Bilingual education (mother tongue-based)

Title Volume 3: Sociolinguistics and/of Pidgins and Creoles Authors(s) Farquharson, Joseph T.; Migge, Bettina Publication date 2017-05-24 Publication information Farquharson, J. and Migge, B. (eds.). Pidgins and Creoles: Critical Concepts in Linguistics Publisher Routledge Link to online version https://www.routledge.com/Pidgins-and-Creoles/Farquharson-Migge/p/book/9781138841871 Item record/more information http://hdl.handle.net/10197/8772

By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification.

Cet article examine les enjeux complexes de l'enseignement et de l'apprentissage en langue maternelle, en se concentrant particulièrement sur le contexte africain. À travers une revue de la littérature scientifique, il explore les fondements théoriques qui soutiennent l'utilisation de la langue maternelle comme principal vecteur d'instruction, notamment les paradigmes curriculaires et les bénéfices cognitifs associés au multilinguisme précoce. L'analyse met en lumière les nombreux défis qui entravent la mise en oeuvre efficace des politiques linguistiques éducatives en Afrique, tels que le manque de ressources, la formation inadéquate des enseignants, la diversité linguistique et les attitudes socioculturelles. En s'appuyant sur des études de cas et des données empiriques, l'article démontre que, malgré ces obstacles, l'enseignement en langue maternelle améliore significativement les résultats d'apprentissage, favorise l'inclusion et renforce l'identité culturelle. Enfin, des considérations pédagogiques et des recommandations sont formulées pour guider les praticiens et les décideurs politiques vers une meilleure intégration des langues maternelles dans les systèmes éducatifs africains, afin de promouvoir une éducation de qualité pour tous.

The theme of the cosmic struggle between a mythical chthonic serpent and lightning, in which the former threatens to devastate human settlements with floods and the latter intervenes to restore order by decapitating the reptile, has been attested since pre-Hispanic times in the iconography of the native peoples of the Mexican state of Oaxaca and also appears in several early colonial codices. During the process of evangelization it merged with one of the Iberian liturgical representations of the triumph of Good over the forces of Evil, personified by the figure of Tarasca, a kind of papier-mâché dragon who is one of the main characters of the Corpus Christi feast. In the Ikoots community of San Mateo del Mar this is the main religious celebration of the liturgical year, coinciding with the delicate transition between the dry and wet season, when rains fill the lagoons, allowing the resumption of shrimp fishing, the community's main source of livelihood. The entire Corpus feast has as its centerpiece the performance of the “snake dance,” in which a dancer who embodies lightning symbolically beheads his antagonist, who bears a snake head tied to his back. The native population attributes exemplary value to the motif of the lightning-snake struggle and persists in scenically representing the concern for the meteorological order on which the precarious survival of the community is based: this is confirmed by the fact that teachers of the local bilingual schools recently involved their schoolchildren as actors in producing a short didactic film based precisely on this narrative.

Although, a lot has been said about the good language learners, not much is known about the adult learners and the strategies they use in order to further improve and acquire their second language learning skills. Thus, this study aims to identify language learning strategies employed by successful language learner among adult learners of Teaching English as a Second Language (TESL) students for improving their five main skills which include writing, reading, listening, speaking, vocabulary and grammar. This study employed a mixed-method research design where survey and semistructured interview were conducted in collecting the data. Ten students were selected using purposive sampling technique. The questionnaire for the survey was adopted from Andrew D. Cohen and Julie C. Chi's Language Strategy Use Inventory Semi structured interview was also done for triangulation. Based on the findings, it has been identified that learners use language learning strategies in order to become good language learners. The respondents have pretty much the same preferences in using the language learning strategies. However, although different learners preferred different language learning strategies, there are some strategies that are leading among good language learners. All of the respondents tend to make use of all three categories of language learning strategies which are cognitive, meta-cognitive and socio affective. They tend to use different categories of language learning strategies for different skills that they would to acquire and enhance on.

This study investigates two distinct ways of organising heritage language education within one national context. More specifically, we investigate the teaching of Greek in Sweden through: (a) mother tongue instruction provided by the national education system and (b) a complementary school run by a parental organisation. Drawing on Archer's morphogenetic approach (1995), where structure, culture and agency are seen as separate but interrelated analytical layers, we investigate key actors' agentive responses to structural and cultural enablements and constraints. The study includes a historical overview and a linguistic ethnography conducted in both contexts. The data encompass policy documents, classroom observations and interviews with teachers, board members, parents and students. The findings show that the educational contexts have different legal statuses and are governed at different policy levels (national vs. transnational), while sharing many structural constraints at the level of praxis, such as being based on voluntary participation, limited instruction time and inconvenient scheduling. However, the key actors navigate the constraints of each setting in different ways, thus pointing to distinctive differences between them. Ultimately, the study shows how both educational systems complement each other and serve important roles in supporting the maintenance and development of heritage language and culture in Sweden.

With the implementation of Mother-Tongue Based Multilingual Education (MTBMLE) under the Enhanced Basic Education Act of 2013, this study set out to examine Region 8's readiness and extant educational materials. On the one hand, "L1 to L2 Bridge Instruction" has been shown by to engender the most substantive language acquisition, while the "Pure L2 immersion" approach displays the lowest results. Despite this, Region 8 (like other non-Tagalog speaking Regions) lacks primary texts in the mother tongue, vocabulary lists, grammar lessons and, more fundamentally, the references needed for educators to create these materials. To fill this void, the researchers created a 377,930-word language corpus generated from 419 distinct Waray texts, which led to frequency word lists, a five-language classified dictionary, a 1,000-word reference dictionary with pioneering part-of-speech tagging, and software for determining the grade level of Waray texts. These outputs are intended to be "best practices" models for other Regions. Accordingly, the researchers also created opensource, customizable software for compiling and grade-leveling texts, analyzing the grammatical nuances of each local language, and producing vocabulary lists and other materials for the Grade 1-3 classroom.

Waray children are “unconsciously shifting from their mother language to English and/or Tagalog in their vocabulary use”. English vocabularies are more familiar to Waray educands of today than are the indigenous Waray terms, for instance, for geometrical figures, colors, numbers, etc. Still, “it is an ongoing debate of what type of language should be used in the implementation of MTBMLE.” Should educators use a Waray that borrows heavily from English and other languages or a Waray that uses exclusively its own indigenous terms and concepts? The researchers formulate a single lesson plan using an inductive method incorporating the Montessori Approach. We have two types of pupils at LNU-ILS: Waray pupils whose language at home is Waray, and Waray pupils who are exposed to English at home.

Prestige is a matter that concerns everyone as an attempt to follow the high class. The way people speak is one of the most noticeable factors that are used to determine if they are prestigious or not. Code-switching helps to create a new level of prestigious speech which is what we are trying to test in this study in the community of Hebron-Palestine. The purpose of this study is to investigate participants' attitudes towards Code-switching (whether it is prestigious or not) and what reasons led to these attitudes. Data were collected from 80 members of the society from different educational levels and different age categories using a questionnaire that was sent to participants online. The study revealed that that code-switching is considered prestigious and it reflects the level of education of people in the society. Society turns out to believe that code-switching is a sign of prestige after the dramatic growth of the use of social networking. The data was analyzed using SPSS version 24. Theoretical and practical implications were discussed. Researchers hope that this study will help other linguists who are trying to search in this field.

Early Childhood Education is essential in establishing the groundwork for a child's lifelong experience. The incorporation of play-based activities has surfaced as an effective method to facilitate significant learning in kindergarten learners. Hence, this study aimed to determine the level of implementation of play-based activities implemented by kindergarten teachers in terms of type of play-based learning activities, duration and frequency of play-based, integration of play-based learning with curriculum and teacher facilitation of play-based in the Division of Malaybalay during the academy time 2024-2025. The data was gathered by using an adapted questionnaire from Taylor and Boyer by applying the descriptive-correlational research design. Grounded on the data gathered, the major findings are the following. There was a high level of implementation of play-based learning activities in terms of type of play-based learning activities, duration and frequency of play-based, integration of play-based learning with curriculum and teacher facilitation of play-based which means that teachers can employ well play-based activities inside the classroom setting. Grounded on the findings and conclusions, the ensuing recommendations. Teachers may assess regularly the level of implementation of play-based learning practices that were implemented and reflect on how they can be improved. This involves gathering feedback from teachers, children and parents, observing children during play and analyzing outcomes. Continuous evaluation and refinement can ensure that play-based learning remains a power tool for supporting children's development.

From reviews


The autonomous province of Vojvodina within the Republic of Serbia represents a unique region globally, comprising diverse linguistic, ethnic, and cultural microcosms. Combining a global, national, regional, and local approach, the authors strive, based on contemporary empirical research, to shed light on the language ideologies and educational practices of minority languages and to critically examine their adaptation to multilingual reality. The collection bears witness to (dis)continuity; by looking at the past and the present, he offers possible models and perspectives for the future.

Marko Čudić, University of Belgrade, Serbia

***
In the context of minority languages, it is a particularly responsible task to protect these languages ​​and support their maintenance through an appropriate educational system. In Vojvodina, relevant laws are in place; however, this does not address the practical challenges. The collection before us addresses the challenges faced by speakers of minority languages, utilizing new scientific knowledge and innovative, inspiring research approaches to make meaningful contributions.

Martin Henzelmann, University of Greifswald, Germany

***
The collection provides an overview of the scope of education in minority languages in Vojvodina, fostering an interdisciplinary and transdisciplinary approach. Transdisciplinarity manifests itself in social engagement through the critical review of existing education models and the proposal of new solutions, which can be applied in minority education to improve the status of minority speakers and their languages.

Jelena Filipović, University of Belgrade, Serbia

Izvod iz recenzija

Autonomna pokrajina Vojvodina u sastavu Republike Srbije predstavlja, globano gledano, jedinstvenu regiju koju čini mnoštvo različitih jezičkih, etničkih i kulturoloških mikrokosmosa. Kombinujući globalni, nacionalni, regionalni i lokalni pristup, autorke i autori nastoje da, na osnovu savremenih empirijskih istraživanja, osvetle jezičke ideologije i obrazovne prakse manjinskih jezika, te da kritički sagledaju njihovu prilagođenost višejezičnoj realnosti. Zbornik svedoči o (dis)kontinuitetu; kroz sagledavanje prošlosti i sadašnjosti, on nudi moguće modele i perspektive za budućnost.

Marko Čudić, Univerzitet u Beogradu, Srbija

***
U kontekstu manjinskih jezika, posebno je odgovoran zadatak zaštititi ove jezike i podržati njihovo održavanje kroz odgovarajući obrazovni sistem. U Vojvodini za to postoje odgovarajući zakoni, ali to ništa ne govori o praktičnim izazovima. Zbornik pred nama govori o izazovima s kojima se susreću govornici i govornice manjinskih jezika, tako što se smisleno koriste nova naučna saznanja i inovativni, inspirativni istraživački pristupi.

Martin Hencelman, Univerzitet u Grajfsvaldu, Nemačka

***
Zbornik nudi pregled dometa obrazovanja na manjinskim jezicima u Vojvodini i neguje  interdisicplinarni i transdiciplinarni pristup. Transdisicplinarnost se očituje u društvenoj angažovanosti jer se kritički preispitujuju postojeći modeli obrazovanja i predlažu nova rešenja, koja bi se mogla primeniti u obrazovanju manjina i time poboljšati status manjinskih govornika i manjinskih jezika.

Jelena Filipović, Univerzitet u Beogradu, Srbija

The present study investigated the perceptions of parents and teachers on the use of the mother tongue and their preferred medium of communication and instruction for preschool children at home and in school. The sample was made up of a cross-section of parents and teachers ( N=120, Female=80% for teachers and 55% for parents) of children (between ages 2 and 5) in a suburb of the Greater Accra Region, Ghana. A structured questionnaire was administered to the respondents to elicit information on their perceptions on the use of mother tongue in communicating with the children. The results indicated that both parents and teachers appreciate the importance of the mother tongue, with reasons including the promoting of cultural identity, the easy understanding of concepts and for effective communication. An appreciable number of teachers and parents also support the use of mother tongue as the language of instruction in school alongside English language. The two main arguments against the...

This chapter critically examines the historical, political, and pedagogical journey of institutionalizing Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines. Drawing from the author’s participatory role in policy advocacy and research, it traces how MTB-MLE emerged as a response to language-based exclusion and educational underachievement rooted in colonial language policies. The chapter explores the implementation of MTB-MLE from early vernacular experiments to its mainstreaming through DepEd Order No. 74 (2009) and the K-12 Law (RA 10533). It details the logistical and political efforts in training, material development, language mapping, and community mobilization, alongside implementation gaps such as inadequate preparation, lack of teacher training, and resistance to multilingualism. Despite challenges, localized innovations, teacher agency, and community participation helped mitigate systemic limitations. Classroom observations and literacy assessments report improved learner engagement and reading proficiency in L1 and Filipino, though English remains a point of contention. Recent policy shifts under new administrations have threatened the gains of MTB-MLE. The chapter argues for sustaining multilingual education through localised programming, school leadership, and inclusive pedagogy grounded in linguistic diversity. It calls for critical, context-sensitive research to ensure MTB-MLE's long-term viability and transformation of Philippine education.

This study investigates the complex dynamics of Kazakh-English bilingualism, the influence of technology on language promotion, and regional variations in language attitudes across Kazakhstan. Using a structured online survey, data were collected from 1000 respondents representing all regions of the country, providing insights into language competence, daily communication preferences, attitudes toward bilingualism, and the role of technology in language development. Quantitative analysis, including descriptive statistics, cross-tabulation, and Chi-square tests, was conducted to identify significant trends and patterns. The findings highlight Kazakhstan's evolving language environment, where bilingualism and multilingualism thrive alongside initiatives to strengthen Kazakh language use through technological advancements. This study underscores the need for balanced language policies that embrace linguistic diversity while fostering the development of the national language in an increasingly globalized world.

Bu çalışma, Almanya’da yaşayan Türk toplumunun kimlik inşasında ve kültürel sürekliliğinde ana dilin oynadığı rolü araştırmaktadır. Almanya’daki Türk göçmenler arasında dil yalnızca bir iletişim aracı olarak değil aynı zamanda kimliğin önemli
bir unsuru ve kültürel mirasın korunmasında da önemli bir unsurdur. Çalışmada, Türkçenin bireylerin kimliklerini koruyup geliştirmelerinde ve kültürel değerleri yeni nesillere aktarmalarında nasıl bir işlev üstlendiği tartışılmaktadır. Bununla birlikte ana
dilin korunmasının göçmen topluluklarının sosyal entegrasyonu üzerindeki olumlu etkileri de incelenmiştir. Türkçe’nin yalnızca aile ve topluluk içinde değil aynı zamanda eğitim ve sosyal hayatta da desteklenmesi hem kimlik muhafazası hem de Almanya’daki sosyal uyum süreci için zorunlu olduğunu ortaya koymaktadır. Ana dilin eğitim politikalarıyla güçlendirilmesi, Türk toplumunun Almanya’daki varlığını sürdürebilmesi açısından etkili olarak değerlendirilmektedir. Çalışmada karma yöntem kullanılmış olup Baden-Würtemberg, Aşağı Saksonya, Bremen, Hessen ve Kuzey-Ren-Vestfalya, Reinland-Pfalz, Hamburg ve Bremen’de öğrenim görmekte olan 14-27 yaş aralığındaki lise ve üniversitede okuyan Türk kökenli göçmen öğrencilere konuyla ilgili bir anket uygulanmıştır. Anketten elde edilen veriler grafikler ve tablolarla gösterilmiş ve bilahare yorumları yapılmıştır

The TESOL (Teaching English to Speakers Of Languages) Journal is a new, refereed, and abstracted publication which aims at providing free on-line access to all those involved in the research, teaching and learning of English as an International Language. The TESOL Journal is a unique journal for Language educators that are devoted to discussions on English as an International Language and its growth and development especially as it relates to the global spread of English language teaching and learning. Our global readership will include TESOL, ESL, and EFL teachers, linguists, students of language acquisition, language researchers, and others with a professional interest in English second language acquisition. Our goal is to bring information and articles to our readership on advances and research into Teaching English to Speakers of Other Languages. The Journal is the sister journal to the long established Asian EFL Journal, Linguistics Journal, and Asian ESP Journal. We look forwa...

Translating the Bible has been one of the functions of the church to help meet the needs of people for personal study of God's Word. As early as the time of Ezra and Nehemiah, there was an attempt to make the reading of the Scriptures intelligible in the language of the people-in this case orally (Neh 8:l-8)-although the first real translating of the Scriptures took place much later, namely in the production of the LXX and the Aramaic targums.' With this brief historical perspective we will proceed to a discussion of Martin Luther's Open Letter on Translating in which the reformer has set down the principles which he thinks are proper for translatinga2 We will endeavor to show how these principles are relevant for present concepts and practices. Without doubt, Martin Luther is a giant in the field of translatir~g.~ E. G. Schwiebert concurs with Oskar Thulin that Luther's translating of the Bible was the "crowning accomplishment" of Luther's whole life w...

The paper attempts to study technical students' perception towards language learning. The study has selected students from an Engineering college where medium of instruction is in English. These participants have more than 12 years of education in English medium and they are studying one English course in the college. The study employed a questionnaire as a quantitative data collection tool. The questions used Likert-type scales adopted from Chan, Spratt, and Humphreys with slight modification. The study chose the affective variable-motivation as it's a significant attribute in attaining learner autonomy. Learner autonomy is the ability of a student to take charge of their own learning. Language learning is not just a subject in their curriculum, it's a skill for a language learner to communicate in target community with intelligible native-like fluency. The findings indicated that learners depend on teachers to take decision regarding teaching-learning and classroom management. This proves that autonomous language learning behavior is least found among the participants. However, the learners do have a sense of deciding their weakness, working harder, and to take initiative in learning language outside the class. This study attempts to provide an insight on pedagogical implication in using learnercentered approaches and instill motivation among learners so that they can build autonomy for independent and self-learning.

This study assessed the specific issues encountered by teachers of various grades, including crucial areas like training, timetable, instructional materials, classroom management, and language barriers. This study used a convergent parallel mixed-methods research design, wherein qualitative and quantitative techniques were combined to examine the challenges of 101 multigrade teachers across the 12 districts in Siargao Division, Philippines, using survey questionnaires, in-depth interviews, and focus group discussions. Purposive sampling was used, whereas frequency count, percentage distribution, mean, standard deviation, ANOVA, Scheffé's test were applied to analyze the data. This study is anchored in Vygotsky's Social Constructivism and Biddle's Teacher Role Theory, the results showed that although challenges in training, instructional materials, and classroom management are not as prominent serious challenges remain in time management and language barriers. Younger, novice, and non-married teachers, and those in lower teaching positions or with less educational attainment, faced heightened challenging training, timetabling, and classroom management. Teachers of Grades 1 and 2 faced more problems regarding the timetable compared to teachers teaching higher grades, and teachers with lower performance ratings faced more problems in all five aspects. These findings underscore the necessity to have targeted interventions to address these persistent barriers. Thus, the program "Enhanced Capacity for Multigrade ESL Teaching" would take shape to empower the multigrade teacher for the betterment of the learning outcomes.

French Guiana, a French overseas department in northern South America, is a
hybrid social space, due to historical and recent cross-regional migration. People
from southern countries in search of a better life have clearly identified it as a
part of the Global North and as a gateway to Europe. This is the case of Spanishspeaking
Latin Americans, who officially represent around 2% of the whole population.
This chapter is devoted to understanding the life trajectories of Peruvians
before their arrival in French Guiana and their multilingual practices and positioning
there. We focus on how they interact with other people in the central marketplace
in Cayenne, what language resources they mobilise, and how they express
and negotiate positionings in social interaction. Through a language-as-socialpractice
perspective, we also observed how Peruvians use their heterogeneous
linguistic resources and fuzzy linguistic borders to create social meaning.

Given the lack of research into English language instruction in multilingual
contexts, this study explored the switch from mother tongue to English in a South African township school. This study aims to find out how teachers and parents view the implementation of English as a medium of instruction. The study was conducted at a multilingual township primary school that implemented an English-medium instruction policy from the foundation phase. A case study approach was applied to this qualitative research study. Semi-structured interviews were conducted with four foundation phase teachers and three parents of learners. In addition, observations of the classes of the selected teachers were made, and the data were analysed thematically. The findings suggest that the English medium of instruction poses barriers to effective learning and teaching at the foundation phase. For most township learners, English is not the dominant language in their everyday interactions, and they have limited contact with the language outside the classroom. In addition, most teachers struggle to use English as a medium of instruction. Although some schools have shifted to an English medium policy, the decision
appears ill-conceived because its success is insignificant in South Africa, where English is the first additional language for most learners and teachers. The findings offer a research framework formulated by integrating past literature, and a theoretical framework for understanding the English medium of instruction where learners are exposed to multiple languages.

Nella primavera del 2019 sono state rinvenute nell’Archivio storico
dell’ateneo le sbobinature dattiloscritte di una serie di lezioni tenute
nel 1951 da studiosi di fama internazionale, nell’ambito dei Corsi di
alta cultura dell’Università per Stranieri di Perugia. Tra queste, tre di
Maria Montessori datate 12, 14 e 27 settembre 1951.
L’occasione di questi interventi pubblici, gli ultimi prima delle
morte sopravvenuta l’anno successivo, fu l’inizio dei corsi del Centro
studi pedagogici, voluto da Maria Montessori e inaugurato nel luglio
dell’anno precedente.

This article discusses code-switching as used as a strategy for teaching and learning in selected Botswana primary schools. Codeswitching from Setswana (Botswana’s national language), to English (official language) and vice versa, was observed in both rural and urban primary school classrooms where the language of instruction is supposed to be English in Standard Two and subsequent primary school levels. Through the use of the qualitative approach, this study investigated how the language-in-education-policy is implemented in primary schools. Teachers were the key participants observed at different times and teaching different lessons. Data were collected using open ended questionnaires, classroom observations and interviews. The findings indicated that code-switching from Setswana to English or English to Setswana in this study was used where it was not necessary with ethnic minority learners who did not understand Setswana and where most learners were proficient and competent in E...

This article discusses code-switching as used as a strategy for teaching and learning in selected Botswana primary schools. Codeswitching from Setswana (Botswana's national language), to English (official language) and vice versa, was observed in both rural and urban primary school classrooms where the language of instruction is supposed to be English in Standard Two and subsequent primary school levels. Through the use of the qualitative approach, this study investigated how the language-in-education-policy is implemented in primary schools. Teachers were the key participants observed at different times and teaching different lessons. Data were collected using open ended questionnaires, classroom observations and interviews. The findings indicated that code-switching from Setswana to English or English to Setswana in this study was used where it was not necessary with ethnic minority learners who did not understand Setswana and where most learners were proficient and competent in English. The findings are significant in that they could help the teachers to reflect on the code switching practices they do unnecessarily and see if they benefit the learners or not and probably refrain from such. The conclusion was that code-switching becomes a problem when teachers use it to their own advantage while it disadvantaged the learners.

The influence of the mother tongue on second language acquisition is well-known. Pakistan is a multi-lingual country with scores of mother tongues, yet their influence on English language writing has not been investigated properly. This error-analysis study contributes in this regard by finding out syntactical and semantical errors committed by Pakistani students with different mother tongues. It also investigated if there were any patterned differences or similarities in error-making. Data was collected from one hundred grade 9 students from a public school in Islamabad. They belonged to five different mother tongue groups i.e. Punjabi, Pashto, Urdu, Hindko and Potohari. The findings showed that generally all five groups committed more syntactical errors than semantical ones. Overall, they were most vulnerable in tense, spelling and subject-verb-agreement. Four of those groups (Punjabi, Pashto, Urdu and Hindko) showed similar performance with a range of 4. 18-5.34 in syntactical, 3.61-4.25 in semantical, and 8.41-9.25 in total errors. Potohari group committed twice as many errors as any other group. The study recommends that while developing the teaching materials and assignments, teachers should consider the special needs of different mother tongue groups. Furthermore, special attention should be paid to Potohari group by providing them with extra English classes and materials.

"Look at me as a picture of inspiration
Rising up with each defeat, such is my destiny." 

"Mujhe dekho hasrat ki tasveer hoon main
Jo ban ban ke bigdi wo taqdeer hu main."

Singer: Talat Mahmood. (Born in Lucknow, India, February 24, 1924)
Poet: Majrooh Sultanpuri.
Translation from Urdu: Sahar Zaman

The researcher presents findings from a qualitative research study conducted in the Tshwane North District of the Gauteng province in South Africa. Evidence from the literature suggests that the use of the mother tongue as the Language of Learning and Teaching (LoLT) in mathematics teaching contributes significantly to the quality of teaching and learning. The study used semi-structured interviews to discover teachers' experiences teaching Mathematics to Grade 3 learners in their mother tongue. A constructivist interpretivist approach was used, followed by balanced, sound and educationally accountable recommendations, resulting in a model proposed as a strategy to use when utilising the learners' mother tongue as the language of learning and teaching in the Foundation Phase. The study is underpinned by the theories of social constructivism and intellectual development developed by Piaget, Ernest and Vygotsky, and the ecological human development theory of Bronfenbrenner. Document analysis and semi-structured in-depth interviews were used to explore the understanding of the Grade 3 teachers teaching mathematics in a mother tongue, the techniques they used to ensure effectiveness, and their challenges. The theories were an effective lens that empowered the researcher to see the link between the use of mother tongue and Mathematics instruction. The study revealed that the Grade 3 teachers understood mother-tongue teaching as a multicultural reality that entails the holistic development of learners, teachers' competencies and professionalism, learning achievement, innovations and contextual issues. The study showed that the teachers believe they are effective in supporting Grade 3 learners and improving learning. However, they experience mother-tongue challenges, inadequate training of teachers, and difficulties in enforcing educational standards, rules, regulations and laws. The constitutional imperative is the challenge, which advocates. The unique contribution of the study is that mother-tongue teaching and learning can best be achieved using translanguaging. This innovative instructional strategy shows insightful results that uphold the merits of all languages in the instructional act. Policies, practices, and future studies need to explore the dynamics and characteristics of the different school contexts to ensure quality learning and teaching in primary schools. vi

The researcher presents findings from a qualitative research study conducted in the Tshwane North District of the Gauteng province in South Africa. Evidence from the literature suggests that the use of the mother tongue as the Language of Learning and Teaching (LoLT) in mathematics teaching contributes significantly to the quality of teaching and learning. The study used semi-structured interviews to discover teachers' experiences teaching Mathematics to Grade 3 learners in their mother tongue. A constructivist interpretivist approach was used, followed by balanced, sound and educationally accountable recommendations, resulting in a model proposed as a strategy to use when utilising the learners' mother tongue as the language of learning and teaching in the Foundation Phase. The study is underpinned by the theories of social constructivism and intellectual development developed by Piaget, Ernest and Vygotsky, and the ecological human development theory of Bronfenbrenner. Document analysis and semi-structured in-depth interviews were used to explore the understanding of the Grade 3 teachers teaching mathematics in a mother tongue, the techniques they used to ensure effectiveness, and their challenges. The theories were an effective lens that empowered the researcher to see the link between the use of mother tongue and Mathematics instruction. The study revealed that the Grade 3 teachers understood mother-tongue teaching as a multicultural reality that entails the holistic development of learners, teachers' competencies and professionalism, learning achievement, innovations and contextual issues. The study showed that the teachers believe they are effective in supporting Grade 3 learners and improving learning. However, they experience mother-tongue challenges, inadequate training of teachers, and difficulties in enforcing educational standards, rules, regulations and laws. The constitutional imperative is the challenge, which advocates. The unique contribution of the study is that mother-tongue teaching and learning can best be achieved using translanguaging. This innovative instructional strategy shows insightful results that uphold the merits of all languages in the instructional act. Policies, practices, and future studies need to explore the dynamics and characteristics of the different school contexts to ensure quality learning and teaching in primary schools. vi

Researchers from Vienna, Joachim Matzinger and Stefan Schumacher, have troubled traditional Albanians by pouring cold water on their theory that the Albanian language has its roots in Ancient Illyria. Like a pair of detectives who hardly know Gege Albanian, they are trying to reconstruct the origin of Albanian with the 1972 standard. Scientifically, this is laughable.!!!

This study is a qualitative analysis of language policy of NEP 2020. By quoting various print and non- print media along with the opinion of some linguists the researcher reopens the debate for mother tongue vs English as medium of instruction. Very likely to other previous policy documents, NEP 2020 emphasises on the use of mother tongue or local language as the medium of instruction at primary level. Some of the experts appreciate the policy while a few question why English is so preferred in the country as a school language when the policy makers don’t go with English medium education. While linguists find a lack of visionary approach in the document as it is still continuing the ongoing debate and not presenting a solution in the direction.

This research paper analyses language policies introduced by Indian government ranging from the post -independence era to the latest policy document i.e. NEP 2020 with special reference to mode of instruction in education. The paper opens the discussion with constitutional provisions for languages followed by University Education commission 1952, Kothari Commission 1966, NPE 1986, National Knowledge Commission 2009 and closes the discussion with NEP 2020. A large number of mother tongues with additional language English always keeps the policy makers in conflicts for which language to be medium of instruction in schools.

This paper presents proposed changes in the pre-service teacher education program for the development of skills for indigenization of elementary school science. The proposal emphasizes the need for the development of more specific competence for teaching science to indigenous people or diverse culture. There should be conscious effort to develop awareness of one's attitude towards ethnocultural groups in the foundation courses (sociology, philosophy and psychology). Moreover, there's also a need to develop skills in designing instruction, developing instructional materials using local materials to make science teaching relevant to the indigenous people and learners of diverse culture. It is also important that field experience in schools with indigenous people and diverse culture be integrated in the program.

The beginning of the modern education and the introduction of the foreign languages in Ethiopia are the two faces of a single coin. And this paper mainly shows how and when foreign languages are introduced into Ethiopia following the footsteps of the introduction and expansion of modern education. It is done using secondary sources. It also gives brief explanations on the statuses and the roles of those foreign languages during different times starting from their introduction up to present. The absence of well-documented literature on this topic motivates the author to work on it. It is true that this topic is shallowly discussed whenever researchers have been reviewing the introduction and expansion of modern education into Ethiopia. The topic has been investigated as a minor agenda whenever researchers have been reviewing the education policies of Ethiopia as their major task. However, this research has reversed the common trend by giving due attention to the foreign languages. Hence, this paper could be used as a useful source document for any interested researchers who really want to study on it since no or less organized literature is available. On this review, English language is given more focus since it is the dominant language comparing to the other foreign languages which have been introduced to Ethiopia.

The beginning of the modern education and the introduction of the foreign languages in Ethiopia are the two faces of a single coin. And this paper mainly shows how and when foreign languages are introduced into Ethiopia following the footsteps of the introduction and expansion of modern education. It is done using secondary sources. It also gives brief explanations on the statuses and the roles of those foreign languages during different times starting from their introduction up to present. The absence of well-documented literature on this topic motivates the author to work on it. It is true that this topic is shallowly discussed whenever researchers have been reviewing the introduction and expansion of modern education into Ethiopia. The topic has been investigated as a minor agenda whenever researchers have been reviewing the education policies of Ethiopia as their major task. However, this research has reversed the common trend by giving due attention to the foreign languages. He...

This paper argues that while there are factors common to second language learning in both monolingual and multilingual contexts, there are also predictable differences in degree arising from a one-many or many-one language learning situation, common to both contexts, as opposed to a many-many language learning situation typical of the multilingual context. In the context of current language learning and teaching practices in Nigeria, issues in language policy (especially with regard to language choice at different levels of education), language attitudes, curriculum design and content, instructional materials, and language teacher role and training are examined and attention is drawn to the problems arising from these factors in relation to some current approaches to language learning and teaching. Contains 35 references. (MSE) Reproductions supplied by EDRS are the best that can be made from the original document.

is a certified Cambridge Primary and Lower Secondary Mathematics Teacher in Indonesia. Before to his employment at the Taman Rama International School, he was a secondary school teacher of the Department of Education in the Philippines. In 2012, he was recognized as 'Teacher of the Year' for his exemplary performance and dedication as a Mathematics Teacher in the public school. Western Mindanao State University assigned in the high school department, teaching junior and senior high school students. Currently, he is pursuing his master's degree at the College of Teacher Education, WMSU.

Bireyin ana dilinin konuşulduğu ülke dışına çeşitli nedenlerle göç etmesi,
ana dili öğretimi sorunlarını da beraberinde getirmektedir. Bu nedenle
çalışmada Almanya’daki iki dilli Türk çocuklarının ana dili öğrenme ve
kullanma sorunlarına ilişkin veli görüşleri incelenmiştir. Nitel araştırma
desenlerinden durum çalışmasının kullanıldığı çalışmada veriler içerik
analizi yöntemine göre analiz edilmiştir. Araştırmacılar tarafından geliştirilen
açık uçlu anket ile elektronik ortamda toplanan araştırma verilerin
analizinde Maxqda programı kullanılmıştır. Katılımcıların görüşlerinden
doğrudan alıntılar yapılarak araştırma bulguları desteklenmiş, araştırmacılar
tarafından yorumlanmıştır. Elde edilen sonuçlar, Almanya’da yaşayan
iki dilli Türk çocuklarının Türkçe okuma ve yazma becerilerinde ve söz
varlığı düzeylerinde yetersiz oldukları, Türkçeyi günlük konuşma dilinde
orta sıklıkta kullandıkları, Covid-19 Pandemi sürecinde Türkçe derslerinin
kesintiye uğradığı, Türkçe-Almanca alfabe farklılığından ve Türkçe söz
varlığına ilişkin yetersizlikten kaynaklanan öğrenme sorunları yaşadıkları
tespit edilmiştir.