scholarly journals The Implementation of Mother Tongue-Based Multilingual Education: Seeing It from the Stakeholders’ Perspective

2016 ◽  
Vol 6 (5) ◽  
pp. 43 ◽  
Author(s):  
John N. Cabansag
Keyword(s):  
Mother Tongue ◽  
Department Of Education ◽  
Instructional Materials ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Pedagogical Approach ◽  
Government Organization ◽  
Self Confidence ◽  
Multilingual Education ◽  
Local Stakeholders

<p>Mother Tongue Based-Multilingual Education (MTB-MLE) has carved its niche as a practical and effective approach in the educational landscape. It offers a plausible framework for preparing coming generations to become better adaptive and even rich contributors in the globalized and intercultural world. The gate to the new millennium has brought great zeal in and at the same time contestations around this educational alternative.</p><p>This study examined the stakeholders’ perspective on the implementation of MTB-MLE as a pedagogical approach. The stakeholders’ perspective were explored and analyzed through the results of the different focus group discussions among teachers, pupils, parents, local school board, parents-teachers and community association, non-government organization and local government unit.</p><p>Results from this study indicate four main benefits of MTB-MLE, namely: expressing better ideas, building self-confidence, better retention, and promoting friendly environment.</p><p>Meanwhile, the challenges which hinder the implementation of MTB-MLE are grouped into four significant themes: multilingual environment, difficulty in translation, inadequacy of instructional materials, and mandatory compliance to the Department of Education (DepEd) order.</p><p>The significance of the results of this study points out important actions the program can benefit Filipino pupils. Notably, a system that emanated from the higher authorities in which grassroots sector were not consulted, the Department of Education (DepEd) order should be executed by an interface between the higher level management and the local stakeholders. Involving them can undoubtedly contribute in the success of MTB-MLE.</p>

The link between linguistic subordination and linguistic inferiority complexes: English as a second language migrants in Australia

2021 ◽  
pp. 136700692110355
Author(s):  
Ana Tankosić ◽  
Stephanie Dryden ◽  
Sender Dovchin
Keyword(s):  
Second Language ◽  
Focus Group ◽  
Social Withdrawal ◽  
Real Life ◽  
Quality Criteria ◽  
Psychological Consequences ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Self Confidence ◽  
Research Questions

Aims and objectives/purpose/research questions: This article aims to explore the link between linguistic subordination and linguistic inferiority complexes in the context of English as a second language (ESL) migrants in Australia. We address the following research questions: (a) To what extent and how do ESL migrants in Australia suffer from linguistic subordination? (b) To what extent and how is this linguistic subordination linked to linguistic inferiority complexes for ESL-migrants in Australia? (c) What are the main social implications of the link between linguistic subordination and linguistic inferiority complexes for ESL migrants? Design/methodology/approach: The study involved the participation of 150 participants who were observed using linguistic ethnography. The participants engaged in interviews and focus group discussions so that we could explore the psychological consequences of linguistic subordination that they encountered. Data and analysis: The interviews and focus group discussions were transcribed and analysed with consideration to the context, as well as the participants’ utterances and paralanguage. The study followed alternative quality criteria. Findings/conclusions: Many ESL migrants in Australia face linguistic subordination for the way they speak English. Consequently, these migrants suffer from linguistic inferiority complexes – psychological and emotional damages, which result in self-marginalisation, self-vindication, loss of sense of belonging, social withdrawal, fear, anxiety and the erosion of self-confidence. We find that there is a direct link between linguistic subordination and linguistic inferiority complexes. Originality: This article addresses a gap that exists regarding the link between linguistic subordination and the development of linguistic inferiority complexes, discusses how this has real-life consequences for ESL migrants, and explores how this may be overcome. Significance/implications: ESL migrants need support so that they can cope with their experiences of linguistic subordination, thus helping them better deal with issues related to linguistic inferiority complexes. In addition, the broader society needs greater education on how their comments and actions can affect the wellbeing of others.

scholarly journals Self-Awareness and Leadership Skills of Female Students in Outdoor Camp

2017 ◽  
Vol 5 (10) ◽  
pp. 197 ◽  
Author(s):  
Melike Esentaş ◽  
Selhan Özbey ◽  
Pınar Güzel
Keyword(s):  
Role Model ◽  
Leadership Skills ◽  
Female Students ◽  
Team Work ◽  
Self Awareness ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Self Confidence ◽  
Youth Camp

This study aims to determine the role of youth camp practices, organised by the Ministry of Youth and Sports, in the development of self-awareness and leadership skills of female students participating in youth camps. As a result of analysis of the data collected with triangulation method -observation, focus group discussions and document analysis-, common ten (10) kernel categories were obtained. These themes are prejudice, communication, friendships, acculturation, team work, responsibility, self-confidence, consciousness, volunteering and taking role model. Finally, it is determined that youth camp practices contribute in the development of self-awareness and leadership skills in female students according to “obtained kernel themes”.

scholarly journals Perceptions about malaria among the Bedia tribal people in Uttar-Dinajpur district of West Bengal, India

2017 ◽  
Vol 5 (8) ◽  
pp. 3488 ◽  
Author(s):  
Uttam Kumar Paul ◽  
Pramukh Bhattacharyya ◽  
Rituparna Bhattacharyya ◽  
Arup Bandyopadhyay
Keyword(s):  
Focus Group ◽  
Rural Areas ◽  
Urban Areas ◽  
West Bengal ◽  
Mother Tongue ◽  
Field Work ◽  
Tribal Community ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Tropical Country

Background: In a tropical country like India, malaria is a major vector borne disease ranging from highly urbanised to deep rural areas. Though lots of health activities are going on against it in urban areas it is difficult to penetrate the deep rural areas particularly the tribal based interior villages because of lack of initiative, huge illiteracy, gross poverty and language problems. Therefore, a study was ventured in a rural community in North Dinajpur district of West Bengal, India occupied by members of scheduled tribe called 'Bedia' whose mother tongue is a tribal language called 'Nagori'- to understand their knowledge and perceptions about malaria so that future actions can be taken to uplift their health status and awareness particularly in relation to malaria.Methods: Present study have conducted three focus group discussions (FGDs), one with male participants, one with females and the third one involving both the sexes. There were 9-11 participants per FGD and total of 28 participants were included in the study.Results: The transcripts were at first coded and then categories were framed. Total six categories, which are: perceived causes of malaria, perceived features of malaria, mode of spread, treatment, difficulties and modes of prevention. After the content analysis of the transcripts conclusion was drawn.Conclusions: Through our field work and the focus group discussions on the Bedia tribes we understood several misconceptions and lack of awareness of the tribal community about malaria. However, it was possible to create awareness and confidence among them that they could take all preventive measures and positive approaches towards malaria.

scholarly journals PRESERVING THE TINGUIAN CULTURAL HERITAGE: MOTHER TONGUE-BASED MULTI-LINGUAL EDUCATION AS TOOL

2016 ◽  
Vol 2 (01) ◽  
pp. 79
Author(s):  
Elizabeth Valera
Keyword(s):  
Public Schools ◽  
Cultural Heritage ◽  
Heritage Language ◽  
Mother Tongue ◽  
First Language ◽  
Department Of Education ◽  
Language And Culture ◽  
Multilingual Education ◽  
Interview Guide ◽  
Grade 3

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.

scholarly journals Juan Tama, Mother Tongue-Based Multilingual Education (MTB-MLE) Storybooks: Their Effectiveness on Pupils’ Learning

2020 ◽  
Author(s):  
Rudyard C. Balacano
Keyword(s):  
Social Group ◽  
Cognitive Skills ◽  
Information Dissemination ◽  
Mother Tongue ◽  
Language Teachers ◽  
Instructional Materials ◽  
Achievement Level ◽  
Multilingual Education ◽  
Group A ◽  
Group B

This study analyzed the effectiveness on pupils’ learning of Mother Tongue-Based Multilingual Education (MTB-MLE) Storybooks. The use of Cebuano, Minasbate, and Filipino versions, entitled “JUAN TAMA”, for Grade 1 pupils of School A in Claveria South District and School B in Cawayan East District, Division of Masbate for SY 2012-2013 were evaluated. Each school covered 20 Grade 1 Pupils (Social Group A) and another 20 Grade 1 Pupils (Social Group B). The demographic profile of respondents in terms of language they used at home and school, showed that majority used Minasbate dialect in School A while Cebuano in School B. The average achievement rating of Grade 1 pupils in Social Group A was 62.18% while Social Group B obtained 81.76%. The use of mother tongue in the teaching story “Juan Tama” appears to have significantly affected the academic achievement level of Social Group B when compared to Social Group A. This demonstrates that pupils develop literary appreciation, literacy, cognitive skills and master content material more easily when they are taught in a familiar language. Teachers teaching in the mother tongue using Juan Tama storybooks perceived this medium of instruction as effective. Their suggestions included: increasing information dissemination on importance of mother tongue-based instruction; recognition of mother tongue acquisition as first priority in judging children’s achievement; training teachers in creating storybooks; and provision of instructional materials and references in MTB-MLE. Keywords: Mother Tongue Based-Multilingual Education, Storybooks, Pupils Learning

scholarly journals Mother tongues and languaging in Malaysia: Critical linguistics under critical examination

2017 ◽  
Vol 46 (4) ◽  
pp. 567-589 ◽  
Author(s):  
Nathan John Albury
Keyword(s):  
Local Knowledge ◽  
Mother Tongue ◽  
Critical Evaluation ◽  
Critical Examination ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Culturally Specific ◽  
Face To Face ◽  
Folk Linguistics ◽  
Critical Turn

AbstractThis article brings the critical turn in linguistics—with its current scepticism towards essentialised languages and bias forlanguaging—under critical evaluation. It does so by bringing it face-to-face with thelocal-knowledge turnin sociolinguistics that investigates local knowledge and local epistemologies, held by language users themselves, to understand sociolinguistic phenomena. This article analyses whether and how the epistemologies inherent tolanguage,mother tongue, andlanguaginghold relevance in local metalinguistic talk in Malaysia. Focus group discussions with ethnic Malay, Chinese, and Indian youth reveal that languaging throughBahasa Rojakis already firmly embedded in local epistemologies for communicating across ethnolinguistic divides and fostering interethnic inclusiveness. An essentialised view of language, however, remains vital to any holistic sociolinguistic research in Malaysia in culturally specific ways that do not conflict with languaging. The article therefore supports arguments that we ought not to disregard mother tongues in the interests of critical linguistics. (Critical linguistics, mother tongue, languaging, linguistic culture, Malaysia, folk linguistics)*

scholarly journals “This course is like a compass to us” – a qualitative study on newly settled migrants’ perceptions of civic and health orientation in Sweden

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Maissa Al-Adhami ◽  
Katarina Hjelm ◽  
Josefin Wångdahl ◽  
Elin C. Larsson
Keyword(s):  
Focus Group ◽  
Health Communication ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Residence Permit ◽  
Social Contacts ◽  
Course Content ◽  
Orientation Course ◽  
Self Confidence ◽  
Interview Guide

Abstract Background Migrants face structural, socio-political barriers in their resettlement processes that negatively affect their health. Migration also adversely impacts resources such as social capital and health literacy that are of importance for health and integration into society. Hence, there is a need for health promotion in the early post-migration phase. In Sweden, newly settled refugee migrants who have received a residence permit are offered an Introduction programme including a civic orientation course. The program is intended to facilitate access to the labour market and promote integration. The aim of the study was to explore participants’ perceptions and experiences of a civic orientation course with added health communication. Methods We performed six focus group discussions: two in Arabic, two in Farsi and two in Somali. The discussions were facilitated by native speaking moderators. Participants were 32 men and women recruited from civic orientation classes in the county of Stockholm. We used an interview guide with semi-structured questions. The data were analysed using a method for content analysis for focus group discussions. Results Three main categories were identified: (1) ‘The course gives valuable information but needs adjustments’, which includes that the civic and health orientation is needed earlier, during the asylum phase, and that planning and course content need adjustments. (2) ‘The health communication inspired participants to focus on their health’, which includes that the health communication was useful and inspired uptake of healthier habits. (3) ‘Participation in the course promoted independence and self-confidence’, which includes that the course gave insights into society and values in Sweden, and promoted independence and new social contacts. Conclusion This study adds knowledge about the users’ perspectives on the potential of civic orientation to promote the health and integration of newly settled migrants, describing ways in which civic orientation with added health communication promoted health and empowerment. However, the content and delivery of the course need adjustment to better fit the migrants’ life situations and varying pre-existing knowledge.

Marriage and transnational family life among Somali migrants in Finland

2016 ◽  
Vol 14 (1) ◽  
pp. 38-49 ◽  
Author(s):  
Mulki M Al-Sharmani ◽  
Abdirashid A Ismail
Keyword(s):  
Family Life ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Family Obligations ◽  
Family Ties ◽  
Transnational Family ◽  
Companionate Marriage ◽  
Spouse Selection ◽  
Larger Sample ◽  
Married Male

In this article, we investigate how marriage practices of Somali migrants in Finland are influenced by their transnational kinship. We examine how transnational family ties play a role in migrants’ spouse selection, marriage arrangements, and management of spousal resources. We also identify the factors that enable migrants to successfully navigate marital challenges caused by their transnational kin-based ties. These factors are: companionate marriage relationship based on emotional closeness and flexible spousal roles, compatibility in spousal resources, and the cooperation of couples in navigating transnational family obligations. We show how gender and generation are at play (in complex ways) in the interplay between transnational kinship and marriage. We draw on interview data from 16 married male and female interviewees, taken from a larger sample of 37 informants of different marital statuses. Our analysis is also based on data from focus group discussions

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