Literary Comprehension through Mother Tongue and the Achievement of Grade 3 Pupils in One District Public Schools

Cultural heritage is important to people’s identity and character.Preserving the culture is therefore very important for the future generations. The Tinguians who are the natives of Abra Province have their own culture which is distinct from other Filipino ethnolinguistic groups. Studies on the Tinguians however, show that many of their customs, traditions, practices and beliefs are no longer observed or done. To develop socio-cultural awarenesswhich enhances the pride of the learner’s heritage, language and culture,the Department of Education has institutionalized the Mother Tongue-Based Multilingual Education as its fundamental educational policy and program. This study which is a qualitative research aimed to determine how the program helps in the preservation of the Tinguian culture. The interview guide was used to gather data from the teachers, and officials of the selected public schools in Tinguian communities where the program was piloted.These were complemented by the observations of the researchers when they visited the schools. Based on the findings of the study, the first language or mother tongue of the learners is Ilocano thus the medium of instruction for kindergarten to Grade 3 is Ilocano; some of the teachers are not Tinguians and cannot speak the dialect; there is no working orthography of the Tinguian dialects; there are no available teachers guide, reading and instructional materialsin Tinguian; many of the learners whose parents are Tinguians speak Ilocano with their friends and classmates.

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

Ukraine: Cultural Heritage, National Identity, Statehood ◽

10.33402/ukr.2020-33-69-80 ◽

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.

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Les "langues immigrées" face à l'école française

Language Problems & Language Planning ◽

10.1075/lplp.16.2.02var ◽

1992 ◽

Vol 16 (2) ◽

pp. 137-162 ◽

Cited By ~ 2

Author(s):

Gabrielle Varro

Keyword(s):

Public Schools ◽

Mother Tongue ◽

Social Representations ◽

Large Fraction ◽

Private Life ◽

The Social ◽

French School ◽

The Status ◽

The Government ◽

Volunteer Associations

SUMMARY "Immigrant Languages" and the French School System The situation of children who continue to be called "immigrant" in France, even though most of them were born or raised there, is paradoxical to say the least. On one hand, the government seeks to integrate the foreign communities established in France, and this would tend to relegate language maintenance to the sphere of private life. But at the same time, education experts have since 1970 imposed the idea that a foreign child will only learn his or her second language well (French in this case) only if he or she first learns to speak, read and write his/her "mother tongue" or "language of origin". Such culturally determined notions have dictated specific policies in the public schools which in fact often serve to create segregation. This article attempts, in sociolinguistic and historic perspective, to analyze a situation which concerns a large fraction of the school population in France, in four parts: (1) The status of foreigners and their languages in France and the social representations surrounding them; (2) Government policy concerning foreign pupils and languages in public schools since 1970; (3) Volunteer associations and "mother tongue" maintenance; (4) Family strategies. RESUMO "Enmigrulaj lingvoj" : kaj la franca lerneja sistemo La situacio de tiuj infanoj, kiujn, kvankam naskitaj kaj edukitaj en Francio, oni daŭre nomas "enmigrintoj", estas, minimume dirite, paradoksa. Unuflanke, la registaro celas integrigi la eksterlandajn komunumojn establitajn en Francio, kaj tio emus al sovo de lingva konservado al la sfero de la privata vivo; sed aliflanke edukistoj ekde 1970 trudas la ideon, ke eksterlanda infano bone lernos sian duan lingvon (ci-kaze la francan) nur se li/si unue lernos paroli, legi kaj skribi sian "denaskan lingvon" au "lingvon de origino". Tiaj kulture determinitaj nocioj diktis specifajn politikojn en la publikaj lernejoj, kiuj ofte kreas izoligon. La aŭtoro celas, laŭ socilingvistika kaj historia perspektivo, analizi situacion, kiu tuŝas grandan nombron de lernejanoj francaj, en kvar stadioj: la statuso de eksterlandanoj kaj iliaj lingvoj en Francio, kaj la sociaj prezentiĝoj, kiuj ĉirkaŭas ilin; registara politiko pri ekster-landaj lernejanoj kaj lingvoj en publikaj lernejoj de post 1970; volontulaj asocioj kaj konservado de "denaskaj lingvoj"; familiaj strategioj.

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

sjesr ◽

10.36902/sjesr-vol3-iss2-2020(370-382) ◽

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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REVISITING STAKEHOLDERS’ ATTITUDE TOWARDS MTB-MLE AND ELT

EPRA International Journal of Multidisciplinary Research (IJMR) ◽

10.36713/epra5838 ◽

2020 ◽

pp. 81-91

Author(s):

Nimfa G. Dimaculangan ◽

Marie Ann Gonzales

Keyword(s):

English Language ◽

Positive Impact ◽

Mother Tongue ◽

Language Teaching ◽

English Language Teaching ◽

Language Program ◽

Global Competitiveness ◽

Multilingual Education ◽

Grade 3 ◽

Global Language

A number of studies on the Filipinos’ attitude towards the Philippine official languages and on code-switching have been done; nonetheless, very few studies on attitude towards the Mother Tongue Based Multilingual Education (MTB-MLE) language program after its implementation in 2013 have been conducted. This paper presents selected stakeholder participants’ attitude towards the language program in relation to English language teaching (ELT) and learning after about seven years of its implementation, and now that it may be suspended through House Bill No. 6125 or the Act Suspending the Implementation of the Use of Mother Tongue as the Medium of Instruction for Kindergarten to Grade 3 as suggested by a prestigious national linguistic organization[13]. The writer’s self-designed attitude questions which were patterned after the language attitude questions [21] were used to gather data through interview. Analysis revealed that four out of six participants had a positive attitude towards MTB-MLE; two were undecided about their perception and attitude; however, three among the six did not fully understand the program. The participants supported ELT and acknowledged the role of English as the global language; nonetheless, they were uncertain as to whether or not MTB-MLE would have a positive impact on ELT and on global competitiveness. KEYWORDS: Attitude, Bilingualism, English proficiency, English Language Teaching (ELT), Language of Instruction (LOI), Mother Tongue Based-Multilingual Education MTB-MLE), Multilingualism.

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Teaching the Nation: Literature and History in Teaching English

Messages Sages and Ages ◽

10.1515/msas-2016-0014 ◽

2016 ◽

Vol 3 (2) ◽

pp. 43-53

Author(s):

Onoriu Colăcel

Keyword(s):

Public Schools ◽

Teaching And Learning ◽

Political Action ◽

Native Speaker ◽

Mother Tongue ◽

Teaching English ◽

English Speaking ◽

Anglo American ◽

English Speaking World ◽

The Uk

Abstract Teaching English as a foreign language is rooted in the national interest of English-speaking countries that promote their own culture throughout the world. To some extent, ‘culture’ is a byword for what has come to be known as the modern nation. Mainly the UK and the US are in the spotlight of EFL teaching and learning. At the expense of other, less ‘sought-after’ varieties of English, British and American English make the case for British and American cultures. Essentially, this is all about Britishness and Americanness, as the very name of the English variety testifies to the British or the American standard. Of course, the other choice, i.e. not to make a choice, is a statement on its own. One way or another, the attempt to pick and choose shapes teaching and learning EFL. However, English is associated with teaching cultural diversity more than other prestige languages. Despite the fact that its status has everything to do with the colonial empire of Great Britain, English highlights the conflict between the use made of the mother tongue to stereotype the non-native speaker of English and current Anglo- American multiculturalism. Effectively, language-use is supposed to shed light on the self-identification patterns that run deep in the literary culture of the nation. Content and language integrated learning (CLIL) encompasses the above-mentioned and, if possible, everything else from the popular culture of the English-speaking world. It feels safe to say that the intractable issue of “language teaching as political action” (Cook, 2016: 228) has yet to be resolved in the classrooms of the Romanian public schools too.

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Teaching and Learning English Language through Literacy Drive Policy in Grade 3 in Public Schools: Teachers’ Perception and Challenges

Psychology and Education Journal ◽

10.17762/pae.v58i1.1626 ◽

2021 ◽

Vol 58 (1) ◽

pp. 4664-4676

Author(s):

Umaira Aleem, Dr. Sadia Irshad

Keyword(s):

Public Schools ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Language Education ◽

Successful Implementation ◽

Clear Understanding ◽

Teaching English ◽

Micro Level ◽

Grade 3

This paper investigates the place of pedagogy in language-in-education policy through an analysis of how the macro-level government policy interacts with the micro-level English language teaching practices. Since 2015, the teaching and learning of English language to grade 3 students, in all public schools of the Punjab, has been carried out through a literacy and numeracy drive called LND. The present study investigated the effectiveness of teaching English to grade 3 through literacy drive policy (LDP) of LND programme. It locates the implementation of LDP, in language in acquisition policy perspective and supports the stance that language teaching and learning is central to language planning and policy research (Johnson, 2013; Menken & García, 2010). It argues that language interventions deployed at any level of education are extension of language education policies which aim to improve the quality of education and to promote the learning of the language. Like all language in acquisition policies, LDP for teaching and learning of English is being executed in the same context of increasing the number of language users through teaching of foreign or second language (Cooper, 1989). The study investigated perceptions of teachers regarding teaching and learning of English through LDP with the notion that effective implementation of any language programme is linked with the understanding and practices of teachers who are the real implementers and final arbiters at micro level (Menken, 2008). The present study included a portion of data from my PhD dissertation. It collected teachers’ experiential standpoints to explore teachers’ awareness regarding implementation of LDP and issues they face inside the classrooms when they carried out teaching learning of English through LDP. The findings of the study revealed that teachers teaching English to grade 3 lack awareness in terms of clear understanding regarding LDP mainly because it is less elaborated and not accessible. It ultimately hindered the successful implementation and poses multiple classroom challenges.

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Teachers’ Attitudes Towards English as Medium of Instruction

Journal of NELTA Gandaki ◽

10.3126/jong.v2i0.26602 ◽

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.

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MANAGING TRANSITION: TEACHER ACCOMMODATION STRATEGIES IN AN ENGLISH SECOND LANGUAGE CLASSROOM

Commonwealth Youth and Development ◽

10.25159/1727-7140/1158 ◽

2016 ◽

Vol 13 (1) ◽

pp. 50-66

Author(s):

Blandina Makina

Keyword(s):

Second Language ◽

Public Schools ◽

Language Proficiency ◽

Intermediate Phase ◽

Mother Tongue ◽

First Language ◽

Home Language ◽

Learning And Teaching ◽

Slow Development ◽

And Function

The South African Language in Education Policy (LiEP) makes provision for learners to be taught in their first language in the first three years of schooling. In accordance with this language policy, in most public schools, learners are taught in their home language in the first three years of school. In grade 4, which is the beginning of the intermediate phase, English - the second language (L2) â€“ becomes the language of learning and teaching (LoLT) across all subjects except the mother tongue. Contrary to expectations, by grade 4, learners in disadvantaged environments have barely developed sufficient reading and writing skills in their home language to make a successful transition and function effectively in the L2. This paper is based on insights from lesson observations and interviews of three Grade 4 teachers of English as a Second Language. It documents the accommodation strategies used to help learners manipulate the language of learning and teaching (LoLT). Findings indicate that the translanguaging processes involved in making English part of the learnersâ€™ linguistic repertoire are heavily embedded in the home language, resulting in very slow development of the learnersâ€™ language proficiency in English. Recommendations are made on how to enable teachers to assist their learners to bridge this transition gap.

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A Mobile-Assisted Learning Application of Mother Tongue for Grade 3

International Journal of Computer Applications ◽

10.5120/ijca2019918949 ◽

2019 ◽

Vol 178 (22) ◽

pp. 15-18

Author(s):

Karl Vincent ◽

Jessa Joy ◽

Charry Ann ◽

Hanzrick G.

Keyword(s):

Mother Tongue ◽

Grade 3

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