scholarly journals Indigenous Songs as Instructional Aids in Teaching Mother Tongue to Pupils of Bontoc Central School: Its Educational Implications

2019 ◽  
pp. 103-111
Author(s):  
Jonnelle D. Fagsao
Keyword(s):  
Communication Skills ◽  
Mother Tongue ◽  
Department Of Education ◽  
Communication Arts ◽  
Pedagogical Tools ◽  
Primary Level ◽  
Young Learners ◽  
Educational Implications ◽  
Instructional Aids ◽  
Mountain Province

Indigenous Songs play an important role in the development of young children learning the mother language. This paper begins by looking at why indigenous songs can be considered valuable pedagogical tools in teaching the mother tongue this K12 curriculum of the (DepEd) Department of Education. In particular, it will discuss how indigenous songs are used in communication arts that can help young learners (particularly those who are not from Bontoc) of Bontoc Central School in Bontoc, Mountain Province improve their communication skills. The researcher will also discuss how the selected indigenous songs can reflect culture and increase the young learner’s overall enjoyment of learning a mother language and second language on songs translated into English. The researcher will then attempt to show, through useful examples, how the selected indigenous songs (both in mother tongue and English translation) can be used as language tasks. Finally, the paper aims to explore how indigenous songs for children can be adapted to suit a particular theme or part of the curriculum a teacher in the primary level might wish to teach in the mother tongue teaching.

Mother Tongue in Indigenous Script as Medium of Instruction

2017 ◽  
Vol 14 (1) ◽  
pp. 71-89
Author(s):  
Ruchira Das
Keyword(s):  
Cultural Heritage ◽  
Formal Education ◽  
West Bengal ◽  
Mother Tongue ◽  
Medium Of Instruction ◽  
Tribal Community ◽  
Level Of Education ◽  
Primary Level ◽  
The Government ◽  
The City

Olchiki is the indigenous script of Santals, a dominant tribal community of West Bengal, formulated to promote and represent ‘adi’ cultural heritage and traditions in their mother tongue Santali. The script was recognised by the Government of West Bengal in 1978 and was introduced at the primary level of education. However, there have been contestations around its appropriateness as the medium of instruction for the migrant tribal community in the emerging context of the city and globalisation. These discourses have led to the formation of two distinct groups—those who support the introduction of Santali language in Olchiki as a means to formal education and those who resist usage of its script for schooling. In my article, I will present these conflicting views prevailing among the migrant Santals of a settlement called Santragachi, in Kolkata.

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.

PERCEPTION OF FUTURE TEACHERS ABOUT MOTHER TONGUE EDUCATION IN BRAHUI LANGUAGE AT PRIMARY LEVEL

Al-Burz ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 24-29
Author(s):  
Zarina Waheed ◽  
Abdul Wahab ◽  
Waheed Bahadur
Keyword(s):  
Data Analysis ◽  
Research Design ◽  
Thematic Analysis ◽  
Mother Tongue ◽  
Qualitative Approach ◽  
Future Teachers ◽  
Primary Level ◽  
Mother Tongue Education ◽  
Dravidian Language

Brahui language has its own uniqueness and value as it is one of the oldest languages of Pakistan and considered as a Dravidian language. The purpose of this study was to explore the perception of future Brahui speaking teachers about mother tongue education in Brahui language at primary level in Balochistan. In this study, a qualitative approach was used. The research design was case study and site of the study was Sardar Bahadur Khan Women’s University Quetta. Semi-structure interviews were conducted from the Brahui speaking future teachers of B.Ed. (Hons.) 7th semester (5), M.A Education 3rd semester (5) and M.Phil. (5). The participants were selected through purposive sampling. Thematic analysis was used as method for data analysis. The data analysis revealed two main themes as need of Brahui mother tongue education in Brahui majority schools and teacher training for Brahui mother tongue education.

scholarly journals Fostering children’s music in the mother tongue in early childhood education: A case study in Zambia

2016 ◽  
Vol 6 (1) ◽  
pp. 9 ◽  
Author(s):  
Bibian Kalinde ◽  
Dorette Vermeulen
Keyword(s):  
Early Childhood ◽  
Cultural Context ◽  
Mother Tongue ◽  
Children's Music ◽  
Language Of Instruction ◽  
Educational Aims ◽  
Childhood Education ◽  
Children's Songs ◽  
Educational Implications

The influence that the use of a familiar language has on learning has long been explored with suggestions that a child’s mother tongue is the most suited initial language of instruction in school. In Zambia, however, this is not the case as the majority of people think that young children should learn to speak in English as soon as possible because this is the language of education. As a result, songs in English dominate the singing repertoire in pre-schools even when children have not mastered sufficient English vocabulary. Singing songs in English, just as teaching children in a language they do not understand, has been shown to hamper learning. The theoretical lens of indigenous African education underpins the study in order to investigate how music in the mother tongue in a cultural context can foster educational aims. Research participants included an expert in Zambian indigenous children’s songs who also acted as resource person and led 18 children aged between 5 and 6 years in sessions of music in their mother tongue. The findings of the study revealed that educational implications of children’s participation in music in the mother tongue can be found in the way in which they are organised, the activities they involve and in the music elements that characterise them.

scholarly journals The Efficacy of the Application of Mother Tongues Education in Pakistan

sjesr ◽  
2020 ◽  
Vol 3 (4) ◽  
pp. 257-261
Author(s):  
Shah Nawaz Khan ◽  
Dr. Abdul Karim Khan ◽  
Dr. Ihsan Ullah Khan
Keyword(s):  
Second Language ◽  
Focus Groups ◽  
Mother Tongue ◽  
Medium Of Instruction ◽  
Primary Level ◽  
The Future ◽  
Mother Tongue Instruction ◽  
The Subject ◽  
Basic Concepts

No doubt, the importance of English cannot be denied, but at the same time, mother tongue has also due importance concerning one's culture and understanding basic concepts at schools at primary level. This paper is an attempt to prove the importance of mother tongue as a medium of instruction at the primary level in District Bannu. The data were collected from students’ focal groups of fifty classrooms from ten schools. Two questions were asked in each subject from the focus groups to check their concept of the subject. Similarly, among the teachers, thirty respondents were interviewed in the Parents-Teachers Meeting (PTM) to find out their views about the efficacy of mother tongue instructions at the primary level. In this connection, parents were also interviewed. The results showed that among the students whose concept was clear, eighty percent of students were those who were taught in their mother tongue whereas twenty percent of students were those who were taught in English. Again, among the thirty teachers, eighty-five percent felt comfortable with teaching in the mother tongue whereas fifteen percent of teachers showed positive inclination towards teaching in a second language. Lastly, parents also felt at ease with the mother tongue instructions as they conveyed that their children go to school with zeal. Thus, mother tongue instruction proved helpful at the primary level. This study will also prove helpful to other researchers in the future for conducting similar studies in other districts.

scholarly journals Android interactive word game in mother tongue for early childhood learners

2021 ◽  
Vol 22 (3) ◽  
pp. 1787
Author(s):  
Rosie Jane P. Siosan ◽  
Josephine R. Lavilla ◽  
Ma. Asuncion Christine V. Dequilla ◽  
Joel T. De Castro
Keyword(s):  
Mother Tongue ◽  
Department Of Education ◽  
Information And Communications Technology ◽  
Second Phase ◽  
Technical Quality ◽  
Ict In Education ◽  
Interactive Strategies ◽  
Post Test ◽  
Quasi Experimental ◽  
Word Game

As ownership of mobile devices increases, the trend in the use of information and communications technology (ICT) in education also advances. In line with the mandate of the department of education to develop interactive strategies, this study aimed to design, develop, and evaluate an android interactive word game in Mother Tongue on the level of acceptability of the system based on content, instructional quality, technical quality, presentation and organization, and accuracy and up-to-dateness to address the gap for interactive mobile learning. This study used developmental and quasi-experimental research. The first phase of the study used developmental research to design, develop, and evaluate the acceptability of the android word game. The second phase of the study used quasi-experimental to evaluate the effectiveness of the developed android word game on the pupils' academic performance in mother tongue. The evaluation of the information technology (IT) experts resulted to a very acceptable rating for the android interactive word game, which was observed to be effective based on the higher post-test mean score or higher mean score of the pupils in the spelling skills after their exposure to the android interactive word game.

scholarly journals Teacher Development in Slovenia for Teaching Foreign Languages at the Primary Level

2012 ◽  
Vol 2 (3) ◽  
pp. 27-53
Author(s):  
Mihaela Brumen ◽  
Mateja Dagarin Fojkar
Keyword(s):  
Foreign Language ◽  
Teacher Development ◽  
Language Instruction ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Primary Level ◽  
Qualified Teachers ◽  
Young Learners ◽  
Service Training ◽  
Guidelines And Recommendations

The introduction of foreign languages into the first three-year cycle of primary school has spurred the need for qualified teachers, and is one of the main discussion points among experts in foreign language teaching. Most of the contemporary studies report that there is a global gap between the supply of qualified teachers of foreign languages to young learners and the demand for them as programmes expand. These studies emphasize the paramount importance in assuring the quality of early foreign language instruction. Therefore, the authors of this paper first present some of the models of initial and in-service training of teachers of foreign languages to young learners across the world and then focus on a more in-depth presentation and analysis of the training of teachers of foreign languages at the primary level in Slovenia. All the existing national programmes for teacher development are compared and discussed. Finally, some guidelines and recommendations are given regarding training teachers to teach foreign languages to young learners.

scholarly journals प्राथमिक तहका गरुङ मातृभाषी विद्यार्थीको शब्द भण्डार [Vocabulary of primary level Gurung mother tongue students]

2021 ◽  
pp. 1-13
Author(s):  
बुद्धराज Buddharaj खनिया Khaniya
Keyword(s):  
Mother Tongue ◽  
Primary Level

प्राथमिक तहका गुरुङ मातृभाषी विद्यार्थीको गुरुङ शब्द भण्डार क्षमता अध्ययन गर्ने उददेश्यले तयार गरिएको यो लेख गुणात्मक अनुसन्धानको स्थलगत अध्ययनमा आधारित छ । यस अध्ययनका लागि उद् देश्यमूलक तरिकाबाट छनोट गरिएका लमजुङ जिल्लाका प्राथमिक तहमा अध्ययन गर्ने गुरुङ मातृभाषी विद्यार्थीहरूलाई आफ्नो घर परिवार, विद्यालय लगायत अर्घुं, ल्होछार जस्ता विभिन्न विषयमा गुरुङ भाषामा वर्णन गर्न लगाई आधारभूत शब्दहरू सङकलन गरिएको थियो । यस क्रममा स्वादेश शब्दसूचीका आधारमा नेपाली शब्दसूची तयार गरी शिक्षित गुरुङ मातृभाषीहरूलाई अनुवाद समेत गर्न लगाइएको थियो । यसरी सङ्कलन गरिएका तथ्यहरूलाई वर्णनात्मक विधि अवलम्बन गरी पहिले समष्टिमा त्यसपछि क्रमशः शब्दवर्ग र विषय क्षेत्रका आधारमा गुरुङ भाषाका आधारभूत शब्दहरूको व्याख्या विश्लेषण गरिएको छ । गुरुङ मातृभाषी विद्यार्थीले जम्मा ३८७ ओटा शब्द प्रयोग गरेका छन जस अनुसार उनीहरूले शब्दवर्ग अन्तर्गत सबैभन्दा बढी नाम त्यसपछि क्रमशः क्रियापद, विशेषण, अव्यय र सर्वनाम प्रयोग गरेका छन् विषय क्षेत्र अन्तर्गत सबैभन्दा बढी भूगोल, खगोलसँग सम्बन्धित शब्द प्रयोग गरेका छन्, त्यसपछि क्रमशः मानव र मानवीय अङ्ग, खाद्यय–पेय पदार्थ, समय, वार, महिना, पशुपक्षी, किरा फटयाङग्रा, चाडपर्व, पोशाक, धातु, रङ, नाता सम्बन्ध, बोट विरुवा, फलफूल, घरायसी वस्तु, गुण, स्वभाव, भाव, अवस्था, संख्या, परिमाण र स्वास्थ्य एवम् वातावरणसँग सम्बन्धित शब्दहरू प्रयोग गरेका छन् 

scholarly journals A History of The Six-Year Primary Project in the Use of Yoruba as the Medium of Primary Education

2021 ◽  
Vol 4 (2) ◽  
pp. 1-14
Author(s):  
Toyin Falola ◽  
Michael Oladejo Afolayan
Keyword(s):  
New York ◽  
Native Language ◽  
Mother Tongue ◽  
Developing Nations ◽  
National Language ◽  
Home Language ◽  
Language Experience ◽  
British Council ◽  
Young Learners ◽  
History Of

The Larger Context and Arguments on Mother Tongue and Education Many non-English speaking parents think that if their children only learn English, they will fare better in school. In the last half a century or so, researchers have noticed the problem faced especially by developing nations in their language-related educational policies.1 Some countries, like Burundi, for example, have adopted this mentality and made English the official national language, in hopes that encouraging English will stimulate the economy and improve the job prospects of youth.2 However, research consistently shows that focusing entirely on English or any “majority language” at the detriment of one’s native language actually does more harm than good. There are many 1 See works of Joshua Fishman, Language Problems of Developing Nations. New York: Wiley, 1968 and Joshua Fishman. Readings in the Sociology of Language. The Hague, Paris: Mouton, 1968. 2 Angelina Kioko, “Why Schools Should Teach Young Learners in Home Language,” British Council, January 16, 2015, https://www.britishcouncil.org/voices-magazine/ why-schools-should-teach-young-learners-home-language. 238 Toyin Falola and Michael Oladejo Afolayan benefts of children’s maintaining their native language, which I summarize below and will expand upon throughout the essay: 3 1. One’s language is tied with one’s identity. Consequently, then, maintaining one’s native language means maintaining one’s identity. With this maintained identity, one feels a connection to one’s native culture and therefore has a positive self-concept. 2. Maintaining one’s language allows one to strengthen relationships with family and community members who perhaps do not speak English (or the majority language) or who prefer to speak in their native language. Tis allows for one to keep a reliable social network bound by a common tongue. 3. If a young child is forced to speak in English (or the majority language) when they prefer to speak in their mother tongue, they are also forced to operate at a lower intellectual age than they actually are. Tis can damage the child’s academic future. Therefore, it is best for the child to be encouraged to speak both languages and experience the benefits of bilingualism and a fully developing brain. 4. Similar to #3, children who are able to speak in their native language and English (or the majority language) experience higher academic achievement throughout their life.

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