Right of Knowing and Using Mother Tongue: A Mixed Method Study

Burhan Ozfidan

doi:10.5539/elt.v10n12p15

Abstract

Language is a crucial factor for the academic achievement of minority people. Speaking the mother tongue in school increases self-confidence and thinking skills, and conveys freedom of speech. Mother tongue is an inseparable element of his or her culture and that everyone has the right to learn his or her mother tongue. The main objective of this current study is to illustrate the need for a language curriculum and to investigate what parameters will influence the development of a mother tongue. This study used an explanatory sequential mixed method, conducted in two phases: a quantitative phase followed by a qualitative phase. For quantitative data collection, 140 participants responded the survey instrument. For qualitative data collection, 12 participants were interviewed. The results indicated that everyone has the right to be taught in their mother tongue. Mother tongue education is necessary for a student to have an equal access to education and gain benefits from education as do others. Mother tongue education has a crucial role in ensuring school attendance, raising the quality of education, and integrating children into society. Therefore, the findings reflected that a bilingual education program is necessary to be educated in mother tongue.

Highlights

Children who have a good knowledge of their mother tongue have been shown to have better literacy skills in a language that is spoken in school (Baker, 2000; Skutnabb-Kangas, 2000)
Language is a crucial factor for the academic achievement of minority people
The main objective of this current study is to illustrate the need for a language curriculum and to investigate what parameters will influence the development of a mother tongue

Summary

Introduction

Children who have a good knowledge of their mother tongue have been shown to have better literacy skills in a language that is spoken in school (Baker, 2000; Skutnabb-Kangas, 2000). The literacy abilities, language, and subjects that are being taught in the majority language can be transferred to the language that is spoken at home if the children’s mother tongue is developed and promoted in school. Usage of the mother tongue based in a bilingual education program, according to Malone (2007), allows children who use a language that is spoken in a non-dominant society to build a strong educational based in the language they know best — their mother tongue— and a strong bridge to the official language — the school second language (L2) — and learning other languages as well (e.g., third language, fourth language, and so on). The result is that they may be inspired to use all their languages that they have learned for life-long learning (p. 12)

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Conclusion