scholarly journals Ethnic group parents’ beliefs toward English medium instruction in school: A case of Kailali district

2020 ◽  
Vol 1 ◽  
pp. 74-83
Author(s):  
Man Bahadur Jora
Keyword(s):  
Ethnic Group ◽  
Learning Style ◽  
Education System ◽  
Mother Tongue ◽  
Dropout Rate ◽  
Community Based ◽  
Government Schools ◽  
English Medium Instruction ◽  
Recorded Data ◽  
Reading Activities

This research paper tries to explore the beliefs of ethnic group parents whose children study in private and community based schools in Kailali having English medium instruction (EMI). It has linked the education system in terms of English medium instruction. This study has built the framework of study on the basis of interview taken deeply from the ethnic group parents. The documented and recorded data show that English medium instruction is not on behalf of their mother tongue, learning style, environment and pace of learning. The only English medium instruction is applied currently in most of the private and government schools in Nepal. The beliefs of ethnic group parents illustrate that their children are not benefitted from English medium instruction regarding learning, doing homework and being interested in reading activities. Their views reveal the idea that use of only English medium instruction is being affected from the thinking of dominating their children’s languages. Finally, the beliefs of ethnic group parents show that the use of their languages (i.e. Tharu, Tamang, and Magar) in the schooling can attract children to the schools, doing homework, and decreasing the dropout rate of children from the school education.

The English-Only Myth

2013 ◽  
Vol 37 (3) ◽  
pp. 271-279 ◽  
Author(s):  
A. Giridhar Rao
Keyword(s):  
Private Schools ◽  
Education System ◽  
Social Inequalities ◽  
Mother Tongue ◽  
Government Schools ◽  
English Only ◽  
Multilingual Education ◽  
Medium Education ◽  
Education In India ◽  
Better Than

The first section of this overview starts by briefly sketching the state of the school education system in India. We then note that English-medium private schools are often not much better than government schools (whether English-medium or not). The second section argues that English-medium education in India must be seen in the larger context of a mother-tongue-medium education. English-medium-only education in India gives poor educational results, and it increases social inequalities. The way forward lies in a mother-tongue-based multilingual education that includes English.

Sense of local identity, attitudes toward dialects and language teaching: The Hungarian minority in Serbia

2018 ◽  
Vol 54 (1) ◽  
pp. 115-146 ◽  
Author(s):  
Eleonora Kovacs Rac ◽  
Sabina Halupka-Rešetar
Keyword(s):  
Ethnic Group ◽  
Rural Areas ◽  
Mother Tongue ◽  
Large Body ◽  
Value Judgments ◽  
Language Retention ◽  
Language Varieties ◽  
The Family ◽  
8Th Grade ◽  
Identity Attitudes

Abstract A large body of academic literature (e.g. Fishman 1977, 1999; Giles and Johnson 1981; Romaine 2000, among others) claims that language is one of the most significant markers of ethnic identification and that it plays a crucial role not only in the external perception of an ethnic group by outsiders but also in the selfidentification of an ethnic group. In a minority environment, sense of ethnic identity and language retention are connected very tightly, which is why it is of extreme importance to study attitudes towards the dialects of a language and value judgments about them. The paper presents the results of a research into attitudes toward dialects, conducted with approximately three hundred 5th and 8th grade pupils (age 12 and 15, respectively) attending school in Hungarian in two regions of Vojvodina, Serbia. It explores the subjects’ local features of identity, given that the research was conducted in eight different localities. The results of the research serve as a sound basis for developing use-centered, functional-situational mother tongue education of Hungarian minority pupils living in Serbia, since the current curriculum completely disregards the language varieties of many Hungarian minority pupils brought up and living in rural areas, who acquire and use the dialect spoken in the family.

scholarly journals Comparison of Educational Facilities of Mentally Challenged Children of Special School and Government School in Kolkata

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Phalguni Bhattacharya
Keyword(s):  
Education System ◽  
Special Educators ◽  
Special School ◽  
Educational Facilities ◽  
Right To Education ◽  
Special Schools ◽  
Government Schools ◽  
Government School ◽  
Inclusion Education ◽  
The Right

Purpose: The present study examined the right to education of mentally challenged children in special schools and government schools to compare educational facilities and availability of special educators. Method: Sample of 40 special schools mentally challenged children and 40 Government schools under inclusion education system mentally challenged children of both gender participated.Similarly10 teachers of five special school and 10 teachers of five govt. school under inclusion education system. Measures used were self-made questionnaire. Result: Percentage revealed that Governmental facilities and availability of special educators significantly differ between special schools and Governmental schools under inclusion education structure. Contribution of the Research: After implementation of right to education act, education becomes the fundamental right of each and every child. Article 21-A included disabled children in this act. The contribution of the study is to betterment of Governmental facilities for all mentally challenged children of both schools and maintain proper ratio in class between special educator and mentally challenged children. Therefore the study enlightens more awareness among society about inclusion education system for mentally challenged children.

scholarly journals Inuit-Centred Learning in the Inuit Bachelor of Education Program

2019 ◽  
Vol 40 (2) ◽  
pp. 93-107
Author(s):  
Sylvia Moore ◽  
Cheryl Allen ◽  
Marina Andersen ◽  
Doris Boase ◽  
Jenni-Rose Campbell ◽  
...  
Keyword(s):  
Education System ◽  
National Strategy ◽  
Language Resources ◽  
Community Based ◽  
Culturally Relevant Education ◽  
Bachelor Of Education ◽  
Key Participants ◽  
Memorial University Of Newfoundland ◽  
Relevant Education

The Inuit Bachelor of Education (IBED) program in Labrador is a partnership between the Nunatsiavut Government (NG) and Memorial University of Newfoundland. It is preparing teachers to be key participants in NG’s education system. The IBED students and Sylvia Moore, the lead faculty member in the program, have based this paper on a collaborative presentation. The writers explore the tensions between the current provincial curriculum offered in the regional schools and a curriculum that is founded on Inuit history, culture, and worldview, restores the central role of the Inuit language, and is community-based as recommended in the 2011 National Strategy on Inuit Education. The students discuss four key threads of culturally relevant education: land, language, resources, and local knowledge. Moore reflects on how the IBED program incorporates these same elements to support Inuit identity and the developing pedagogy of the pre-service teachers.

The Ethnic Group School and Mother Tongue Maintenance in the United States

1964 ◽  
Vol 37 (4) ◽  
pp. 306 ◽  
Author(s):  
Joshua A. Fishman ◽  
Vladimir C. Nahirny
Keyword(s):  
United States ◽  
Ethnic Group ◽  
Mother Tongue ◽  
The United States

An appraisal of the mother tongue for early child education in Nigeria

2019 ◽  
Vol 3 (2) ◽  
pp. 201-220
Author(s):  
Babatunji Hezekiah Adepoju
Keyword(s):  
Second Language Acquisition ◽  
English Language ◽  
Mother Tongue ◽  
Early Years ◽  
Target Language ◽  
School Age Children ◽  
Government Schools ◽  
Nigerian Child ◽  
Child Education ◽  
The Rich

Abstract This article provides an overview of the use of the mother tongue (MT) in child education in the Nigerian context. We explicate previous government efforts at focusing on the native language as a means of improving learning in the early years, particularly in training the Nigerian child. We also address the obstacles to government's attempts at de-emphasising the place of English in the Nigerian polity. Without doubt, the English language is regarded by the citizenry as the language of now and the future. The belief is that school-age children and their parents are more comfortable with English than any other language. The policy of the adoption of an indigenous language as the instruction medium in the lower primary school is at variance with parents' desire to make their children speak English as the first language (L1). Our recommendation is that uniformity of policy implementation will reduce conflicts as the schools of the rich/elites and non-fee-paying government schools are made to employ the same medium to instruct the pupils. The above claims are supported by preliminary findings from observations, data from the administered questionnaire and interviews conducted to determine people's attitude towards the use of English and/or indigenous languages in the education of the child. Following Krashen's theory of Second Language Acquisition (SLA), which highlights the significance of exposure to and interaction in the target language, we conclude that, if English language remains the medium of instruction in the classroom, Nigeria and other African nations with similar linguistic complexities will be saved from further confusion and inconsistencies in educational policies, even as the MT will still function in other aspects of national life.

scholarly journals There is no Alternative! Student Perceptions of Learning in a Second Language in Lebanon

2018 ◽  
Vol 4 (1) ◽  
pp. 79-91 ◽  
Author(s):  
Mike Orr ◽  
Samer Annous
Keyword(s):  
Education Policy ◽  
Student Perceptions ◽  
Mother Tongue ◽  
First Language ◽  
Linguistic Imperialism ◽  
Widespread Acceptance ◽  
Global Spread ◽  
English Medium Instruction ◽  
Definition Of ◽  
State Schools

Since 1997, children in Lebanese state schools are taught most of the curriculum in English or French. The children’s first language, Arabic, may be used even less in private schools, which educate 70% of children. In many countries, mother tongue education is seen as a right but in Lebanon it is taken for granted that children are taught in English or French. Written opinions were collected from seventy-five university students who were asked about the language in education policy. The results of a thematic analysis were discussed with a focus group of eight students. Findings point to a widespread acceptance of the policy, partly based on an underlying belief in the unsuitability of Arabic for the 21st century and a perception that the Lebanese are culturally predisposed to learn languages. Using the concept of linguistic imperialism, we discuss these results with reference to French colonialism and the global spread of English medium instruction. We also use a critical definition of ideology to discuss how a discourse in favour of the language in education policy, which actually favours the interests of the Lebanese elite, has been internalised by the students who see emigration as their only future.

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.

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