Mother Tongue Education Research Articles

GÊNERO E SEXUALIDADE NO ENSINO DE LÍNGUA PORTUGUESA

In this article, considering the silencing or insufficient approach to “gender and sexuality” in the teaching of mother tongue in basic education, we tried to analyze the proposal of the extension course “Gender and Sexuality in Portuguese Language Teaching”, organized by the research group Masculinities in Discourse - MasculinidaDIS (CNPq - UNEB). To this end, we considered both the effects of the approach to this theme present in some teaching documents and the contributions of Discourse Analysis to classroom activities on this theme. We also analyzed some activities about this subject proposed in the forementioned extension course. We think that a critical analysis on this theme may contribute to the construction and/or strengthening of respect for sexual and gender diversity.

The Adaptation Of Sabahattin Ali’s Stories “The Unrescuable Masterpiece” And “The Swallows” For B2 Language Proficiency Level

Language, which is a qualified tool for the socialization of people, is a phenomenon that has continued its existence from past to present. Societies developing with language have come a long way in transferring their linguistic productions over time. In this context, written texts created for cultural transmission and literary pleasure in Turkish are one of the elements that best describe human communication with language. In this context, literary texts created over time with the accumulation of societies have an important place in both mother tongue teaching and mother tongue teaching in the learning and teaching process. In the process of teaching Turkish as a foreign language to individuals who have come together from different cultures in the process of teaching Turkish as a foreign language, the use of literary texts emerging from the accumulation of society in the process will make learning permanent. The research aims to contribute to the field of teaching Turkish as a foreign language within the scope of simplified texts. In the process, the main idea was preserved by preserving the meaning structure given by the text. The related stories were taken from the 33rd edition of Sabahattin Ali's Yapı Kredi Publications published in 2018. In this respect, the main purpose is to enable the student to understand the text better. Bulding on this perspective, the research is based on the adaptation of Sabahattin Ali's stories titled The Unrescuable Masterpiece and The Swallows, which are included in the story book called The Mill, taking into account the B2 level criteria of the Common European Framework of Reference. The related stories were adapted and restructured through text simplification. In the process, the simplification process was reorganized by paying attention to the textuality criteria and using the appropriate methods of text preservation, text modification, text summarization and deletion. This study, which includes document analysis and descriptive analysis methods from qualitative research methods, the stories discussed in this study are aimed to arouse an aesthetic pleasure in the reader and improve reading comprehension skills in the teaching process, and within the framework of the adapted text, various examples of practical activities to be used in the course are included.

IMPACT ON THE IMPLEMENTATION OF MOTHER-TONGUE IN A MULTILINGUAL CLASSROOM

Mother-tongue instruction in multilingual settings significantly impacts teaching and learning. This paper aims to investigate the role of teachers in implementing mother-tongue instruction in multilingual classrooms. A qualitative approach was employed for this inquiry, utilizing semi-structured interviews as the primary data collection tool. These interviews featured open-ended questions, allowing participants to respond in detail until data saturation was achieved. Participants were purposively selected and included teachers who provided instruction in the mother tongue, as mandated by policy for Foundation Phase teaching in multilingual education (MLE) settings. The study was conducted in schools within the Eastern Cape Province of South Africa. The findings reveal challenges faced by teachers in implementing and improving mother-tongue instructional materials. Due to a lack of teaching and learning resources, the study concludes that there is a need for libraries in schools. Additionally, the study recommends a thorough examination of innovative teaching strategies.

In Conversation: Mother Tongue Education and Civic Engagement amongst Ga Youth

The role of language in education policies and the importance of civic engagement are well documented. What is less clear is how they converse with one another to inform how to develop active citizens who are empowered in their mother tongues. Building on a conceptual framework of civic engagement and linguistic injustice, this article asks: After the implementation of the 1971–1994 and 2004 medium of instruction education policies in Ghana, what language did Ga youth learn in, in practice? What are the intersections between Ga youths’ relationship to language and civic engagement participation? Together, these questions inform understanding of youth educational experiences, Ga people’s perception of the vitality of their language, and their responsibility to the community. In interviewing 22 Ga people in Ghana during the summer of 2022, I find that despite policy encouraging mother tongue instruction, most participants learned in English during primary school. Additionally, contrary to the notion that there is a disinterest in civic engagement amongst Ghanaian youth, findings show Ga youth find part of their civic responsibility to lie in passing on the Ga language to preserve their culture, land, identity, and the future of their community.

Potentiality of Mother Tongue Instruction and Multilingual Education Approach to Teaching English at Primary Level

The objectives of this study were to explore the participants’ lived experiences on medium of instruction while teaching English in the classrooms and to explore the participants’ lived experiences on Mother Tongue Based Multilingual Education approach to teaching English at primary level. Phenomenological research design was employed to complete this study. A set of questionnaires, interviews and discussion were the major research tools and three primary level English teachers were the sample population of this study. Phenomenological interviews and a set of questionnaires were used to collect the data. The collected data were transcribed, translated, coded and interpreted and analyzed thematically. The result of this study shows that a suitable medium of instruction is the most important factor and MTB-MLE approach is an effective approach to teach English language for the children of ethnic group people at pre-primary level. This study has implications for social change as teachers who engage in collaboration with colleagues and reflective practice will positively affect student achievement. Students may be taught by teachers who have the knowledge, skills, and attitude required for a successful implementation of a multilingual approach.

Language awareness survey among university students

In this study we examined the linguistic awareness and dialect attitudes of university students studying at the University of Nyíregyháza. It is particularly important that the future teachers have a positive attitude towards the varieties of the Hungarian language and share their knowledge with their learners in an effective way. However, the results of various research studies show that in many cases, mother tongue education in schools does not build on a multi-standard approach to language varieties, and as a consequence, non-standard varieties are perceived more negatively than standard ones. The aim of this research is to find out what the university students in the research study know about the regional variation of language, conscious language use and how they view dialect speech. The study was conducted through an online questionnaire survey involving 70 respondents. As a starting point for the research, it was assumed that the respondents’ dialect attitudes and language awareness would be determined by their experiences at school, and thus negative attitudes towards dialect speech would be observed in their value judgments. It was also assumed that respondents would be less accepting of the occurrence of dialect phenomena in their own language use and in the speech habits of others in their locality. The results showed that the majority of the students surveyed did not have a negative opinion of dialect phenomena, so the first hypothesis was not confirmed. However, the second hypothesis was partially confirmed, as far fewer respondents acknowledged the occurrence of dialect phenomena in their own language use than in the speech of the people in their locality. Overall, the majority of respondents to the survey have a positive attitude towards linguistic diversity and strive to use the language consciously. It is hoped that the students surveyed here will adopt the right approach to teaching about linguistic diversity in their teaching practice, thus positively influencing learners’ attitudes towards dialects and linguistic diversity.

The impact of language variation on educational outcomes in African rural settings

The present research discusses how language variation may influence educational outcomes within African rural settings concerning indigenous languages, colonial languages, and dialectal diversity. From the critical literature review, it has been determined that mother-tongue education advances academic performance as well as social cohesion and engagement since students find learning more accessible and relevant to their culture. Conversely, the range of dialects, along with other issues such as a lack of resources and proper teacher training, complicates the implementation of mother-tongue education. On the other hand, the use as medium of instruction of a few colonial languages causes inequalities to worsen, alienating rural learners and causing underachievement. This study has strengthened calls for more flexible and localized language policies, with further research on the longer-term impacts of indigenous language education in rural classrooms and the role of dialects. The resolution of at least these linguistic problems would allow the countries of Africa to come closer to equitable and more inclusive education systems. Keywords: Language Variation, Educational Outcomes, Rural Africa, Indigenous Languages, Colonial Languages, Dialectal Diversity.

Exploring the Impact of Values Education on Sustainable Environmental Awareness and Behavior Among Eighth-Grade Students

Education plays a crucial role in fostering numerous established and sustainable behaviors in individuals. Among these behaviors, environmental awareness is particularly important because of its significant sociological impact. The aim of this study is to investigate the effect of values education on environmental awareness and pro-environmental behavior. This study employs a mixed-method approach, combining both quantitative and qualitative research methods. The quantitative part of this research consists of 225 eighth-grade students and the qualitative part consists of six Turkish teachers. As a result of the quantitative analysis, it was found that the environmental attitude levels of the middle school students participating in this study were at a high level. In the qualitative analysis, it was found that the teachers participating in this study established a strong connection between mother tongue education, values education, and environmental education. The outcomes from the qualitative and quantitative analysis were discussed in depth and compared with the results previously presented in the literature. Additionally, the findings of this study indicated opportunities for future research as presented in the Discussion Section.

Effectiveness of Mother Tongue Instruction on Literacy Rates in Primary Education in Kenya, Examining the Transition from Indigenous Languages to English in Urban and Rural Settings

Purpose: The aim of the study was to analyze the effectiveness of mother tongue instruction on literacy rates in primary education in Kenya, examining the transition from indigenous languages to English in urban and rural settings Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Studies on the effectiveness of mother tongue instruction in Kenya's primary education reveal that using indigenous languages in early education significantly improves literacy rates, particularly in rural areas. In these settings, children who learn in their native languages during the early grades develop stronger foundational literacy skills compared to those taught in English from the start. Unique Contribution to Theory, Practice and Policy: Sociocultural theory, cummins’ linguistic interdependence theory & transitional bilingual education theory may be used to anchor future studies on the effectiveness of mother tongue instruction on literacy rates in primary education in Kenya, examining the transition from indigenous languages to English in urban and rural settings. Schools, particularly in rural areas, need more resources like textbooks and teaching aids in indigenous languages to support early literacy development. Policymakers should implement flexible language policies that consider the different linguistic needs of urban and rural populations.

Homework - Necessity or Myth?

Throughout generations a question has been posed: do students benefit from writing homework and does homework fulfill its purpose? The debate about the usefulness of homework causes many doubts in the educational public. Learning outcomes and the importance of homework are different today than twenty or more years ago. Contemporary students are not very interested in this type of activity, showing a high degree of non-independence in performing tasks outside the school environment. The author discusses the expediency of writing homework and its impact on students' learning achievements in class. Accordingly, the author examines the positive and negative sides of this extracurricular activity. This article was created based on the analysis of previous research and knowledge about this subject. Some Croatian and Slovenian didacticists believe that homework should not be abolished, but it should be functional, comprising of various exercises aimed at encouraging students to be active. Tasks are justified if they expand the possibility of learning and serve to develop students' abilities and skills. The author states that homework is necessary in the mother tongue teaching, especially at the initial level of primary school education. The teacher must control the quality and quantity of the homework, taking into account the time the student needs to complete it and the type of goals he wants to achieve in relation to the linguistic and literary material. The article offers the examples of homework in the fields of mother tongue, literature, written expression, reading and media culture. Modern technology offers numerous possibilities for creating creative homework.

Mother Tongue Education and the Acquisition of English Language as a Second Language by Akoose Speaking Pupils

Cameroon is a very diversified linguistic entity with about 284 languages for a population of 15,803,220 inhabitants (Grimes 2002). This situation causes the nation to face quite some challenges with choices of languages utilized as media of instruction at various levels in schools. This article focuses on Early Education whereby, we investigate learning through the medium of the MT and its implication for a better proficiency of the L2 (English Language) by these learners. The endeavor requires the application of various strategies to accomplished the task of learning the L2. It is obvious that at the initial phase, there is bound to be interference of the first language into the second language (L2) with different outcomes. Its hypothesis stipulates that children will learn more when they are instructed in the language they master most and better rather than when they are taught in their L2 or L3. The sample for this study comprises 20 teachers and 460 pupils. In order to collect the relevant data, interviews, language test, participant observation and questionnaires were used. Therefore, the investigation engaged both quantitative and qualitative research methods. The theoretical framework used for this study is Krashen’s theory of Second Language Acquisition. The data was analyzed using both frequency and percentage tables and charts. The findings indicated among other things that the children understood, participated, performed and retained information much better when using mother tongue as medium of instruction than when they are taught solely in English language; that, children are more attentive in class when their mother tongue is used to them than when English is used at the initial phase of their educational exposure. Also, an amazing finding amongst others in this research endeavor is the fact that pilot school pupils who employed mother tongue in early learning as medium of instruction did not only perform better in all school curricular subjects but also in English language subject than their counterparts in the regular school system whose medium of instruction was English language.

Investigating the Relationship Between Mother Tongue Education and Creativity: A Systematic Review at the K-12 Level

Effective use of one’s mother tongue has a positive impact on an individual’s life, especially in mother tongue education at the K-12 level. During this period, students progressively learn to use the language more effectively, which is critical for fostering creativity. Therefore, emphasizing creativity in mother tongue education at the K-12 level is a crucial area. The present study aimed to systematically analyze articles that address creativity in mother tongue education at the K-12 level. Data for the study were collected by searching the Web of Science, Scopus, Ebsco, and the Education Resources Information Center (ERIC) databases based on specific criteria. The analysis included 18 articles. The study’s findings indicate that the examined studies were conducted using different methods and for different purposes. The methodological quality of the studies was evaluated, and it was determined that the average score for qualitative studies was lower than that of quantitative studies. Multiple data collection tools were used in most of the studies. The examined articles consisted of eight themes: writing skills, speaking skills, teaching methods, art, poetry, interculturalism, technology, and reading skills. The findings related to these themes emphasize the complexity of supporting students’ creativity and developing their language skills. The studies lacked significant focus on teaching processes and student-centered approaches, which could provide valuable guidance for future research.

INTEGRATIVE EDUCATIONAL EXERCISES IN PRE-SCHOOL EDUCATION INSTITUTIONS AS A MAIN TOOL FOR THE DEVELOPMENT OF CHILDREN'S SPEECH

Mother tongue teaching is a matter of great pedagogical importance in preschool educational institutions. The role of mother tongue teaching in the general education system is extremely important in determining the level of thinking of children and ensuring its development path. In mother tongue classes, children exchange ideas based on their knowledge, look for appropriate words to express their ideas correctly, clearly, and fluently, and try to use the words they find in their active vocabulary. Integrative exercises are the best technology for developing the speech of preschool children. This means that children are not passive in the learning process, but actively interact with concrete materials and people around them. Training based on active learning methods differs from traditional training. These exercises allow children to act freely, and at this time they have the opportunity to demonstrate all their knowledge, skills and talents.

ENHANCING THE MECHANISMS AND FACTORS OF IMPROVING THE LITERACY OF UPPER SCHOOL STUDENTS BASED ON AN INNOVATIVE APPROACH

The given article presents information about the Uzbek language, the implementation of the law “On the State Language”, shortcomings in this regard, literacy issues, improving students’ literacy, research conducted in this regard, the role of the family in increasing students’ literacy. The impact of literacy, future challenges related to quality mother tongue instruction, increased attention to the issue of literacy, as well as issues related to the preparation of highly qualified personnel in this field will be covered. In the course of our research, we have found out that students have insufficient skills and qualifications to distinguish language phenomena, to choose words suitable for the purpose of speech. It is explained that the cultural level and responsibilities of parents are important in developing the student's spirituality, increasing the level of knowledge and literacy. Today, it will be shown what the tasks related to the development of our native language and literature, its teaching should consist of. Updating the system of teaching the Uzbek language on the basis of our national pedagogy, on the basis of foreign experience, creating literature that meets the requirements of the time, using innovative technologies, ensuring that the Uzbek language occupies a worthy place in the Internet world information network, about the language the need to create scientific and methodological developments related to the creation of electronic systematization of knowledge and linguistic analysis algorithms, the introduction of information and communication technologies to linguistic research, the importance of the creation of translation programs and dictionaries, electronic textbooks based on the Uzbek language and the world's leading foreign languages are stressed.

Program Requirements on Speech Development for Children with Hearing Impairment in Preparatory Class

The article summarizes primary rules that must be strictly observed in preparatory classes of public schools for the hearing impaired children. It is especially important to highlight the fact that children with hearing impairment may also have some difficulties in understanding another person's speech at the beginning, so it is necessary to accompany the langauge with a sign or a gesture. When composing words and phrases, it is desirable for the mother tongue teacher to have 2 types of primers: one of which will have movable letters. The above-mentioned rules will enable everyone to quickly and easily implement the education process with hearing impaired children. The article outlines the software requirements for children with hearing impairments in the preparatory class. Here, it is important to mention that education of these children begins with the development of word communication skills, highlighting the formation of abstract abilities. The program envisages timing and scope of work on this or that word material. The word material used in the native language classes should correspond to the age-specific features of the children.

Perceptions about the development of Black South African languages for use in basic education in South Africa

The development of Black South African languages (BSALs) has been a subject of discussion for indigenous languages activists. This development was deemed necessary in basic education, hence our research targeted parents and guardians of the learners. The study assessed the perceptions of parents and guardians about the development and use of BSALs in basic education. Qualitative and quantitative data were collected through a questionnaire and Likert scale. That was done to investigate the awareness of parents and guardians about their freedom to choose a language of their choice for learning and their perception and attitudes about the use and development of BSALs in basic education. The survey revealed, among other things, that parents and guardians preferred English for their children to BSALs, although they accepted that these languages are also important for identity and culture maintenance. Furthermore, the notion of monolingual education was rejected. It was also discovered that they thought mother tongue education would deprive their children of socio-economic mobility. Moreover, the respondents expressed that BSALs are not developed and promoted enough by the government. These findings led the researchers to conclude that the parents and guardians value English in education for the power, status and opportunities it presents, while BSALs should be in the system to preserve culture and identity.

THEORETICAL FOUNDATIONS OF LEARNING WORDS WITH OPPOSITE MEANINGS IN ELEMENTARY MOTHER TONGUE CLASSES

This article explores the theoretical foundations of teaching words with opposite meanings in primary mother tongue education, emphasizing cognitive knowledge, the creation of a cognitive-linguistic environment, and ensuring mutual understanding within a language-speaking community. It reveals the peculiarities of words with opposite meanings and promotes various methods to develop creative thinking in primary school students. The psychological and pedagogical conditions necessary for students' acquisition of antonyms and the development of their speech skills are thoroughly analyzed. Additionally, the article highlights the implementation of mother tongue education, considering children’s perceptual processes, cognitive testing activities, and psychological states.

Bridging Mother Tongue Instruction: Linguistic Dilemma of Public School Teachers

This study unfolded the experiences of teachers of Talomo District, Davao City on the use of mother tongue instruction. There were eight (8) teachers who participated in the study. This study made use of a phenomenological approach to extract the ideas of the participants. The participants were purposely selected as representatives from the group of school teachers in the same division. The virtual in-depth-interview was employed to gather some information as regards to their respective experiences on the use of mother tongue instruction as part of the teaching profession. Using the thematic analysis, the following themes emerged as pertains to the experiences of the participants: inadequate learning materials, unfamiliarity on profound vernacular words, student relying on mother tongue. The coping mechanisms to address the struggles of Self Learning Modules were: Adaptability to challenges, utilizing online educational resources, taking advantage of the ease of speaking the mother tongue. The educational management insight gained from the experiences of the teachers was primarily focused on providing teachers with high quality instructional materials. The principals may be more receptive on the current problems and issues of the teachers. The school heads may equip the teachers and students with proper materials throughout the school year. The teachers may continuously adapt coping mechanisms to address issues and be vigilant in finding classroom solutions to their problems.

L1 Education in Times of Globalization, Digitalization and Super-Diversity

This introduction first briefly sketches the (history of the) International Mother Tongue Education Network (IMEN). IMEN was founded in 1981 as an information and research network that over the years initiated an empirical-interpretive research program focusing on comparative analyses of the rhetoric and practices of L1 education across a dozen of European countries. Main elements of IMEN’s methodology that will be discussed below were the development of different types of research collaboration, a theoretical framework for comparative analysis, and a method for international triangulation. It then describes how, at the turn of the century, IMEN’s way of doing slow science became increasingly threatened by the requirements of publish or perish mainstream research, and how its research program was confronted with the challenges posed to L1 education by processes of globalization, digitalization, and super-diversity, becoming manifest in the superdiverse nature of student bodies, their sociolinguistic and ethnocultural doings, and the increasingly digitalized modes of teaching and learning they are exposed to. All these elements, in one way or another, also have an impact on the teaching-learning practices in mainstream L1 education and consequently must be addressed by IMEN-like studies. Finally this contribution briefly introduces the contributions to this special issue and suggests that they are a strong argument for a renewed interest in international comparative discussion on and around L1 education and a plea to further collaborative research from an empirical interpretive ethnographic perspective on teachers’ professional practical knowledge and classroom practices that can guide our understanding of the ubiquitous school subject L1 education that aims at preparing students for a global, digital, and super-diverse society.

The value of comparative research in an era of standards-based reforms

The impact of standards-based reforms on the professional practice of English teachers in Anglophone settings has been well documented. Such reforms typically foreground the importance of a particular form of English and standardised formulations of curriculum, pedagogy, and assessment, which facilitate easy measurement and comparisons between educational settings. In Australia, the impact has intensified to such an extent that traditional framings of English teacher practice, which emphasize responsiveness to the cultural and linguistic diversity of students, begin to look like a discourse of a bygone era. From an historical perspective, how has this come about? And what does English teacher practice look like in the current policy environment? Can comparative inquiry into language education, such as has been conducted under the auspices of the International Mother Tongue Education Network (IMEN) over the past four decades, provide intellectual resources to resist relentless pressures towards standardisation and measurement? The collaborative inquiry into the professional practice of one author at the heart of this essay arises out of our attempts to explore the potential of IMEN protocols to render the familiar strange and to see her practice with new eyes. In this way we seek to resist the ways standards-based reforms are radically reshaping the praxis of English educators in Australia.