Abstract
This paper deals with the impact of Amharic (neighbor language) linguistic interferences on the Tigrinya variety used as medium of instruction, particularly in Alamata primary schools, south Tigray in north Ethiopia. The study is mainly concerned with the description and analysis of the linguistic interferences of Amharic into the Tigrinya variety used as medium of instruction. It is also aimed at pointing out the impacts of the linguistic on the medium of instruction and at suggesting some measures which can possibly solve or reduce the impacts. In order to achieve these objectives, a questionnaire, an interview, a writing test and personal classroom observations have been used as the main data collection instruments. Six primary schools have been selected using random and purposive sampling method. Grade seven students and their Tigrinya teachers have also been selected as sample subjects of the study using random sampling technique. The data, therefore, have been collected through the aforementioned methods from these subjects during schooling time. Both quantitative and descriptive methods have been used in an integrated way to analyze the data. The data have revealed that the influence of Amharic on the Tigrinya variety used as MOI is high at all linguistic levels (phonology, morphology, syntax and lexical), and it brings about negative effect in classroom communication. Moreover, it has also been found that there are innovations of linguistic elements. DOI: 10.7176/JLLL/66-02 Publication date: March 31 st 2020
Highlights
IntroductionAs to the best understanding of the researcher, language and education are not separable, especially in the overall activities of the instructional process
General objective The overall objective of this study is to survey impacts of the Amharic linguistic interferences in the implementation of the Tigrinya variety used as medium of instruction in the Alamata primary schools. 1.3.2.Specific objectives The specific objectives of under taking this study are:
In order to make the study manageable, the researcher has limited the study only to investigate how the interferences of Amharic linguistics into the Tigrinya variety used as medium of instruction could bring about negative impact on the classroom instructional processes in Alamata primary schools; it was quite difficult to conduct the study in all the 61 primary schools of Alamata because of the financial and time constraints
Summary
As to the best understanding of the researcher, language and education are not separable, especially in the overall activities of the instructional process. The role of language in the instructional process is very critical because it represents a people’s theory of reality; it explains, interprets, constructs and reproduces that reality (Smitherman, 1998:58). As Spolsky (1972:3) and Thomas (1990:1-2) noted, learning in school depends on an interaction to interaction of the pupil with his/her teachers, books and peers, and all these interactions are mediated by language. Most of his/her teaching takes place through language, and most of his/her learning depends on a pupil’s ability to understand what his/her teacher says and what is in his/her text books. Success in learning depends basically on the ability of the learners to understand the teaching-learning process and to express themselves in the language that is used for learning. For Thomas and Spolsky, students who lack sufficient language skills fail to express ideas in the language but they fail in the other subject areas as well
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