scholarly journals MOTHER TONGUE USAGE IN PRIMARY SCHOOLS: A DESIDERATUM FOR ACTUALIZING EDUCATION FOR ALL IN EBONYI STATE; SOUTH EAST NIGERIA.

2018 ◽  
Author(s):  
Chima Uzoma ◽  
Emeka A. Nwachukwu ◽  
Celestine N. Nwele
Keyword(s):  
Primary Schools ◽  
Mother Tongue ◽  
Education For All

scholarly journals The importance of using picture dictionaries in the lessons of mother tongue in primary schools

2021 ◽  
Vol 2 (2/S) ◽  
pp. 10-15
Author(s):  
Mukhtaram Khusenova ◽  
Manzura Ernazarova
Keyword(s):  
Primary Schools ◽  
Mother Tongue

The following article gives the description of picture dictionaries. And it also introduces picture dictionaries as a useful material for children to immerse their mother tongue. The vitality has been emphasized in the following article

The post-primary education of non-academic boys

2021 ◽  
Author(s):  
◽  
H. L. Wallace
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Primary School ◽  
Primary Schools ◽  
Education For All ◽  
Large Section ◽  
Economic Changes ◽  
Wide Range ◽  
Fresh Impetus ◽  
Physically Handicapped

This thesis is an attempt to examine what is probably the greatest single problem in New Zealand education; the problem of the non-academic child in the New Zealand post-primary school. It is an urgent problem, on the solution of which depends the welfare of a large section of our post-primary population. Our post-primary schools have gradually ceased to be selective and must now cater for an adolescent age group which omits only the most mentally defective and the most physically handicapped. This movement towards "secondary education for all" received fresh impetus in 1944 when the minimum school leaving age was raised to fifteen years. During the last eight years, post-primary schools have been faced with an increasing number of new entrants of a wide range of intelligence and .ability. Among these are found pupils who, under an earlier education system, would never have entered the door of a secondary school. The requirements of the Proficiency examination would have eliminated some, economic factors would have debarred others. Many would have found in a job the success and satisfaction which they had never achieved in a school. Now, as a result of educational and economic changes, these pupils are legally compelled to remain at school until they reach the age of fifteen years. The practice of social promotion in the primary school has resulted in most of these adolescents entering a post-primary school at thirteen, fourteen or fifteen years of age. These are the pupils wbo have been commonly labelled "non-academic".

scholarly journals Making space for expressive and creative writing in African primary Schools: a two-site action research study in Kenya and South Africa

2011 ◽  
Vol 2 (1) ◽  
pp. 77-95 ◽  
Author(s):  
Paula Gains ◽  
Barbara Graham
Keyword(s):  
South Africa ◽  
Action Research ◽  
Creative Writing ◽  
Early Literacy ◽  
Expressive Writing ◽  
Primary Schools ◽  
Research Study ◽  
Mother Tongue ◽  
Writing Pedagogy ◽  
Action Research Study

Similar concerns about the development of children’s creative writing abilities in Kenya and South Africa prompted two Mother Tongue (MT) education practitioners in Summer Institute of Linguistics (SIL) and Molteno Institute for Language and Literacy of Linguistics (MILL) to undertake parallel intervention studies to increase teachers’ competence in writing pedagogy and improve the quantity and quality of learners’writing. Most early literacy teachers have had no experience themselves of expressive writing, so it is not surprising that this activity rarely, if ever, features in public school early literacy classrooms. The hypothesis which formed the basis for this action research study was that educators, exposed to extensive and expressive writing themselves, will be more skilled in the generation of such activities with learners. This paper reports on the workshop processes in the two sites, identifying similarities and di"erences in the experience. Whilst the hypothesis, though tested, remains unproven,this paper presents findings that are of relevance to further study in the area of writing pedagogy research and also to teachers and teacher educators involved in writing in the primary school.

Status of Primary Education: A Case Study of The Dangs District in Gujarat

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Gaurang Rami
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
Socioeconomic Development ◽  
Compulsory Education ◽  
Constitutional Amendment ◽  
Education For All ◽  
Gujarat State ◽  
The Status ◽  
The Government ◽  
Education And Development

Universal primary education is a constitutional directive. Article 45 of the Directive Principles of the constitution urges all state to provide ‘free and compulsory education for all children until they complete the age of fourteen years’ within a period of ten years from the commencement of the constitution. Right to education has been recognized as fundamental right in 83rd constitutional amendment, even then the goal of universal education for all has remained distant dream. The status of education is one of the key indicators of socioeconomic development and employment opportunities largely depend on the level of education. In this paper we have examined the status of primary education in the Dings district of Gujarat state. The availability of basic necessary infrastructural facilities in the primary schools of the Dangs districts is not satisfactory. The process of education and development does not seem to have benefited the disadvantaged tribal groups in the Dangs district as much. Attempts have been made by the government and different voluntary agencies to promote education among tribal groups. The efforts to enhance the tribal education did not achieve its objectives because in many of the cases the educational needs and problems of the tribal communities are not properly identified. Keywords - Literary, Enrollment, Dropout, The Dangs, Gujarat, India

scholarly journals Educational Challenges of Roma Minorities: The Case of the Republic of North Macedonia

2020 ◽  
Vol 8 (3) ◽  
pp. 113-122
Author(s):  
Elena Rizova ◽  
◽  
Mira Bekar ◽  
Zoran Velkovski ◽  
◽  
...  
Keyword(s):  
Elementary Schools ◽  
Primary Schools ◽  
Linguistic Diversity ◽  
Mother Tongue ◽  
Current Status ◽  
Low Literacy ◽  
Roma Population ◽  
Main Research ◽  
Roma People ◽  
The Republic

Linguistic diversity comes in various forms. The most common ways of developing knowledge of more than one language according to some authors are either by learning a second language through participation in some form of bilingual education or being raised in a bilingual environment, such as school or a bilingual family. The phenomenon of development of literacy competencies of minority groups, specifically, the context of Roma people, in the Republic of North Macedonia, whose mother tongue is not even considered a standard language is the main research purpose of this paper. Research conducted in comparative studies on integrated education shows that in the elementary schools with high numbers of Roma students actions are rarely taken to enhance the integration of these minority students, because of 1) the lack of iconography, which is important for the ethnic identity of this minority and 2) low competence level of parents and teachers who are not adequately trained to work with students coming from different linguistic backgrounds or social backgrounds that are characterized by low literacy levels and low learning competences. Participants in this study were from several primary schools in North Macedonia and the responses were categorized according to the major themes that occurred. The findings show how women are excluded from obtaining better education and that multilingual children from deprived economic settings with poorly educated parents struggle and are seriously challenged to obtain proper literacy and education in elementary schools. The study reveals important details about the educational legislation, treatment of Roma people by local and international organizations and provides suggestions for improvement of the current status of the Roma population.

scholarly journals FACTORS RESPONSIBLE FOR THE POOR READING ACHIEVEMENT OF PUPILS IN PUBLIC PRIMARY SCHOOLS FROM TEACHERS’ PERSPECTIVES: A CASE STUDY OF YOLA SOUTH AND NORTH LOCAL GOVERNMENT AREA OF ADAMAWA STATE

2019 ◽  
Vol 7 (5) ◽  
pp. 208-229
Author(s):  
Elizabeth Raymond
Keyword(s):  
Reading Achievement ◽  
Local Government ◽  
Primary Schools ◽  
Mother Tongue ◽  
Structured Interview ◽  
Local Government Area ◽  
Poor Reading ◽  
The Poor ◽  
The Government ◽  
Teachers Perspectives

The main purpose of the study is to gain an understanding of the factors responsible for the poor reading achievement of pupils in public primary school in Yola South and North Local Government area of Adamawa state from teachers’ perspectives using a qualitative phenomenological approach. A total of 20 teachers were selected from ten randomly selected schools within Yola North and South Local Government Area.  Two teachers represented each school.  A set of semi-structured interview questions were used to gather data from the participant. Six major themes emerged from the analyzed data. The main themes that emerged from the data analysis are lack of commitment of teachers to their responsibilities, teachers lacking the skills to teach phonics and foundational skills in reading, lack of instructional and learning materials. Other emerging issues are related to inadequately qualified teachers, the influences of the socioeconomic status of parents on their negative attitude towards the education of their children as well as the interference/adverse effects of mother tongue on language learning. The findings from this study will help the government and educators push for policies that would help improve the academic performances of students in the state.

scholarly journals Preparation of new textbooks for Azerbaijan primary schools in the years of 1920-1931

2021 ◽  
Vol 2021 (3 (136)) ◽  
pp. 38-43
Author(s):  
Aytakin Mammadova
Keyword(s):  
Primary Schools ◽  
Mother Tongue ◽  
National Language ◽  
Teaching Staff ◽  
Teaching Resources ◽  
Scientific Terminology ◽  
Short Period ◽  
Methods Textbooks ◽  
Latin Script ◽  
Solution Methods

The proclaming of the Azerbaijani language as the main language was one of the most important changes in the reform of new schools in Azerbaijan in the 1920s. Preparation of textbooks in the native language for primary schools has become one of the actual issues. The development of national culture depended on the application level of the mother tongue. The purpose of the research is to study preparation of new textbooks for Azerbaijan primary schools in the years of 1920-1931. It was not possible to develop national schools without creating textbooks and additional teaching resources in the national language. It was difficult to develop new textbooks in all subjects for all groups (classes) in a short period. There were various reasons of the difficulties: 1) lack of professionals and teaching staff for designing textbooks in all subjects; 2) lack of scientific terminology in Biology, Physics, Mathematics other subjects; 3) lack of experience in the field of printing and publishing issues; 4) lack of professional translators; 5) the Arabic alphabet which hinders cultural progress, etc. The article identifies the nature of these difficulties and analyzes the solution methods. Textbooks for primary schools based on the new Turkish alphabet (Latin script) are analyzed in the article. In 1922, the New Turkish Alphabet Committee was established under the Central Excutive Commission (CEC) of Azerbaijan. Then Jalil Mammadzadeh, Mammadagha Shahtakhtli and others were also appointed to the committee. The committee organized its activities in three directions: 1) editorial and publishing department; 2) training and science department; 3) organizational department. As a result, a lot of issues regarding the compatibility of the new Latin alphabet with our language, harmony, and pronunciation were discussed; and finally, on July 22, 1922, it was decided to switch from the Arabic alphabet into the new Latin alphabet.

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