areas of potential future concern. The five somewhat interrelated themes include: the role(s) of language policy or planning activities in foreshadowing or marking major world (political) events; the growing concern with ethnic revitalization; the correlates and consequences of continuing migration and mobility; the differential perceptions of the role of the mother tongue in primary education; and the potential contributions of language planning to educational and national development.

Empirical foundations for medium of instruction policies: Approximate replications of Afolayan (1976) and Siegel (1997b)

2015 ◽  
Vol 49 (4) ◽  
pp. 549-563 ◽  
Author(s):  
Fiona Willans ◽  
Constant Leung
Keyword(s):  
Empirical Evidence ◽  
Primary Education ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Critical Time ◽  
Original Study ◽  
Education For All ◽  
Medium Of Instruction ◽  
Negative Attitudes ◽  
The Impact

With global attention currently focused on the challenge of providing Education for All (UNESCO 2000), we must ensure that the language of teaching and learning remains a topic on the agenda towards making sure that the education being provided is effective. This is therefore a critical time to review medium of instruction debates, and to reassess what empirical evidence exists to guide policymaking that is both appropriate and achievable. Contributing to this endeavour, this paper argues for the approximate replication of two key studies. The first is Afolayan (1976), a widely-cited study conducted in Ife, Nigeria to test the effectiveness of teaching children in the mother tongue for six years of primary education. We argue that the frequency with which the success of this study is cited, without due attention paid to the details of its methodological procedure, may actually be detrimental to the success of other experiments, thus necessitating the careful replication of the original study. The second study is Siegel (1997b), one of the few studies that have been conducted to evaluate the impact of initial education in an English-based pidgin on the subsequent learning of English. We argue that there is an urgent need for replication of one of the few available studies of pidgins and creoles in education, given the prevalence of negative attitudes towards this category of languages.

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