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tongue language education</title> <meta name="description" content="Search results for: mother tongue language education"> <meta name="keywords" content="mother tongue language education"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="mother tongue language education"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 10655</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: mother tongue language education</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10655</span> The Mother Tongue and Related Issues in Algeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farouk%20A.N.%20Bouhadiba">Farouk A.N. Bouhadiba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Based on Fishman’s Theoretical Paradigm (1991), we shall first discuss his three value positions for the case of the so called minority native languages in Algeria and how they may be included into a global language teaching program in Algeria. We shall then move on to his scale on language loss, language maintenance and language renewal with illustrating examples taken from the Algerian context. The second part of our talk relates to pedagogical issues on how to proceed for a smooth transition from mother tongue to school tongue, what methods or approaches suit best the teaching of mother tongue and school tongue (Immersion Programs, The Natural Approach, Applied Literacy Programs, The Berlitz Method, etc.). We shall end up our talk on how one may reshuffle the current issues on the “Arabic-only” movement and the abrupt transition from mother tongue to school tongue in use today by opting for teaching programs that involve pre-school language acquisition and in-school language acquisition grammars, and thus pave the way to effective language teaching programs and living curricula and pedagogies such as language nests, intergenerational continuity, communication and identity teaching programs, which result in better language teaching models that make language policies become a reality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=native%20languages" title="native languages">native languages</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20maintenance" title=" language maintenance"> language maintenance</a>, <a href="https://publications.waset.org/abstracts/search?q=mother%20tongue" title=" mother tongue"> mother tongue</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20tongue" title=" school tongue"> school tongue</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=Algeria" title=" Algeria"> Algeria</a> </p> <a href="https://publications.waset.org/abstracts/189378/the-mother-tongue-and-related-issues-in-algeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189378.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">31</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10654</span> Enhancing Quality Education through Multilingual Pedagogy: A Critical Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aita%20Bishowkarma">Aita Bishowkarma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ensuring quality education in primary level in multi-ethnic, multi- religious, multi-cultural and multilingual country Nepal which accommodates 123 ethnic languages (CBS 2011) has come across a big challenge. The discourse on the policies and practices to take advantage of the rich heritage of cultural and linguistic diversity in the pursuit of quality primary education to ethnic/linguistic minority children in Nepal gives in a critical observation of Nepalese perspective in the global academia. Situating the linguistic diversity of Nepal, primary education to children is better through mother tongue. Nepali as official or national language is another important language to be taught to the children. Similarly, craze for English has been inevitable for international communication and job opportunity in the global markets. This paper critically examines the current use of trilingual policy in mother tongue based multilingual education (MT-MLE) in Nepal from the perspective of exploiting linguistic diversity in classroom pedagogy. The researcher adopted mixed method research design applying descriptive measure and explanatory research methods. 24 teachers and 48 students from 6 multilingual schools were selected purposively to dig out their language use, language attitude and language preferences to reveal their preference and attitude towards mother tongue, Nepali and English through questionnaire, interview and focus group discussion. The study shows, in a true multilingual system, all languages (mother tongue, languages of region, nation and wider communication) can have their legitimate place; bridging from the mother tongue to the regional language and national to international language; further leading to meaningful participation in the wider democratic global context. Trilingual policy of mother tongue, national language and international language seemed pertinent however, not sufficient. The finding of the study shows that for quality education in primary education mother tongue based critical multilingual pedagogy through language coexistence approach with contextual variation seems enviable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20pedagogy" title="critical pedagogy">critical pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20co-existence" title=" language co-existence"> language co-existence</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20diversity" title=" linguistic diversity"> linguistic diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20education" title=" quality education"> quality education</a> </p> <a href="https://publications.waset.org/abstracts/58684/enhancing-quality-education-through-multilingual-pedagogy-a-critical-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58684.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">358</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10653</span> Teachers' Views on Mother Tongue Language Curriculum Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wai%20Ha%20Leung">Wai Ha Leung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mother tongue language (MTL) curriculum is core to school education in most countries/regions' school curriculum. Through mother tongue language learning, students are expected to enhance their understanding of the nation's culture and foster the sense of cultural and ethnic identity. However, MTL education in Hong Kong is complicated by the colonial history. This study examines Hong Kong Chinese language teachers' perceptions of MTL education, and the implication on MTL curriculum development. The questionnaire was administrated to 97 teachers, and interviews were carried out on 17 teachers. Usually, MTL is both the tool with which knowledge and skills are taught and learned and the vehicle for students to learn about the traditions of the countries' literature and culture. In Hong Kong, 95% of the population is of Chinese descent. Traditionally, education in China was a mixture of philosophy, history, politics and literacy. Chinese as an MTL subject in pre-colonial Hong Kong has always been assigned the mission of developing students' cultural identity in addition to the development of linguistic proficiency. During the colonial period, the Chinese Language curriculum shifted to be more language skills based with less emphasis on Chinese culture and moral education. After the sovereignty of Hong Kong was returned to China in 1997, although a new curriculum was implemented in 2002, teaching and learning in school as well as public examinations seem to be remaining language skills oriented instead of culturally based. This deviation from the trend of both Chinese traditional education and global mother tongue language education makes some Chinese language teachers feel confused. In addition, there is comment that in general Hong Kong students' Chinese language proficiency is becoming weaker and weaker in recent years. Thus, effectiveness of the skills oriented language curriculum has come under question. How a language teacher views the aims and objectives of the language subject he or she is teaching has a direct effect on the curriculum delivery and pedagogies used. It is, therefore, important to investigate what is the language teachers' perception of MTL education, and whether the current school curriculum can meet the teachers' expectation as well as achieve the aims of MTL education. Given this context, this study explored the views of Hong Kong Chinese language teachers on MTL education. The data indicate that teachers showed a strong resentment towards the current curriculum. Results may have implications on mother tongue language curriculum development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20language%20education" title="Chinese language education">Chinese language education</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20development" title=" curriculum development"> curriculum development</a>, <a href="https://publications.waset.org/abstracts/search?q=mother%20tongue%20language%20education" title=" mother tongue language education"> mother tongue language education</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20perception" title=" teachers' perception"> teachers' perception</a> </p> <a href="https://publications.waset.org/abstracts/36797/teachers-views-on-mother-tongue-language-curriculum-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36797.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">489</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10652</span> Strategies and Problems of Teachers in Using Mother Tongue-Based Multilingual Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ezayra%20Dubria">Ezayra Dubria</a>, <a href="https://publications.waset.org/abstracts/search?q=Leonora%20Yambao"> Leonora Yambao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mother Tongue–Based Multilingual Education (MTB-MLE) is a salient part of the recent reform in the country’s Education system which is the implementation of the K to 12 Basic Education Program. Its importance is highlighted by the passing of Republic Act 10523, otherwise known as the ‘Enhanced Basic Education Act of 2013’. However, teachers, especially new teachers encounter problems in using mother tongue as medium of instruction. Fortunately, teachers are able to create strategies which address these problems. Specifically, this paper gathered the viewpoints of teachers in using mother tongue and analyzed the different problems and strategies used. The problems encountered by teachers are lack of instructional materials written in mother tongue, especially books, lack of vocabulary, lack of teacher training, and influences of social media to learners. The strategies which address these problems are translation of literary pieces and other instructional materials, vocabulary enrichment through the use of word-of-the-day and picture-word association, remedial class, storytelling, differentiated instruction, explicit teaching, individual and group activities, and utilization of multilingual teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mother%20tongue-based%20instruction" title="mother tongue-based instruction">mother tongue-based instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=problems" title=" problems"> problems</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a> </p> <a href="https://publications.waset.org/abstracts/76763/strategies-and-problems-of-teachers-in-using-mother-tongue-based-multilingual-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76763.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">295</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10651</span> Discourses in Mother Tongue-Based Classes: The Case of Hiligaynon Language </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kayla%20Marie%20Sarte">Kayla Marie Sarte</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study sought to describe mother tongue-based classes in the light of classroom interactional discourse using the Sinclair and Coulthard model. It specifically identified the exchanges, grouped into Teaching and Boundary types; moves, coded as Opening, Answering and Feedback; and the occurrence of the 13 acts (Bid, Cue, Nominate, Reply, React, Acknowledge, Clue, Accept, Evaluate, Loop, Comment, Starter, Conclusion, Aside and Silent Stress) in the classroom, and determined what these reveal about the teaching and learning processes in the MTB classroom. Being a qualitative study, using the Single Collective Case Within-Site (embedded) design, varied data collection procedures such as non-participant observations, audio-recordings and transcription of MTB classes, and semi-structured interviews were utilized. The results revealed the presence of all the codes in the model (except for the silent stress) which also implied that the Hiligaynon mother tongue-based class was eclectic, cultural and communicative, and had a healthy, analytical and focused environment which aligned with the aims of MTB-MLE, and affirmed the purported benefits of mother tongue teaching. Through the study, gaps in the mother tongue teaching and learning were also identified which involved the difficulty of children in memorizing Hiligaynon terms expressed in English in their homes and in the communities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title="discourse analysis">discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching%20and%20learning" title=" language teaching and learning"> language teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mother%20tongue-based%20education" title=" mother tongue-based education"> mother tongue-based education</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a> </p> <a href="https://publications.waset.org/abstracts/55231/discourses-in-mother-tongue-based-classes-the-case-of-hiligaynon-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55231.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">260</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10650</span> Chronicling the Debates Around the Use of English as a Language of Learning and Teaching in Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manthekeleng%20Linake">Manthekeleng Linake</a>, <a href="https://publications.waset.org/abstracts/search?q=Fesi%20Liziwe"> Fesi Liziwe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ongoing argument over the use of English as a learning and teaching language in schools was examined in this study. The nature of the language proficiency gap is particularly relevant in light of the present emphasis on learning and educational quality in contemporary debates, as well as the education sustainable development goal. As a result, an interpretivist paradigm, a qualitative technique, and a case study-based research design were used in the work. Two school principals, two teachers, two members of the School Governing Body (SGB), and four learners were chosen using purposive sampling from two schools in the Amathole West Education District. The researchers were able to acquire in-depth information on the disputes surrounding the use of English as a language of learning and teaching by using semi-structured interview questions and focus groups. Despite knowing that they do not have the potential to do well in English, teachers found that despite appreciating the value of mother tongue and cultural identity, they prefer to use English as the language of teaching in schools. The findings, on the other hand, revealed that proponents of mother-language-based education argue that learning one's mother tongue is a human right. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20first%20additional%20language%20learners" title="English first additional language learners">English first additional language learners</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20justice" title=" social justice"> social justice</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20capabilities" title=" human capabilities"> human capabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a> </p> <a href="https://publications.waset.org/abstracts/150535/chronicling-the-debates-around-the-use-of-english-as-a-language-of-learning-and-teaching-in-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150535.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10649</span> Effects of Bilingual Education in the Teaching and Learning Practices in the Continuous Improvement and Development of k12 Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Miriam%20Sebastian">Miriam Sebastian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research focused on the effects of bilingual education as medium of instruction to the academic performance of selected intermediate students of Miriam’s Academy of Valenzuela Inc. . An experimental design was used, with language of instruction as the independent variable and the different literacy skills as dependent variables. The sample consisted of experimental students comprises of 30 students were exposed to bilingual education (Filipino and English) . They were given pretests and were divided into three groups: Monolingual Filipino, Monolingual English, and Bilingual. They were taught different literacy skills for eight weeks and were then administered the posttests. Data was analyzed and evaluated in the light of the central processing and script-dependent hypotheses. Based on the data, it can be inferred that monolingual instruction in either Filipino or English had a stronger effect on the students’ literacy skills compared to bilingual instruction. Moreover, mother tongue-based instruction, as compared to second-language instruction, had stronger effect on the preschoolers’ literacy skills. Such results have implications not only for mother tongue-based (MTB) but also for English as a second language (ESL) instruction in the country <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title="bilingualism">bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=effects" title="effects">effects</a>, <a href="https://publications.waset.org/abstracts/search?q=monolingual" title=" monolingual"> monolingual</a>, <a href="https://publications.waset.org/abstracts/search?q=function" title="function">function</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual" title=" multilingual"> multilingual</a>, <a href="https://publications.waset.org/abstracts/search?q=mother%20tongue" title=" mother tongue"> mother tongue</a> </p> <a href="https://publications.waset.org/abstracts/120430/effects-of-bilingual-education-in-the-teaching-and-learning-practices-in-the-continuous-improvement-and-development-of-k12-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120430.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10648</span> Prospective English Language Teachers’ Views on Translation Use in Foreign Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ozlem%20Bozok">Ozlem Bozok</a>, <a href="https://publications.waset.org/abstracts/search?q=Yusuf%20Bozok"> Yusuf Bozok</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The importance of using mother tongue and translation in foreign language classrooms cannot be ignored and translation can be utilized as a method in English Language Teaching courses. There exist researches advocating or objecting to the use of translation in foreign language learning but they all have a point in common: Translation should be used as an aid to teaching, not an end in itself. In this research, prospective English language teachers’ opinions about translation use and use of mother tongue in foreign language teaching are investigated and according to the findings, some explanations and recommendations are made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exposure%20to%20foreign%20language%20translation" title="exposure to foreign language translation">exposure to foreign language translation</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20learning" title=" foreign language learning"> foreign language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=prospective%20teachers%E2%80%99%20opinions" title=" prospective teachers’ opinions"> prospective teachers’ opinions</a>, <a href="https://publications.waset.org/abstracts/search?q=use%20of%20L1" title=" use of L1"> use of L1</a> </p> <a href="https://publications.waset.org/abstracts/17268/prospective-english-language-teachers-views-on-translation-use-in-foreign-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17268.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">533</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10647</span> Attitudes of Grade School and Kindergarten Teachers towards the Implementation of Mother-Tongue Based Language in Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Irene%20Guatno%20Toribio">Irene Guatno Toribio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study purported to determine and describe the attitudes of grade school and kindergarten teachers in District I, Division of City Schools in Parañaque towards the implementation of mother tongue-based multilingual education instruction. Employing a descriptive method of research, this study specifically looked into the attitudes of the participants towards the implementation of mother tongue-based language in terms of curricular content, teaching methods, instructional materials used, and administrative support. A total of nineteen teachers, eight (8) of which were kindergarten teachers and eleven (11) were grade one teachers. A self-made survey questionnaire was developed by the researcher and validated by the experts. This constituted the main instrument in gathering the needed data and information relative to the major concern of the study, which were analyzed and interpreted through the use of descriptive statistics. The findings of this study revealed that grade one and kindergarten teachers have a positive attitude towards the integration and inclusion of mother-tongue based language in the curriculum. In terms of suggested teaching methods, the kindergarten teacher’s attitude towards the use of storytelling and interactive activities is highly positive, while two groups of teachers both recommend the use of big books and painting kit as an instructional materials. While the kindergarten teachers would tend to cling on the use of big books, this was not the case for grade school teachers who would rather go for the use of painting kit which was not favored by the kindergarten teachers. Finally, in terms of administrative support, the grade one teacher is very satisfied when it comes to the support of their school administrator. While the kindergarten teachers has developed the feeling that the school administration has failed to give them enough materials in their activities, the grade school teachers, on the other hand, have developed the feeling that the same school administration might have failed to strictly evaluate the kindergarten teachers. Based on the findings of this study, it is recommended that the school administration must provide seminars to teachers to better equip them with the needed knowledge and competencies in implementing the Mother-Tongue Based, Multilingual Education (MTB-MLE). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=grade%20school" title=" grade school"> grade school</a>, <a href="https://publications.waset.org/abstracts/search?q=kindergarten%20teachers" title=" kindergarten teachers"> kindergarten teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=mother-tongue" title=" mother-tongue"> mother-tongue</a> </p> <a href="https://publications.waset.org/abstracts/8752/attitudes-of-grade-school-and-kindergarten-teachers-towards-the-implementation-of-mother-tongue-based-language-in-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8752.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">321</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10646</span> Mother Tounge Based Multilingual Education Policy: Voices of Two Cities, 'The Voice of Laguna' </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cecilia%20Velasco">Cecilia Velasco</a>, <a href="https://publications.waset.org/abstracts/search?q=Q."> Q. </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was undertaken to find out the perceived efficiency, appropriateness effectiveness, acceptability and relevance, if at all such exist, of the Mother Tongue Based Multilingual Education Policy under the K-12 Curriculum, as seen by the stakeholders who are directly affected by this policy. The researcher believed that it is right and fitting to get the views and opinions of the people directly involved and/or concerned about this education policy. The results of the study will hopefully guide lawmakers and/or policymakers to fine-tune educational policy or policies. The locale of the study was the DepEd schools in Laguna, (San Pablo City and other nearby cities). The subjects of the study were the teachers (first phase) from the public schools of Department of Education (San Pablo City), in particular and parents (second phase) from nearby cities who are the direct stakeholders of this Policy. To determine the perception of the teachers toward Mother Tongue Based Multilingual Education Policy; its acceptability, efficiency, appropriateness, effectiveness and relevance, factor analysis was used to refine the instrument (questionnaire). To find out the significant difference between the perceptions of the primary and intermediate group of teachers, including those who teach mother tongue and non-mother tongue subjects, t-test of difference between means was employed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=DepEd" title="DepEd">DepEd</a>, <a href="https://publications.waset.org/abstracts/search?q=K12%20curriculum" title=" K12 curriculum"> K12 curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=MTBMLE" title=" MTBMLE"> MTBMLE</a>, <a href="https://publications.waset.org/abstracts/search?q=stakeholders" title=" stakeholders"> stakeholders</a> </p> <a href="https://publications.waset.org/abstracts/53100/mother-tounge-based-multilingual-education-policy-voices-of-two-cities-the-voice-of-laguna" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53100.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10645</span> Designing an MTB-MLE for Linguistically Heterogenous Contexts: A Practitioner’s Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ajay%20Pinjani">Ajay Pinjani</a>, <a href="https://publications.waset.org/abstracts/search?q=Minha%20Khan"> Minha Khan</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayesha%20Mehkeri"> Ayesha Mehkeri</a>, <a href="https://publications.waset.org/abstracts/search?q=Anum%20Iftikhar"> Anum Iftikhar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is much research available on the benefits of adopting mother tongue-based multilingual education (MTB MLE) in primary school classrooms, but there is limited guidance available on how to design such programs for low-resource and linguistically diverse contexts. This paper is an effort to bridge the gap between theory and practice by offering a practitioner’s perspective on designing an MTB MLE program for linguistically heterogeneous contexts. The research compounds findings from current academic literature on MTB MLE, the study of global MTB MLE programs, interviews with practitioners, policy-makers, and academics worldwide, and a socio-linguistic survey carried out in parts of Tharparkar, Pakistan, the area selected for envisioned pilot implementation. These findings enabled the creation of ‘guiding principles’ which provide structure for the development of a contextualized and holistic MTB-MLE program. The guiding principles direct the creation of teaching and learning materials, creating effective teaching and learning environment, community engagement, and program evaluation. Additionally, the paper demonstrates the development of a context-specific language ladder framework which outlines the language journey of a child’s education, beginning with the mother tongue/ most familiar language in the early years and then gradually transitioning into other languages. Both the guiding principles and language ladder can be adapted to any multilingual context. Thus, this research provides MTB MLE practitioners with assistance in developing an MTB MLE model, which is best suited for their context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mother%20tongue%20based%20multilingual%20education" title="mother tongue based multilingual education">mother tongue based multilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20design" title=" education design"> education design</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20ladder" title=" language ladder"> language ladder</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20issues" title=" language issues"> language issues</a>, <a href="https://publications.waset.org/abstracts/search?q=heterogeneous%20contexts" title=" heterogeneous contexts "> heterogeneous contexts </a> </p> <a href="https://publications.waset.org/abstracts/111581/designing-an-mtb-mle-for-linguistically-heterogenous-contexts-a-practitioners-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111581.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">114</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10644</span> A Review of Teaching and Learning of Mother Tongues in Nigerian Schools; Yoruba as a Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alonge%20Isaac%20Olusola">Alonge Isaac Olusola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Taking a cue from countries such as China and Japan, there is no doubt that the teaching and learning of Mother Tongue ( MT) or Language of Immediate Environment (LIE) is a potential source of development in every country. The engine of economic, scientific, technological and political advancement would be more functional when the language of instruction for teaching and learning in schools is in the child’s mother tongue. The purpose of this paper therefore, is to delve into the genesis of the official recognition given to the teaching and learning of Nigerian languages at national level with special focus on Yoruba language. Yoruba language and other Nigerian languages were placed on a national pedestal by a Nigerian Educational Minister, Late Professor Babatunde Fafunwa, who served under the government of General Ibrahim Babangida (1985 – 1993). Through his laudable effort, the teaching and learning of Nigerian languages in schools all over the nation was incorporated officially in the national policy of education. Among all the Nigerian languages, Hausa, Igbo and Yoruba were given foremost priorities because of the large population of their speakers. Since the Fafunwa era, Yoruba language has become a national subject taught in primary, secondary and tertiary institutions in Nigeria. However, like every new policy, its implementation has suffered several forms of criticisms and impediments from governments, policy makers, curriculum developers, school administrators, teachers and learners. This paper has been able to arrive at certain findings through oral interviews, questionnaires and evaluation of pupils/students enrolment and performances in Yoruba language with special focus on the South-west and North central regions of Nigeria. From the research carried out, some factors have been found to be responsible for the successful implementation or otherwise of Yoruba language instruction policy in some schools, colleges and higher institutions in Nigeria. In conclusion, the paper made recommendations on how the National Policy of Education would be implemented to enhance the teaching and learning of Yoruba language in all Nigerian schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20of%20immediate%20environment" title="language of immediate environment">language of immediate environment</a>, <a href="https://publications.waset.org/abstracts/search?q=mother%20tongue" title=" mother tongue"> mother tongue</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20policy%20of%20education" title=" national policy of education"> national policy of education</a>, <a href="https://publications.waset.org/abstracts/search?q=yoruba%20language" title=" yoruba language"> yoruba language</a> </p> <a href="https://publications.waset.org/abstracts/34191/a-review-of-teaching-and-learning-of-mother-tongues-in-nigerian-schools-yoruba-as-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34191.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">536</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10643</span> The Impact of Mother Tongue Interference on Students' Performance in English Language in Bauchi State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mairo%20Musa%20Galadima">Mairo Musa Galadima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the impact of Mother tongue interference on students’ performance in English Language in Bauchi State. It is observed that the students of Bauchi district share the same problem with Hausa native speakers of Kano dialect which is the standard form. It is observed that there are some phonemes which are present in English but absent in Hausa so the Hausa speakers of Bauchi district also replace these sounds with similar ones present in Hausa. Students in Bauchi district fail English language because they transfer features of their mother tongue (MT) into English. The data is obtained through unobtrusive observation of the English speech of about fifty Hausa native speakers of Bauchi district which is similar to Kano dialect from Abubakar Tatari Ali Polytechnic, Bauchi since only those who have had some good background of secondary education are used because uneducated Nigeria English of whatever geographical location is more likely to be unintelligible as cockney or uneducated African-American English. For instance /Ə:/ is absent in Hausa so the speakers find it difficult to distinguish between such pairs of words as /bƏ:d / and /bΛst/, /fa:st/ and /fƏ:st / hence /a:/ is generally used wherever /Ə:/ is present regardless of the spelling, that is why words like ‘work’, ‘first’ and ‘person’ all have / a:/. In Hausa most speakers use /P/ in place of, or in alternation with /f/, e.g. ‘few’ is pronounced as ‘pew’, or ‘pen’, as ‘fen’, /b/ for /v/, /s/ for /z/ and /z/ for /ᵹ/. Also the word vision/visn/ is pronounced as /vidzn/. Therefore, there is confusion in spellings and pronunciation of words. One solution out of the problem is having constant practice with a qualified consistent staff and making use of standard textbooks in the learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English" title="English">English</a>, <a href="https://publications.waset.org/abstracts/search?q=failure" title=" failure"> failure</a>, <a href="https://publications.waset.org/abstracts/search?q=mother%20tongue" title=" mother tongue"> mother tongue</a>, <a href="https://publications.waset.org/abstracts/search?q=interference" title=" interference"> interference</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/44700/the-impact-of-mother-tongue-interference-on-students-performance-in-english-language-in-bauchi-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44700.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">221</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10642</span> Reciprocal Interferences in Bilingual English-Igbo Speaking Society: The Implications in Language Pedagogy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ugwu%20Elias%20Ikechukwu">Ugwu Elias Ikechukwu </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Discussions on bilingualism have always dwelt on how the mother tongue interferes with the target language. This interference is considered a serious problem in second language learning. Usually, the interference has been phonological. But the objective of this research is to explore how the target language interferes with the mother tongue. In the case of the Igbo language, it interferes with English mostly at the phonological level while English interferes with Igbo at the realm of vocabulary. The result is a new language \"Engligbo\" which is a hybrid of English and Igbo. The Igbo language spoken by about 25 million people is one of the three most prominent languages in Nigeria. This paper discusses the phenomenal Engligbo, and other implications for Igbo learners of English. The method of analysis is descriptive. A number of recommendations were made that would help teachers handle problems arising from such mutual interferences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reciprocal%20interferences" title="reciprocal interferences">reciprocal interferences</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title=" bilingualism"> bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=implications" title=" implications"> implications</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20pedagogy" title=" language pedagogy "> language pedagogy </a> </p> <a href="https://publications.waset.org/abstracts/3835/reciprocal-interferences-in-bilingual-english-igbo-speaking-society-the-implications-in-language-pedagogy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3835.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">399</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10641</span> The Effects of Incompetence in the Use of Mother Tongue on the Spoken English of Selected Primary School Pupils in Abeokuta South Local Government Ogun State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20G.%20Adeosun">K. G. Adeosun</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Osunaiye"> K. Osunaiye</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20C.%20Chinaguh"> E. C. Chinaguh</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20A.%20Aliyu"> M. A. Aliyu</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20A.%20Onifade"> C. A. Onifade</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the effects of incompetence in the use of the mother tongue on the spoken English of selected Primary School pupils in Abeokuta South Local Government, Ogun State, Nigeria. The study used a structured questionnaire and interview guide as data collection instruments. The target population was 110 respondents. The sample was obtained by the use of simple random and stratified sampling techniques. The study samples were pupils from Government Primary Schools in Abeokuta South Local Government. The result revealed that the majority of pupils exhibited mother tongue interference in their oral production stage and that the local indigenous languages interfered with the pronunciation of English words to a large extent such that they pronounced ‘people’ as ‘fitful.’ The findings also revealed that there is no significant difference between inadequate teaching materials, shortage of funds towards the promotion of the mother tongue (Yoruba) and spoken English of Primary school pupils in the study area. The study recommended, among other things, that government should provide the necessary support for schools in the areas of teaching and learning materials, funds and other related materials that can enhance the effective use of the mother tongue towards spoken English by Primary School pupils. Government should ensure that oral English is taught to the pupils and the examination at the end of Primary school education should be made compulsory for all pupils. More so, the Government should provide language laboratories and other equipment to facilitate good teaching and learning of oral English. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=effective" title=" effective"> effective</a>, <a href="https://publications.waset.org/abstracts/search?q=government" title=" government"> government</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/165252/the-effects-of-incompetence-in-the-use-of-mother-tongue-on-the-spoken-english-of-selected-primary-school-pupils-in-abeokuta-south-local-government-ogun-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165252.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">83</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10640</span> Implementing a Plurilingual Approach to ELF in Primary School: An International Comparative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Chabert">A. Chabert</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present paper is motivated by the current influence of communicative approaches in language policies around the globe (especially through the Common European Framework of Reference), along with the exponential spread of English as a Lingua Franca worldwide. This study focuses on English language learning and teaching in the last year of primary education in Spain (in the bilingual Valencian region), Norway (in the Trondelag region), and China (in the Hunan region) and proposes a plurilingual communicative approach to ELT in line with ELF awareness and the current retheorisation of ELF within multilingualism (Jenkins, 2018). This study, interdisciplinary in nature, attempts to find a convergence point among English Language Teaching, English as a Lingua Franca, Language Ecology and Multilingualism, breaking with the boundaries that separate languages in language teaching and acknowledging English as international communication, while protecting the mother tongue and language diversity within multilingualism. Our experiment included over 400 students across Spain, Norway, and China, and the outcomes obtained demonstrate that despite the different factors involved in different cultures and contexts, a plurilingual approach to English learning improved English scores by 20% in each of the contexts. Through our study, we reflect on the underestimated value of the mother tongue in ELT, as well as the need for a sustainable ELF perspective in education worldwide. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20Lingua%20Franca" title="English as a Lingua Franca">English as a Lingua Franca</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teaching" title=" English language teaching"> English language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20ecology" title=" language ecology"> language ecology</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a> </p> <a href="https://publications.waset.org/abstracts/126539/implementing-a-plurilingual-approach-to-elf-in-primary-school-an-international-comparative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126539.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10639</span> Primary School Teacher's Perception of the Efficacy of Mother Tongue-Based Multilingual Education (MTB-MLE) in Saint Louis University, Laboratory Elementary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Villiam%20Ambong">Villiam Ambong</a>, <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Banawag"> Kevin Banawag</a>, <a href="https://publications.waset.org/abstracts/search?q=Wynne%20Shane%20Bugatan"> Wynne Shane Bugatan</a>, <a href="https://publications.waset.org/abstracts/search?q=Mark%20Alvin%20Jay%20Carpio"> Mark Alvin Jay Carpio</a>, <a href="https://publications.waset.org/abstracts/search?q=Hwan%20Hee%20Choi"> Hwan Hee Choi</a>, <a href="https://publications.waset.org/abstracts/search?q=Moises%20Kevin%20Chungalao"> Moises Kevin Chungalao </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This survey research investigated the perception of primary school teachers on the efficacy of MTB-MLE in SLU-LES, Baguio City. SLU-LES has a total of 21 primary school teachers who served as respondents of this study in an attempt to answer the major questions regarding the efficacy of MTB-MLE among primary school teachers. A questionnaire was used in collecting the data which were analyzed using weighted mean and ANOVA. The questionnaire was validated by a statistician and it was administered to a school which does not differ from the intended respondents for further validation of the items. Findings revealed from the intended respondents that they perceive MTB-MLE as effective; however, they do not prefer the use of Mother Tongue as a medium of instruction. A research on the same topic was conducted in Ibadan, Nigeria by Dr. David O. Fakeye and although his respondents were students; the results came out that the respondents do perceive MTB-MLE to be efficacious. The results of this study also showed that years of teaching experience and the number of languages spoken by the teachers have no bearing on the preference of the respondents between MT medium and English medium gave that the respondents are in melting pot community. Comparative studies between rural and urban schools are encouraged. Future researchers should include questions that elicit reasons of the respondents on the efficacy of mother tongue as well as their preference between mother tongue medium and English. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mother%20tongue" title="mother tongue">mother tongue</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20teachers" title=" primary teachers"> primary teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual%20education" title=" multilingual education"> multilingual education</a> </p> <a href="https://publications.waset.org/abstracts/83870/primary-school-teachers-perception-of-the-efficacy-of-mother-tongue-based-multilingual-education-mtb-mle-in-saint-louis-university-laboratory-elementary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83870.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">279</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10638</span> Primary School Teachers’ Perception on the Efficacy of Mother Tongue-Based Multilingual Education (MTB-MLE) in Saint Louis University, Laboratory Elementary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Villiam%20C.%20Ambong">Villiam C. Ambong</a>, <a href="https://publications.waset.org/abstracts/search?q=Kevin%20G.%20Banawag"> Kevin G. Banawag</a>, <a href="https://publications.waset.org/abstracts/search?q=Wynne%20Shane%20B.%20Bugatan"> Wynne Shane B. Bugatan</a>, <a href="https://publications.waset.org/abstracts/search?q=Mark%20Alvin%20Jay%20R.%20Carpio"> Mark Alvin Jay R. Carpio</a>, <a href="https://publications.waset.org/abstracts/search?q=Hwan%20Hee%20Choi"> Hwan Hee Choi</a>, <a href="https://publications.waset.org/abstracts/search?q=Moses%20Kevin%20L.%20Chungalao"> Moses Kevin L. Chungalao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This survey research investigated the perception of primary school teachers on the efficacy of MTB-MLE in SLU-LES, Baguio City. SLU-LES has a total of 21 primary school teachers who served as the respondents of this study in an attempt to answer three major questions regarding the efficacy of MTB-MLE among primary school teachers. A questionnaire was used in collecting the data which were analyzed using weighted mean and ANOVA. The questionnaire was validated by a statistician and it was administered to a school which does not differ from the intended respondents for further validation of the items. Findings revealed from the intended respondents that they perceive MTB-MLE as effective; however, they do not prefer the use of Mother Tongue as medium of instruction. A research of the same topic was conducted in Ibadan, Nigeria by Dr. David O. Fakeye and although his respondents were students; the results came out that the respondents do perceive MTB-MLE to be efficacious. The results of this study also showed that years of teaching experience and number of languages spoken by the teachers have no bearing on the preference of the respondents between MT medium and English medium given that the respondents are in a melting pot community. Comparative studies between rural schools and urban schools are encouraged. Future researches should include questions that elicit reasons of the respondents on the efficacy of mother tongue as well as their preference between mother tongue medium and English. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mother%20tongue" title="mother tongue">mother tongue</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20teachers" title=" primary teachers"> primary teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual%20education" title=" multilingual education"> multilingual education</a> </p> <a href="https://publications.waset.org/abstracts/9988/primary-school-teachers-perception-on-the-efficacy-of-mother-tongue-based-multilingual-education-mtb-mle-in-saint-louis-university-laboratory-elementary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9988.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">453</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10637</span> Indigenous Children Doing Better through Mother Tongue Based Early Childhood Care and Development Center in Chittagong Hill Tracts, Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meherun%20Nahar">Meherun Nahar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background:The Chittagong Hill Tracts (CHT) is one of the most diverse regions in Bangladesh in terms of geography, ethnicity, culture and traditions of the people and home of thirteen indigenous ethnic people. In Bangladesh indigenous children aged 6-10 years remain out of school, and the majority of those who do enroll drop out before completing primary school. According to different study that the dropout rate of indigenous children is much higher than the estimated national rate, children dropping out especially in the early years of primary school. One of the most critical barriers for these children is that they do not understand the national language in the government pre-primary school. And also their school readiness and development become slower. In this situation, indigenous children excluded from the mainstream quality education. To address this issue Save the children in Bangladesh and other organizations are implementing community-based Mother Tongue-Based Multilingual Education program (MTBMLE) in the Chittagong Hill Tracts (CHT) for improving the enrolment rate in Government Primary Schools (GPS) reducing dropout rate as well as quality education. In connection with that Save the children conducted comparative research in Chittagong hill tracts on children readiness through Mother tongue-based and Non-mother tongue ECCD center. Objectives of the Study To assess Mother Language based ECCD centers and Non-Mother language based ECCD centers children’s school readiness and development. To assess the community perception over Mother Language based and Non-Mother Language based ECCD center. Methodology: The methodology of the study was FGD, KII, In-depth Interview and observation. Both qualitative and quantitative research methods were followed. The quantitative part has three components, School Readiness, Classroom observation and Headteacher interview and qualitative part followed FGD technique. Findings: The interviews with children under school readiness component showed that in general, Mother Language (ML) based ECCD children doing noticeably better in all four areas (Knowledge, numeracy, fine motor skill and communication) than their peers from Non-mother language based children. ML students seem to be far better skilled in concepts about print as most of them could identify cover and title of the book that was shown to them. They could also know from where to begin to read the book or could correctly point the letter that was read. A big difference was found in the area of identifying letters as 89.3% ML students of could identify letters correctly whereas for Non mother language 30% could do the same. The class room observation data shows that ML children are more active and remained engaged in the classroom than NML students. Also, teachers of ML appeared to have more engaged in explaining issues relating to general knowledge or leading children in rhyming/singing other than telling something from text books. The participants of FGDs were very enthusiastic on using mother language as medium of teaching in pre-schools. They opined that this initiative elates children to attend school and enables them to continue primary schooling without facing any language barrier. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chittagong%20hill%20tracts" title="Chittagong hill tracts">Chittagong hill tracts</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20care%20and%20development%20%28ECCD%29" title=" early childhood care and development (ECCD)"> early childhood care and development (ECCD)</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous" title=" indigenous"> indigenous</a>, <a href="https://publications.waset.org/abstracts/search?q=mother%20language" title=" mother language"> mother language</a> </p> <a href="https://publications.waset.org/abstracts/93313/indigenous-children-doing-better-through-mother-tongue-based-early-childhood-care-and-development-center-in-chittagong-hill-tracts-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93313.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">118</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10636</span> Translation as a Foreign Language Teaching Tool: Results of an Experiment with University Level Students in Spain</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nune%20Ayvazyan">Nune Ayvazyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since the proclamation of monolingual foreign-language learning methods (the Berlitz Method in the early 20ᵗʰ century and the like), the dilemma has been to allow or not to allow learners’ mother tongue in the foreign-language learning process. The reason for not allowing learners’ mother tongue is reported to create a situation of immersion where students will only use the target language. It could be argued that this artificial monolingual situation is defective, mainly because there are very few real monolingual situations in the society. This is mainly due to the fact that societies are nowadays increasingly multilingual as plurilingual speakers are the norm rather than an exception. More recently, the use of learners’ mother tongue and translation has been put under the spotlight as valid foreign-language teaching tools. The logic dictates that if learners were permitted to use their mother tongue in the foreign-language learning process, that would not only be natural, but also would give them additional means of participation in class, which could eventually lead to learning. For example, when learners’ metalinguistic skills are poor in the target language, a question they might have could be asked in their mother tongue. Otherwise, that question might be left unasked. Attempts at empirically testing the role of translation as a didactic tool in foreign-language teaching are still very scant. In order to fill this void, this study looks into the interaction patterns between students in two kinds of English-learning classes: one with translation and the other in English only (immersion). The experiment was carried out with 61 students enrolled in a second-year university subject in English grammar in Spain. All the students underwent the two treatments, classes with translation and in English only, in order to see how they interacted under the different conditions. The analysis centered on four categories of interaction: teacher talk, teacher-initiated student interaction, student-initiated student-to-teacher interaction, and student-to-student interaction. Also, pre-experiment and post-experiment questionnaires and individual interviews gathered information about the students’ attitudes to translation. The findings show that translation elicited more student-initiated interaction than did the English-only classes, while the difference in teacher-initiated interactional turns was not statistically significant. Also, student-initiated participation was higher in comprehension-based activities (into L1) as opposed to production-based activities (into L2). As evidenced by the questionnaires, the students’ attitudes to translation were initially positive and mainly did not vary as a result of the experiment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title="foreign language">foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mother%20tongue" title=" mother tongue"> mother tongue</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a> </p> <a href="https://publications.waset.org/abstracts/88353/translation-as-a-foreign-language-teaching-tool-results-of-an-experiment-with-university-level-students-in-spain" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88353.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10635</span> 3D Multiuser Virtual Environments in Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hana%20Maresova">Hana Maresova</a>, <a href="https://publications.waset.org/abstracts/search?q=Daniel%20Ecler"> Daniel Ecler</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper focuses on the use of 3D multi-user virtual environments (MUVE) in language teaching and presents the results of four years of research at the Faculty of Education, Palacký University in Olomouc (Czech Republic). In the form of an experiment, mother tongue language teaching in the 3D virtual worlds Second Life and Kitely (experimental group) and parallel traditional teaching on identical topics representing teacher's interpretation using a textbook (control group) were implemented. The didactic test, which was presented to the experimental and control groups in an identical form before and after the instruction, verified the effect of the instruction in the experimental group by comparing the results obtained by both groups. Within the three components of mother-tongue teaching (vocabulary, literature, style and communication education), the students in the literature group achieved partially better results (statistically significant in the case of items devoted to the area of visualization of the learning topic), while in the case of grammar and style education the respondents of the control group achieved better results. On the basis of the results obtained, we can conclude that the most appropriate use of MUVE can be seen in the teaching of those topics that provide the possibility of dramatization, experiential learning and group involvement and cooperation, on the contrary, with regard to the need to divide students attention between the topic taught and the control of avatar and movement in virtual reality as less suitable for teaching in the area of memorization of the topic or concepts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title="distance learning">distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=3D%20virtual%20environments" title=" 3D virtual environments"> 3D virtual environments</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20teaching" title=" online teaching"> online teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title=" language teaching"> language teaching</a> </p> <a href="https://publications.waset.org/abstracts/142510/3d-multiuser-virtual-environments-in-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142510.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10634</span> Children and Communities Benefit from Mother-Tongue Based Multi-Lingual Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Binay%20Pattanayak">Binay Pattanayak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Multilingual state, Jharkhand is home to more than 19 tribal and regional languages. These are used by more than 33 communities in the state. The state has declared 12 of these languages as official languages of the state. However, schools in the state do not recognize any of these community languages even in early grades! Children, who speak in their mother tongues at home, local market and playground, find it very difficult to understand their teacher and textbooks in school. They fail to acquire basic literacy and numeracy skills in early grades. Out of frustration due to lack of comprehension, the majority of children leave school. Jharkhand sees the highest dropout in early grades in India. To address this, the state under the guidance of the author designed a mother tongue based pre-school education programme named Bhasha Puliya and bilingual picture dictionaries in 9 tribal and regional mother tongues of children. This contributed significantly to children’s school readiness in the school. Followed by this, the state designed a mother-tongue based multilingual education programme (MTB-MLE) for multilingual context. The author guided textbook development in 5 tribal (Santhali, Mundari, Ho, Kurukh and Kharia) and two regional (Odia and Bangla) languages. Teachers and community members were trained for MTB-MLE in around 1,000 schools of the concerned language pockets. Community resource groups were constituted along with their academic calendars in each school to promote story-telling, singing, painting, dancing, riddles, etc. with community support. This, on the one hand, created rich learning environments for children. On the other hand, the communities have discovered a great potential in the process of developing a wide variety of learning materials for children in own mother-tongue using their local stories, songs, riddles, paintings, idioms, skits, etc. as a process of their literary, cultural and technical enrichment. The majority of children are acquiring strong early grade reading skills (basic literacy and numeracy) in grades I-II thereby getting well prepared for higher studies. In a phased manner they are learning Hindi and English after 4-5 years of MTB-MLE using the foundational language learning skills. Community members have started designing new books, audio-visual learning materials in their mother-tongues seeing a great potential for their cultural and technological rejuvenation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20resource%20groups" title="community resource groups">community resource groups</a>, <a href="https://publications.waset.org/abstracts/search?q=MTB-MLE" title=" MTB-MLE"> MTB-MLE</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual" title=" multilingual"> multilingual</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-linguistic%20survey" title=" socio-linguistic survey"> socio-linguistic survey</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/77688/children-and-communities-benefit-from-mother-tongue-based-multi-lingual-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77688.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">198</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10633</span> Children Overcome Learning Disadvantages through Mother-Tongue Based Multi-Lingual Education Programme</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Binay%20Pattanayak">Binay Pattanayak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> More than 9 out of every 10 children in Jharkhand struggle to understand the texts and teachers in public schools. The medium of learning in the schools is Hindi, which is very different in structure and vocabulary than those in children’s home languages. Hence around 3 out of 10 children enrolled in early grades drop out in these schools. The state realized the cause of children’s high dropout in 2013-14 when the M-TALL, the language research shared the findings of a state-wide socio-linguistic study. The study findings suggested that there was a great need for initiating a mother-tongue based multilingual education (MTB-MLE) programme for the state in early grades starting from pre-school level. Accordingly, M-TALL in partnership with department of education designed two learning packages: Bhasha Puliya pre-school education programme for 3-6-year-old children for their school readiness with bilingual picture dictionaries in 9 tribal and regional languages. This was followed by a plan for MTB-MLE programme for early primary grades. For this textbooks in five tribal and two regional languages were developed under the guidance of the author. These books were printed and circulated in the 1000 schools of the state for each child. Teachers and community members were trained for facilitating culturally sensitive mother-tongue based learning activities in and around the schools. The mother-tongue based approach of learning has worked very effectively in enabling them to acquire the basic literacy and numeracy skills in own mother-tongues. Using this basic early grade reading skills, these children are able to learn Hindi and English systematically. Community resource groups were constituted in each school for promoting storytelling, singing, painting, dancing, acting, riddles, humor, sanitation, health, nutrition, protection, etc. and were trained. School academic calendar was designed in each school to enable the community resource persons to visit the school as per the learning plan to assist children and teacher in facilitating rich cultural activities in mother-tongue. This enables children to take part in plethora of learning activities and acquire desired knowledge, skills and interest in mother-tongues. Also in this process, it is attempted to promote 21st Century learning skills by enabling children to apply their new knowledge and skills to look at their local issues and address those in a collective manner through team work, innovations and leadership. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20resource%20groups" title="community resource groups">community resource groups</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=MTB-MLE" title=" MTB-MLE"> MTB-MLE</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual" title=" multilingual"> multilingual</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-linguistic%20survey" title=" socio-linguistic survey"> socio-linguistic survey</a> </p> <a href="https://publications.waset.org/abstracts/77693/children-overcome-learning-disadvantages-through-mother-tongue-based-multi-lingual-education-programme" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77693.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">236</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10632</span> Peace through Language Policy as a Solution to the Ethnic Conflict in Sri Lanka</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20M.%20W.%20Rajapakshe">R. M. W. Rajapakshe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sri Lanka, which is officially called the Democratic Socialist Republic of Sri Lanka is an island nation situated near India. It is a multi-lingual, multi- religious and multi – ethnic country, where Sinhalese form the majority and the Tamils form the largest ethnic minority. The composition of the population (ethnic basis) in Sri Lanka is as follows: Sinhalese: 74.5%, Tamil (Sri Lankan): 12.6%, Muslim: 7.5 %, Tamil (Indian): 5.5%, Malay: 0.3%, Burgher: 0.3 %, other: 0.2 %. The Tamil people use the Tamil language as their mother tongue and the Sinhala people use the Sinhala language as their mother tongue. A very few people in both communities use English as their mother tongue and however, a large number of people use English as a second language. The Sinhala Language was declared the only official language in Sri Lanka in 1959. However, it was not acceptable to Tamil politicians as well as to the common Tamil people and it was the beginning of long standing ethnic crisis which later became a military war where a lot of blood was shed. As a solution to the above ethnic crisis the thirteenth amendment to the constitution of Sri Lanka was introduced in 1987 and according to it both Sinhala and Tamil were declared official languages and English as the link language in Sri Lanka. Thus, a new programme namely, second language teaching programme under which Sinhala was taught to Tamil students and Tamil was taught to Sinhala students, was introduced at government schools. Language teaching includes knowledge of the culture of the target language. As all cultures are mixed and have common features students have reduced their enmity about the other community and learned to respect the other culture. On the other hand as all languages are mixed, students came to the understanding that there are no pure languages. Thus, they learned to respect the other language. In the case of Sri Lanka the Sinhala language is mixed with the Tamil language and vice versa. Thus, the development of second language teaching is the prominent way to solve the above ethnic problem and this study clearly shows it. However, the above programme suffers with lack of trained second language teachers, infrastructure facilities and insufficient funds and, they can be considered as the main obstacles to develop the second language teaching programme. Yet, there are no satisfactory answers to those problems. The data were collected from relevant books, articles and other documents based on research and forty five recordings, each with one hour duration, of natural conversations covering all factions of the Sinhala community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethnic%20crisis" title="ethnic crisis">ethnic crisis</a>, <a href="https://publications.waset.org/abstracts/search?q=official%20language" title=" official language"> official language</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20teaching" title=" second language teaching"> second language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=Sinhala" title=" Sinhala"> Sinhala</a>, <a href="https://publications.waset.org/abstracts/search?q=Tami" title=" Tami"> Tami</a> </p> <a href="https://publications.waset.org/abstracts/65301/peace-through-language-policy-as-a-solution-to-the-ethnic-conflict-in-sri-lanka" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65301.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">346</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10631</span> Aspects of Diglossia in Arabic Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adil%20Ishag">Adil Ishag</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Diglossia emerges in a situation where two distinctive varieties of a language are used alongside within a certain community. In this case, one is considered as a high or standard variety and the second one as a low or colloquial variety. Arabic is an extreme example of a highly diglossic language. This diglossity is due to the fact that Arabic is one of the most spoken languages and spread over 22 Countries in two continents as a mother tongue, and it is also widely spoken in many other Islamic countries as a second language or simply the language of Quran. The geographical variation between the countries where the language is spoken and the duality of the classical Arabic and daily spoken dialects in the Arab world on the other hand; makes the Arabic language one of the most diglossic languages. This paper tries to investigate this phenomena and its relation to learning Arabic as a first and second language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic%20language" title="Arabic language">Arabic language</a>, <a href="https://publications.waset.org/abstracts/search?q=diglossia" title=" diglossia"> diglossia</a>, <a href="https://publications.waset.org/abstracts/search?q=first%20and%20second%20language" title=" first and second language"> first and second language</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a> </p> <a href="https://publications.waset.org/abstracts/24533/aspects-of-diglossia-in-arabic-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24533.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">564</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10630</span> Teachers Handbook: A Key to Imparting Teaching in Multilingual Classrooms at Kalinga Institute of Social Sciences (KISS)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sushree%20Sangita%20Mohanty">Sushree Sangita Mohanty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The pedagogic system, which is used to work with indigenous groups, who have equally different socio-economic, socio-cultural & multi-lingual conditions with differing cognitive capabilities, makes the education situation complex. As a result, educating the indigenous people became just the dissemination of facts and information, but advancement in knowledge and possibilities somewhere hides. This gap arises complexities due to the language barrier and the teachers from a conventional background of teaching practices are unable to understand or connect with the students in the schools. This paper presents the research work of the Mother Tongue Based Multilingual Education (MTB-MLE) project that has developed a creative pedagogic endeavor for the students of Kalinga Institute of Social Sciences (KISS) for facilitating Multilingual Education (MLE) teaching. KISS is a home for 25,000 indigenous children. The students enrolled here are from 62 different indigenous communities who speak around 24 different languages with geographical articulation. The book contents include concept, understanding languages, similitudes among languages, the need of mother tongue in teaching and learning, skill development (Listening-Speaking-Reading-Writing), teachers activities for teaching in multilingual schools, the process of teaching, training format of multilingual teaching and procedures for basic data collection regarding multilingual schools and classroom handle. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=indigenous" title="indigenous">indigenous</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-lingual" title=" multi-lingual"> multi-lingual</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogic" title=" pedagogic"> pedagogic</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20practices" title=" teaching practices"> teaching practices</a> </p> <a href="https://publications.waset.org/abstracts/78184/teachers-handbook-a-key-to-imparting-teaching-in-multilingual-classrooms-at-kalinga-institute-of-social-sciences-kiss" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78184.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">289</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10629</span> The Multi-Lingual Acquisition Patterns of Elementary, High School and College Students in Angeles City, Philippines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dennis%20Infante">Dennis Infante</a>, <a href="https://publications.waset.org/abstracts/search?q=Leonora%20Yambao"> Leonora Yambao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Philippines is a multilingual community. A Filipino learns at least three languages throughout his lifespan. Since languages are learned and picked up simultaneously in the environment, a student naturally develops a language system that combines features of at least three languages: the local language, English and Filipino. This study seeks to investigate this particular phenomenon and aspires to propose a theoretical framework of unique language acquisition in the elementary, high school and college in the three languages spoken and used in media, community, business and school: Kapampangan, the local language; Filipino, the national language; and English. The study randomly selects five students from three participating schools in order to acquire language samples. The samples were analyzed in the subsentential, sentential and suprasentential levels using grammatical theories. The data are classified to map out the pattern of substitution or shifting from one language to another. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20acquisition" title="language acquisition">language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=mother%20tongue" title=" mother tongue"> mother tongue</a>, <a href="https://publications.waset.org/abstracts/search?q=multiculturalism" title=" multiculturalism"> multiculturalism</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual%20education" title=" multilingual education"> multilingual education</a> </p> <a href="https://publications.waset.org/abstracts/5139/the-multi-lingual-acquisition-patterns-of-elementary-high-school-and-college-students-in-angeles-city-philippines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5139.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">380</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10628</span> Developing Oral Communication Competence in a Second Language: The Communicative Approach </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ikechi%20Gilbert">Ikechi Gilbert</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Oral communication is the transmission of ideas or messages through the speech process. Acquiring competence in this area which, by its volatile nature, is prone to errors and inaccuracies would require the adoption of a well-suited teaching methodology. Efficient oral communication facilitates exchange of ideas and easy accomplishment of day-to-day tasks, by means of a demonstrated mastery of oral expression and the making of fine presentations to audiences or individuals while recognizing verbal signals and body language of others and interpreting them correctly. In Anglophone states such as Nigeria, Ghana, etc., the French language, for instance, is studied as a foreign language, being used majorly in teaching learners who have their own mother tongue different from French. The same applies to Francophone states where English is studied as a foreign language by people whose official language or mother tongue is different from English. The ideal approach would be to teach these languages in these environments through a pedagogical approach that properly takes care of the oral perspective for effective understanding and application by the learners. In this article, we are examining the communicative approach as a methodology for teaching oral communication in a foreign language. This method is a direct response to the communicative needs of the learner involving the use of appropriate materials and teaching techniques that meet those needs. It is also a vivid improvement to the traditional grammatical and audio-visual adaptations. Our contribution will focus on the pedagogical component of oral communication improvement, highlighting its merits and also proposing diverse techniques including aspects of information and communication technology that would assist the second language learner communicate better orally. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication" title="communication">communication</a>, <a href="https://publications.waset.org/abstracts/search?q=competence" title=" competence"> competence</a>, <a href="https://publications.waset.org/abstracts/search?q=methodology" title=" methodology"> methodology</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20component" title=" pedagogical component"> pedagogical component</a> </p> <a href="https://publications.waset.org/abstracts/81066/developing-oral-communication-competence-in-a-second-language-the-communicative-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81066.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">266</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10627</span> English and the Question of National Language in Nigeria </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Foyewa%20R.%20A.">Foyewa R. A.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examined the role of English language and the quest for a national language in Nigeria. Various hindrances to the choice of a national language in Nigeria were observed. These include: The dominant role of English language, political instability and multilingual nature of the country. The writer suggested that ’’the three big’’ that is, Hausa, Igbo and Yoruba should be selected as the national languages. It was also suggested that a credit pass in a student’s mother tongue and one of “the three big” (Hausa, Igbo and Yoruba) should constitute the prerequisite for admission into Nigerian higher institutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English" title="English">English</a>, <a href="https://publications.waset.org/abstracts/search?q=roles%20of%20English" title=" roles of English"> roles of English</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20language" title=" national language"> national language</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigerian%20languages" title=" Nigerian languages"> Nigerian languages</a>, <a href="https://publications.waset.org/abstracts/search?q=Hausa" title=" Hausa"> Hausa</a>, <a href="https://publications.waset.org/abstracts/search?q=Igbo" title=" Igbo"> Igbo</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoruba" title=" Yoruba"> Yoruba</a> </p> <a href="https://publications.waset.org/abstracts/31433/english-and-the-question-of-national-language-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31433.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">790</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10626</span> Post Apartheid Language Positionality and Policy: Student Teachers' Narratives from Teaching Practicum </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thelma%20Mort">Thelma Mort</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This empirical, qualitative research uses interviews of four intermediate phase English language student teachers at one university in South Africa and is an exploration of student teacher learning on their teaching practicum in their penultimate year of the initial teacher education course. The country’s post-apartheid language in education policy provides a context to this study in that children move from mother tongue language of instruction in foundation phase to English as a language of instruction in Intermediate phase. There is another layer of context informing this study which is the school context; the student teachers’ reflections are from their teaching practicum in resource constrained schools, which make up more than 75% of schools in South Africa. The findings were that in these schools, deep biases existed to local languages, that language was being used as a proxy for social class, and that conditions necessary for language acquisition were absent. The student teachers’ attitudes were in contrast to those found in the schools, namely that they had various pragmatic approaches to overcoming obstacles and that they saw language as enabling interdisciplinary work. This study describes language issues, tensions created by policy in South African schools and also supplies a regional account of learning to teach in resource constrained schools in Cape Town, where such language tensions are more inflated. The central findings in this research illuminate attitudes to language and language education in these teaching practicum schools and the complexity of learning to be a language teacher in these contexts. This study is one of the few local empirical studies regarding language teaching in the classroom and language teacher education; as such it offers some background to the country’s poor performance in both international and national literacy assessments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title="language teaching">language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative" title=" narrative"> narrative</a>, <a href="https://publications.waset.org/abstracts/search?q=post%20apartheid" title=" post apartheid"> post apartheid</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20teacher" title=" student teacher"> student teacher</a> </p> <a href="https://publications.waset.org/abstracts/101586/post-apartheid-language-positionality-and-policy-student-teachers-narratives-from-teaching-practicum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101586.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=mother%20tongue%20language%20education&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=mother%20tongue%20language%20education&page=3">3</a></li> <li class="page-item"><a class="page-link" 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