141 |
Språkutveckling och didaktik i modersmålsundervisningen : En undersökning av modersmålslärares syn på sin undervisning och sitt ämne / Language development and didactics in mother tongue instruction : A study on mother tongue teachers’ views on their teaching and their school subjectHamad, Saad Salih January 2023 (has links)
All multilingual primary and secondary school pupils have the right to mother tongue instruction as language is essential in developing our identity, expressing our thoughts and emotions, and showcasing our knowledge and skills. The purpose of this qualitative study is to investigate the methods employed by mother tongue teachers to enhance the language development among their pupils and how they perceive mother tongue instruction as a school subject in relation to other subjects. The study takes a sociocultural theoretical perspective and is based on interviews with seven mother tongue teachers. The study’s results highlight the importance of mother tongue instruction as a basis for language development, identity formation and cultural preservation. The study provides an insight into the importance of mother tongue teaching, the didactic methods used by teachers to promote language development and the need for a greater prioritization of the school subject within the school curriculum as a way to promote multilingualism, increase intercultural understanding and contribute to a more inclusive and fair education system.The results of the study demonstrate that all interviewed teachers utilize various tools and resources to enhance students’ language development. This practice holds significance not only for the development of the mother tongue but also for reinforcing proficiency in the Swedish language. The range of learning resources encompasses textbooks, exercise books, whiteboards, digital tools, and letter cards. These methods underscore the importance of cultural and social contexts in language development, and play a crucial role in supporting students’ language development. Language is perceived as a tool for learning and knowledge advancement, wherein the mother tongue assumes a vital role in challenging students to formulate their understandings and critical thinking. Integrating current news and everyday contexts into education encourages students to engage in profound thinking and articulate their thoughts using their mother tongue. Moreover, the mother tongue is often juxtaposed with Swedish to enhance understanding and communication among individuals speaking different languages. This practice further strengthens students’ language competence and their ability to adapt to various linguistic and cultural environments.The teachers emphasize that every student is unique and operates at their own level. This necessitates that teachers understand and support each student individually. Teachers must adopt a positive and encouraging approach to foster students’ positive attitudes toward learning. Encouraging students to use their mother tongue and appreciating multilingualism as an asset is crucial. Teachers adapt their lecture planning based on the group’s composition and students’ diverse levels, aligning with the curriculum and individual student needs. However, challenges exist in accessing learning materials, leading teachers to create their own or utilize various internet sources. Assessments are conducted through written and oral tasks, allowing students to showcase their skills through essays, oral presentations, and discussions.The study highlights the critical role of mother tongue instruction for multilingual students, enhancing language development, self-esteem, and cultural knowledge. However, the lack of prioritization and low status of the mother tongue subject within the education system present a significant challenge. Teachers express dissatisfaction with this marginalization, emphasizing the need to prioritize mother tongue instruction as a key school subject. This prioritization would enable teachers to effectively promote language development, maximize students’ linguistic potential, and facilitate better integration into society. Research substantiates the challenges faced by teachers and the understanding that proficiency in the mother tongue enhances students’ performance across various subjects and aids societal integration. This underscores the importance of informed political decisions in shaping educational policies. / Alla flerspråkiga elever i grundskolan och gymnasiet har rätt att erhålla modersmålsundervisning och språket är avgörande för att utveckla vår identitet, uttrycka våra tankar och känslor samt visa upp våra kunskaper och färdigheter. Syftet med denna kvalitativa studie är att undersöka vilka metoder modersmålslärare använder för att främja språkutvecklingen hos sina elever och hur de uppfattar modersmålsundervisningen som skolämne i relation till andra ämnen. Studien utgår från ett sociokulturellt teoretiskt perspektiv och bygger på intervjuer med sju modersmålslärare. Studien belyser betydelsen av modersmålsundervisningen som en grund för språkutveckling, identitetsbildning och kulturbevarande. Studien ger en inblick i betydelsen av modersmålsundervisningen, de metoder som används av lärarna för att främja språkutvecklingen och behovet av en större prioritering av skolämnet inom skolans läroplan som ett sätt att främja flerspråkigheten, öka den interkulturella förståelsen och bidra till ett mer inkluderande och rättvist utbildningssystem.Studiens resultat visar att samtliga intervjuade lärare använder sig av olika verktyg och resurser för att främja elevernas språkutveckling. Denna praxis är av betydelse, inte bara för språkutvecklingen av modersmålet, utan också för att stärka elevernas färdigheter i svenska språket. Lärresurser inkluderar läroböcker, övningsböcker, whiteboard, digitala verktyg och kort med bokstäver. Dessa metoder understryker betydelsen av kulturella och sociala sammanhang för språkutveckling och spelar en avgörande roll i att stödja elevernas språkutveckling. Språket uppfattas som ett verktyg för lärande och kunskapsutveckling, där modersmålet spelar en viktig roll i att utmana eleverna att formulera sina tankar och utveckla sin förmåga att tänka kritiskt. Integration av aktuella nyheter och vardagliga sammanhang i utbildningen uppmuntrar eleverna att engagera sig i djupgående tänkande och uttrycka sina tankar på sitt modersmål. Dessutom jämförs modersmålet ofta med svenska för att underlätta förståelsen och kommunikationen mellan personer som talar olika språk. Denna praxis stärker ytterligare elevernas språkkompetens och deras förmåga att anpassa sig till olika språkliga och kulturella sammanhang.Lärarna betonar att varje elev är unik och befinner sig på sin egen nivå, vilket kräver att lärarna förstår och stöttar varje elev individuellt. En viktig aspekt är att modersmålslärare bör ha ett positivt och uppmuntrande förhållningssätt för att främja elevernas inställning till inlärningen. Lärarna betonar vikten av att uppmuntra eleverna att använda sitt modersmål och se flerspråkighet som en tillgång. När det gäller planering av lektioner anpassar lärarna sina metoder baserat på gruppsammansättningen och elevernas olika nivåer, med hänsyn till läroplanen och elevernas individuella behov. Tillgång till läromaterial utgör en utmaning för samtliga pedagoger, vilket leder till att de ofta skapar eget material eller använder källor på internet. En av pedagogerna använder även läromaterial från hemlandet. Bedömningen av elevernas kunskaper görs genom skriftliga och muntliga uppgifter, vilket ger eleverna möjlighet att visa sina kunskaper genom exempelvis uppsatser, muntliga presentationer och diskussioner. Studien lyfter fram den avgörande rollen som modersmålsundervisning spelar för flerspråkiga elever, genom att främja språkutveckling, självkänsla och kulturell kunskap. Dock framhålls bristen på prioritering och den låga statusen för modersmålsämnet inom utbildningssystemet som en betydande utmaning. Lärarna uttrycker missnöje med denna marginalisering och understryker behovet av att prioritera modersmålsundervisningen som ett viktigt skolämne. Denna prioritering skulle möjliggöra för lärarna att effektivt främja språkutveckling och maximera elevernas språkliga potential, vilket underlättar en bättre integration i samhället. Forskning bekräftar de utmaningar som lärarna står inför och insikten att kunskaper i modersmålet stärker elevernas prestation i olika ämnen samt underlättar integration i samhället. Detta understryker vikten av att fatta välinformerade politiska beslut för utformningen av utbildningspolitiken.
|
142 |
Towards Intercultural Educational Leadership : Constructions of Leadership in a Heterogenous Language CentreMannish, Scarlett January 2022 (has links)
This paper investigates educational leadership of an intercultural employee group in a large language centre providing first-language tuition in Sweden. The project is based on engaged scholarship (Van de Ven, 2007), which describes research in which the researcher works closely with multiple actors on different levels in an organisation in order to establish an overall picture. The views of both management and teachers with regard to national culture, language and norms are explored, in order to establish which intercultural aspects play a role in how leaders manage the heterogenous employee group. An important starting point for this research is the idea that individuals’ own cultures and norms affect motivation and engagement for workplace learning. A democratic, discussion based educational leadership style is held as an ideal in Swedish school principal training. However, “mother tongue” instruction stands out as an area within Swedish school provision as having a workforce comprised predominantly of non-Swedish native employees but that is subject to Swedish management principles. The findings of the study show that the intercultural language centre environment gives rise to difficulties in communication, target-setting and expectations regarding authority, while an educational leadership style with focus on rapport, personal development and trust helps to counteract some of these difficulties. / Denna artikel undersöker pedagogiskt ledarskap i ett stort språkcenter med en heterogen arbetargrupp som tillhandahåller modersmålsundervisning i Sverige. Projektet utgår ifrån engaged scholarship (Ven de Ven, 2007), som beskriver forskning där forskaren arbetar nära praktiken på olika nivåer en organisation för att skapa en helhetsbild. Både ledningens och lärarnas syn på ledarskap, kultur, språk och normer utforskas för att fastställa vilka interkulturella aspekter som spelar roll för hur ledare hanterar den heterogena arbetargruppen. En viktig utgångspunkt för denna forskning är påståendet att individers egna kulturer och normer påverkar motivation och engagemang för lärande på arbetsplatsen. Medan en så kallad demokratisk, diskussionsbaserad pedagogisk ledarskapsstil blir allt mer normativ inom svensk skolledningsutbildning., framstår ”modersmålsundervisning” som ett område inom svensk skolverksamhet med en majoritet av icke-svenskt infödda anställda som arbetar under svenska ledningsprinciper. Den interkulturella språkcentermiljön ger upphov till svårigheter gällande kommunikation, målsättning och förväntningar på auktoritet. Däremot motverkar en pedagogisk ledarstil, genom sin fokus på relation, personlig utveckling och tillit, en del av dessa svårigheter.
|
143 |
Får flerspråkiga barn förutsättningar till utveckling för sina språkliga resurser? : En kvalitativ studie om flerspråkiga barns förutsättningar i förskolan. / Do mutilingual children get the conditions to develop their linguisticresources? : A qualitative study on mutlilingual children’s conditions in preschoolAugustin, Amanda January 2024 (has links)
This is a qualitative study with the pupose of investigating preschool teachers'views on the work with multilingualism, in order to make visible whether themultilingual children are given the conditions to use their linguistic resourcesin the preschool's activities. The study was conducted through semi-structuredinterviews with eight working preschool teachers. The collected empirical evidence was analyzed through a content analysis with central concepts from thesocio-cultural perspective as a starting point. The theoretical concepts thatbecame the starting point for the analysis were tools, mediation, the proximaldevelopment zone and scaffolding.The results of the study demonstrate that the participating preschool teacherswork with multilingualism at each preschool. They have a positive view ofmultilingualism where the children's linguistic resources are seen as assets inthe group of children. In the work with multilingualism, the preschool teachersdescribe several different ways of working that are relevant for language development and that can create conditions for the multilingual children.The results also show challenges with the work in the preschool, where multilingualism can make it difficult to understand each other and misunderstandings can take place. There are also challenges in challenging all mother tongues in the group of children, even those languages that only one or a fewchildren have as their mother tongue. This becomes relevant to carry on discussions about in the work team or with their principal in order to find formsof cooperation that enable the multilingual children to develop all their linguistic resources. / Detta är en kvalitativ studie med syftet att undersöka förskollärares syn påarbetet med flerspråkighet, för att synliggöra om de flerspråkiga barnen fårförutsättningar att använda sina språkliga resurser i förskolans verksamhet.Studien genomfördes genom semistrukturerade intervjuer med åtta verksammaförskollärare. Den insamlade empirin analyserades genom en innehållsanalysmed centrala begrepp från det sociokulturella perspektivet som utgångspunkt.De teoretiska begrepp som blev utgångspunkten för analysen var redskap,mediering, den proximala utvecklingszonen och scaffoldingResultatet i studien påvisar att de deltagande förskollärarna arbetar medflerspråkighet på respektive förskola. Dem innehar en positiv syn påflerspråkighet där barnens språkliga resurser ses som tillgångar i barngruppen.I arbetet med flerspråkighet beskriver förskollärarna flera olika arbetssätt somblir relevanta för språkutveckling och som kan skapa förutsättningar för deflerspråkiga barnen.I resultatet framgår också utmaningar med arbetet i förskolan, därflerspråkigheten kan göra det svårt att förstå varandra och missuppfattningarkan äga rum. Det finns också utmaningar i att utmana alla modersmål ibarngruppen, även de språk som endast ett eller ett fåtal barn har sommodersmål. Detta blir relevant att föra vidare diskussioner kring i arbetslageteller med rektorer för att hitta samverkansformer som gör det möjligt för deflerspråkiga barnen att utveckla alla sina språkliga resurser.
|
144 |
Modersmålsutveckling för flerspråkiga barn i förskolan : En kvalitativ studie om förskollärares erfarenheter av att arbeta medflerspråkiga barns modersmålsutveckling / Mother Tongue Development for Multilingual Children in Preschool : A qualitative study on Preschool Teachers' Experiences of Working withMultilingual Children's Native Language DevelopmentShihab, Nour January 2024 (has links)
The purpose of this study is to contribute knowledge about preschool teachers' experiences of working with the mother tongue development of multilingual children in a preschool with several different mother tongues. It is a qualitative study with semi-structured interviews with six preschool teachers, followed by content analysis as a method to categorize the results. The study is based on sociocultural theory, with concepts such as scaffolding, tools, and mediation. Other related concepts used are mother tongue, multilingualism, and translanguaging. The results of the study show a clear ambition among the preschool teachers and a positive attitude towards working with the mother tongue development of multilingual children through the use of various available resources, as well as engaging guardians in different ways. However, the study also shows some uncertainty among a few preschool teachers who feel that this area is challenging for them and needs further development. One conclusion drawn from the study is that mother tongue development mainly depends on the preschool teacher's level of ambition and experience in this work. Additionally, the number of multilingual children in the group affects the preschool teachers' engagement and focus on the mother tongue development of this group of children to varying degrees. / Syftet med denna studie är att bidra med kunskap om förskollärares erfarenheter av att arbeta med flerspråkiga barns modersmålsutveckling i en förskola med flera olika modersmål. Det är en kvalitativ studie med semi-strukturerade intervjuer med sex förskollärare, följt av innehållsanalys som analysmetod för att kategorisera resultaten. Studien utgår från en sociokulturell teori, med begrepp som scaffolding, redskap och mediering. Andra relaterade begrepp som används är modersmål, flerspråkighet och transspråkande. Studiens resultat visar en tydlig ambition hos förskollärarna och en positiv inställning till att arbeta med modersmålsutveckling för flerspråkiga barn genom användning av olika tillgängliga resurser, samt genom att engagera vårdnadshavarna på olika sätt. Men studien visar även en osäkerhet hos några förskollärare som upplever att detta område utgör en utmaning för dem och behöver utvecklas ytterligare. En slutsats som dras i studien är att modersmålsutveckling huvudsakligen vilar på förskollärarens ambitionsnivå och erfarenhet i detta arbete. Även att antalet flerspråkiga barn i barngruppen påverkar förskollärarnas engagemang och fokus på modersmålsutveckling hos denna barngrupp, i varierande grad.
|
145 |
The influence of second language instruction on the performance of Zulu children in Indian schoolsMoonsamy, Manormoney 11 1900 (has links)
The primary aim ·of this investigation was to determine the
influence of English second language instruction and English
proficiency on the performance of Zulu children at Indian
schools. A study into first and second language acquisition
was undertaken, including the theories of second language
acquisition.
The empirical investigation entailed the collection of data
through questionnaires. The null hypotheses were then tested
using the chi-square test. The research results show that the
academic performance of Black children at Indian schools is
influenced by English second language instruction and English
proficiency.. It is also evident that early exposure to the
English language has a tremendous influence on their
performance. Black children transferred from a mother tongue
medium school to an English medium school, during the junior
primary phase, are found to be at a disadvantage compared to
their English-speaking peers due to limited proficiency in the
language of instruction. / Psychology of Education / M.Ed. (Psychology of Education)
|
146 |
Studiehandledning på modersmål : En kvalitativ intervjustudie med lärare och studiehandledare i årskurs 1–6 / Multilingual study guidance : A qualitative interview based study with teachers and tutors in grades 1–6Rumar, Maria January 2018 (has links)
Based on the experiences of a number of teachers and tutors, the overall purpose of this study is to contribute to knowledge about multilingual study guidance. The purpose is specified by the following questions: What experiences do teachers and tutors have of the importance of study guidance for the language, knowledge and identity development of multilingual students and what challenges do they face? What descriptions do teachers and tutors give of how multilingual study guidance can be organized and implemented and what challenges do they face? The method for this study is qualitative semi-structured interviews in seven focus groups consisting of 10 tutors and 19 teachers in grades 1–6. The perspective of the study is sociocultural and the result is interpreted based on the hermeneutic approach. The result of the study shows that the informants agree that study guidance favors language, knowledge and identity development of multilingual students by enabling students to strengthen and develop their mother tongue and second language in parallel to the development of subject knowledge. Through the opportunity to mediate their knowledge and thoughts, the students' sense of identity is strengthened and developed. Futhermore, the informants describe that multilingual study guidance is most commonly carried out during the lessons as well as in mathematics and social and science subjects. Several informants, mainly teachers express an uncertainty about how study guidance can be organized and implemented and what effects this will have on the development of multilingual students. The challenges that the informants in the study experience is that aspects of time and organization make it difficult to find forms of cooperation between teachers and tutors for the planning and evaluation of multilingual study guidance. The conclusion is that cooperation between teachers and tutors and knowledge of multilingual study guidance increase the multilingual students’ opportunities to develop.
|
147 |
Integrace žáků s odlišným mateřským jazykem do české základní školy / Integration of students with a different mother tongue into a Czech elementary schoolProcházková, Nikola January 2018 (has links)
This diploma thesis deals with the integration of pupils with another mother tongue into the Czech elementary school. The thesis has a theoretical-empirical character. The theoretical part is based on professional literature and provides basic information on the number of foreigners in the Czech Republic, migration, categories of foreigners and legislation related to the stay of foreigners in the Czech Republic. It also deals with the term of a pupil with another mother tongue, as well as the legislation related to the education of these pupils in the Czech Republic. It describes in detail how to integrate a pupil with another mother tongue into school. At the end of the theoretical part of the thesis are described barriers that prevent inclusion of pupils and activities that would facilitate integration. The aim of the empirical part of the thesis is to find out how the integration of pupils with a different mother tongue into the Czech elementary school from the point of view of pedagogues and teachers assistants is taking place. The research survey is of good quality. Data are obtained through semi-structured interviews with 4 teachers and 4 teacher assistants. Among the main findings of the research is that a key factor in integrating the pupil is his family, which can help with inclusion and...
|
148 |
The influence of second language instruction on the performance of Zulu children in Indian schoolsMoonsamy, Manormoney 11 1900 (has links)
The primary aim ·of this investigation was to determine the
influence of English second language instruction and English
proficiency on the performance of Zulu children at Indian
schools. A study into first and second language acquisition
was undertaken, including the theories of second language
acquisition.
The empirical investigation entailed the collection of data
through questionnaires. The null hypotheses were then tested
using the chi-square test. The research results show that the
academic performance of Black children at Indian schools is
influenced by English second language instruction and English
proficiency.. It is also evident that early exposure to the
English language has a tremendous influence on their
performance. Black children transferred from a mother tongue
medium school to an English medium school, during the junior
primary phase, are found to be at a disadvantage compared to
their English-speaking peers due to limited proficiency in the
language of instruction. / Psychology of Education / M.Ed. (Psychology of Education)
|
149 |
Praktisk kunskap i studiehandledning på modersmålet : En vetenskaplig essä om att vara studiehandledare på modersmåletVoropai, Olga January 2018 (has links)
The question that I would like to visualize, rethink and reassess is the relationship between the theoretical and practical knowledge in my profession. I work as a guidance counselor in the subject of mother tongue with newly arrived pupils. The aim with my essay is to process and stigmatize literary researches as well as my own theoretical and practical knowledge, thoughts, experiences and reflections. I am analyzing the profession of a guidance counselor and the everyday life in my situation as a mother tongue teacher. I stress the knowledge and abilities that are needed for a guidance counselor to analyze my own teaching methods on a deeper level. I hope that my experience, practical and theoretical knowledge can benefit colleagues in the same profession as me, and especially those who work with newly arrived students in Sweden. I have chosen to write this essay on the basis of my self-perceived events to analyze my own teaching methods for a better understanding. In my research, I came to the conclusion that both theoretical and practical knowledge are both equally as important in my profession. / Relationen mellan teoretisk och praktisk kunskap i mitt yrke som studiehandledare på modersmålet är fråga som jag vill synliggöra, ompröva och omvärdera. Syftet med min uppsats är att bearbeta och systematisera forskningslitteratur samt egna teoretiska och praktiska kunskaper, funderingar, tankar, erfarenheter och reflektioner. Jag synliggör de kunskaper och förmågor som behövs för en studiehandledare på modersmålet för att analysera min egen undervisning på en djupare nivå. Min förhoppning är att min erfarenhet, de praktiska och teoretiska kunskaperna kan bidra till kollegornas nytta inom samma yrke och i synnerhet de som arbetar med nyanlända elever. Jag har valt att skriva min uppsats i essäform med utgångspunkten i egenupplevda händelser och analysera detta med reflektioner över min egen yrkespraktik för att nå bättre förståelse. I min undersökning kommer jag fram till att teoretiska och praktiska kunskaper är lika viktiga i mitt arbete.
|
150 |
Mother tongue education and transition to English medium education in Uganda : teachers perspectives and practices versus language policy and curriculumSsentanda, Medadi Erisa 12 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: In this dissertation I report on an ethnographic survey study undertaken on bi-/multilingual
education in ten primary schools in Uganda. The primary aim of this study was to explore
how teachers understand and manage the process of transitioning from mother tongue (MT)
education to English as a language of learning and teaching (LoLT).
In this study I used a multi-method approach involving questionnaires, classroom
observations, follow-up interviews and note taking. Data was analysed using a theme-based
triangulation approach, one in which insights gleaned from different sources are checked
against each other, so as to build a fuller, richer and more accurate account of the
phenomenon under study. This data was gathered firstly from teachers and classes in the first
three years of formal schooling (P1 to P3) in order to understand the nature of
multilingualism in the initial years of primary schooling and how teachers use MT instruction
in preparation for transition to English-medium education that occurs at the end of these three
years. Secondly, data from P4 and P5 classes and teachers was gathered so as to examine the
manner in which teachers handle transition from MT instruction in P4 and then shift into the
use of English as LoLT in P5.
The study has identified discrepancies between de jure and de facto language policy that exist
at different levels: within schools, between government and private schools in implementing
the language-in-education policy, and, ultimately, between the assumptions teachers have of
the linguistic diversity of learners and the actual linguistic repertoires possessed by the
learners upon school entry. Moreover, the study has revealed that it is unrealistic to expect
that transfer of skills from MT to English can take place after only three years of teaching
English and MT as subjects and using MT as LoLT. Against such a backdrop, teachers
operate under circumstances that are not supportive of effective policy implementation. In
addition, there is a big gap between teacher training and the demands placed on teachers in
the classroom in terms of language practices. Moreover, teachers have mixed feelings about
MT education, and some are unreservedly negative about it. Teachers’ indifference to MT
education is partly caused by the fact that MTs are not examined at the end of primary school
and that all examination papers are set in English. Furthermore, it has emerged that Uganda’s
pre-primary education system complicates the successful implementation of the language-in-education policy, as it is not monitored by the government, is not compulsory nor available to
all Ugandan children, and universally is offered only in English.
The findings of this study inform helpful recommendations pertaining to the language-ineducation
policy and the education system of Uganda. Firstly, there is a need to compile
countrywide community and/or school linguistic profiles so as to come up with a wellinformed
and practical language policy. Secondly, current language-in-education policy
ought to be decentralised as there are urban schools which are not multilingual (as is assumed
by the government) and thus are able to implement MT education. Thirdly, the MT education
programme of Uganda ought to be changed from an early-exit to a late-exit model in order to
afford a longer time for developing proficiency in English before English becomes the LoLT.
Fourthly, government ought to make pre-primary schooling compulsory, and MT should be
the LoLT at this level so that all Ugandan children have an opportunity to learn through their
MTs. Finally, if the use of MT, both as a subject and as a LoLT, is to be enforced in schools,
the language of examination and/or the examination of MTs will have to be reconsidered.
In summary, several reasons have been identified for the mentioned discrepancies between de
jure and de facto language-in-education policy in Uganda. This policy was implemented in an
attempt to improve the low literacy levels of Ugandan learners. It therefore appears as if the
policy and its implementation will need revision before this achievable aim can be realised as
there is great difficulty on the teachers’ side not only in the understanding but also in
managing the process of transitioning from MT education to English as LoLT. / AFRIKAANSE OPSOMMING: In hierdie proefskrif lewer ek verslag oor ‘n etnografiese opname van twee meertaligheid wat
in 10 laerskole in Oeganda uitgevoer is. Die hoof doel van die studie was om vas te stel hoe
onderwysers die oorgang van moedertaalonderrig na Engels as taal van onderrig en leer
(TLO) verstaan en bestuur.
Ek het ‘n veelvuldige metode-benadering in hierdie studie gevolg en gebruik gemaak van
vraelyste, klaskamerwaarnemings, opvolgonderhoude en veldnotas. Data is geanaliseer deur
gebruik te maak van ‘n tema-gebaseerde trianguleringsbenadering, een waarin insigte verkry
uit verskillende bronne teen mekaar geverifieer is om sodoende ‘n voller, ryker en meer
akkurate verklaring vir die studieverskynsel te gee. Hierdie data is eerstens onder
onderwysers en leerders in die eerste drie jaar van formele skoolonderring (P1 tot P3)
ingesamel om vas te stel (i) wat die aard van veeltaligheid in die beginjare van laerskool is en
(ii) hoe onderwysers moedertaal (MT) gebruik om leerders voor te berei vir die oorgang na
Engels-medium onderrig wat aan die einde van hierdie drie jaar geskied. Data is tweedens
onder P4- en P5-onderwysers en in P4- en P5-klaskamers ingesamel om sodoede die wyse te
ondersoek waarop onderwysers die oorgang van MT-onderrig in P4 en die skuif na die
gebruik van Engels as TLO in P5 hanteer.
Die studie het diskrepansies tussen de jure- en de facto-taalbeleid op verskeie vlakke
geïdentifiseer: binne skole, tussen die regering en privaatskole in die implementering van die
taal-in-onderwys-beleid, en ook tussen die aannames wat onderwysers oor die talige
diversiteit van leerders het en die werklike talige repertoires waarmee hierdie leerders die
skoolsisteem betree. Die studie het verder getoon dat dit onrealisties is om te verwag dat
oordrag van vaardighede van MT na Engels kan plaasvind ná slegs drie jaar van (i) Engels en
MT as vakke en (ii) gebruik van MT as TLO. Teen hierdie agtergrond werk onderwysers
onder omstandighede wat nie effektiewe beleidsimplementering ondersteun nie. Daar is ook
‘n groot gaping tussen onderwyseropleiding en die eise wat aan onderwysers in die klaskamer
gestel word in terme van taalpraktyke. Verder het onderwysers gemengde gevoelens oor MTonderrig,
en sommiges is sonder voorbehoud negatief daaroor. Onderwysers se
onverskilligheid teenoor MT-onderrig word gedeeltelik meegebring deur die feit dat MTe nie
aan die einde van laerskool geëksamineer word nie en dat alle eksamenvraestelle in Engels
opgestel word. Dit het ook geblyk dat Oeganda se voorskoolse onderwyssisteem die suksesvolle implementering van die taal-in-onderwys-beleid kompliseer, aangesien hierdie
vlak van onderwysg nie deur die regering gemonitor word nie, nie verpligtend of toeganklik
vir alle Oegandese kinders is nie en universeel in slegs Engels aangebied word.
Die bevindinge van hierdie studie maak nuttige aanbevelings moontlik aangaande die taal-inonderwys-
beleid en die onderwyssisteem in Oeganda. Eerstens is daar ‘n behoefte aan die
opstel van ‘n landswye taalprofiel van gemeenskappe en skole sou ‘n goed-ingeligte en
prakties uitvoerbare taalbeleid daargestel wou word. Tweedens behoort die huidige taal-inonderwys-
beleid gesentraliseer te word, aangesien sommige stedelike skole (in teenstelling
met wat deur die regering aangeneem word) nie veeltalig is nie en dus wel daartoe in staat is
om MT-onderrig te implementeer. Derdens behoort die MT-onderrigprogram in Oeganda
verander te word van een waarin leerders MT-onderrig vroeg verlaat tot een waarin hulle
MT-onderrig laat verlaat, sodat daar meer tyd is vir die verwerwing van Engelse
taalvaardighede voordat Engels die TLO word. Vierdens behoort die regering preprimêre
onderwys verpligtend te maak en behoort MT die TLO op hierdie vlak te wees sodat alle
Oegandese kinders die geleentheid het om deur middel van hul MTe te leer. Laastens, as die
gebruik van MT (as ‘n vak sowel as as TLO) in skole verplig gaan word, behoort die taal van
eksaminering herbesin te word en/of die eksaminering van MTe heroorweeg te word.
Opsommenderwys: Daar is verskeie redes geïdentifiseer vir die genoemde diskrepansies
tussen die de jure- en de facto- taal-in-onderwys beleid in Oeganda. Hierdie beleid is ingestel
in ‘n poging om die lae geletterdheidsvlakke van Oegandese leerders aan te spreek. Dit blyk
dat die beleid en die implementering daarvan hersien sal moet word voordat hierdie haalbare
doelwit gerealiseer sal kan word, want onderwysers vind dit merkbaar moeilik nie net om die
huidige beleid te verstaan nie maar ook om die proses van oorgang van MT-onderrig na
Engels as TLO te bestuur. / Ekisengejje (Luganda)
Mu kiwakano kino, njogera ku kunoonyereza okwesigamizibwa ku kwekaliriza ekibinja
ky’abantu ab’awamu n’engeri gye bakwatamu ebyenjigiriza nnanniminnyingi mu masomero ga
pulayimale kkumi mu Uganda. Ekigendererwa ky’okunoonyereza kuno ekikulu kyali
okwekaliriza engeri abasomesa gye bategeeramu ne gye bakwatamu enseetuka y’okuva mu
kusomera mu lulimi oluzaaliranwa okudda mu Lungereza.
Mu kunoonyereza kuno, nakozesa enseetuka mpendannyingi omuli olukalala lw’ebibuuzo,
okwekaliriza okw’omu kibiina, okubuuza ebibuuzo eby’akamwa n’okuwandiika ebyekalirizibwa.
Ebiwe byakenenulirwa mu miramwa nga giggyibwa mu ebyo ebyakuηηaanyizibwa mu mpenda
ez’enjawulo. Enkola eno yeeyambisa ebyakukuηηaanyizibwa mu mpenda ez’enjawulo nga buli
kimu kikkuutiriza kinnaakyo ne kiba nti ekijjo ekinoonyeerezebwako omuntu akitebya mu ngeri
enzijuvu era engagga obulungi. Okusooka, ebiwe byakuηηaanyizibwa okuva mu basomesa ne
mu bibiina ebisookerwako ebisatu (P1 okutuuka ku P3) n’ekigendererwa ky’okutegeera ennimi
eziri mu myaka egisooka egya pulayimale n’engeri abasomesa gye batandikamu okusomesereza
mu nnimi enzaaliranwa nga bateekateeka abayizi okubazza mu kuyigira mu Lungereza.
Okuyigira mu Lungereza kutandika okubaawo ng’emyaka esatu egisooka giweddeko. Ebibiina,
P4 ne P5 nabyo byatunuulirwa n’ekigendererwa ky’okwekaliriza engeri abasomesa gye
bakwatamu enseetuka y’okuggya abayizi mu kuyigira mu nnimi enzaaliranwa mu P4 okubazza
mu kuyigira mu Lungereza mu P5.
Okunoonyereza kuno kuzudde empungu wakati w’enteekera y’ebyennimi eragirwa
n’ekozesebwa ku mitendera egy’enjawulo: Empungu esooka eri mu kussa mu nkola enteekera
y’ebyennimi mu byenjigiriza wakati w’amasomero ga gavumenti n’ag’obwannannyini ate ne
wakati w’ebyo abasomesa bye bakkiririzaamu ku nnimi abayizi ze boogera n’ennimi abayizi bo
ze boogera nga tebannayingira masomero. Mu ngeri y’emu okunoonyereza kuno kukizudde nti si
kya bwenkyanya okusuubira abayizi okuzza mu Lungereza ebyo bye bayigidde emyaka esatu mu
nnini enzaaliranwa nga mu myaka gye gimu egyo Olungereza n’olulimi oluzaaliranwa babadde
baziyiga ng’amasomo. Mu mbeera efaanana bw’etyo, abasomesa bakolera mu mbeera
etabasobozesa kutuukiriza nteekera ya bya nnimi mu byenjigiriza. Mu ngeri y’emu, waliwo
empungu nnene wakati w’obutendeke abasomesa bwe balina n’ebyo ebibasuubirwamu okukola
mu kibiina nga beeyambisa olulimi. Si ekyo kyokka, abasomesa si batangaavu ku kusomeseza
mu nnimi enzaaliranwa, era n’abamu boogera kaati nga bwe batawagira nkola eno. Endowooza y’abasomesa ku kusomeseza mu nnimi enzaaliranwa yeesigamiziddwa ku kuba nti ennimi
enzaaliranwa tezibuuzibwa ku nkomerero ya pulayimale ate era n’okuba nti ebibuuzo byonna ku
nkomerero ya pulayimale bibuuzibwa mu Lungereza. Ng’oggyeeko ekyo, kyeyolese mu
kunoonyereza kuno nti okusoma kwa nnasale mu Uganda kukaluubiriza okussa mu nkola
enteekera y’eby’ennimi mu byenjigiriza kubanga eddaala ly’okusoma lino terirondoolwa
gavumenti, si lya buwaze ate era abaana bonna mu Uganda tebafuna mukisa kusoma nnasale,
n’ekirala nti okutwaliza awamu ebisomesebwa ku ddaala lino biba mu Lungereza.
Ebizuuliddwa mu kunoonyereza kuno bisonga ku bisembebwa ebiyinza okuyamba mu kutereeza
enteekera y’eby’ennimi mu byenjigiriza ko n’omuyungiro gw’ebyenjigiriza gwonna mu Uganda.
Okusooka, kyetaagisa okukuηηaanya ennimi ezoogerebwa mu bitundu ne/oba mu masomero ne
kiyamba mu kussa mu nkola enteekera y’eby’ennimi mu ngeri entangaavu. Eky’okubiri, kisaana
obuyinza bw’enteekera y’eby’ennimi mu byenjigiriza eriwo kati buzzibweko wansi kubanga
waliwo amasomero g’omu bibuga agataliimu nnimi nnyingi (nga gavumenti yo bw’ekitwala) era
nga bwe gatyo gasobola okussa mu nkola enteekera y’eby’ennimi mu byenjigiriza. Eky’okusatu,
enteekateeka y’okusomeseza mu nnimi enzaaliranwa eya Uganda esaana eyongezebwe okuva ku
myaka 3 etuuke ku myaka 6 okutuuka ku 8. Ebbanga eryo eggwanvu liyamba omuyizi okukaza
Olungereza n’oluvannyuma asobole okuluyigiramu. Eky’okuna, gavumenti esaana efuule
okusoma kwa nnasale okw’obuwaze era ennimi enzaaliranwa zisaana zibeere olulimi
oluyigirwamu ku ddaala lino kibeere nti abaana bonna mu Uganda bafuna omukisa okuyigira mu
nnimi zaabwe enzaaliranwa. N’ekisembayo, bwe kiba nti okukozesa ennimi enzaaliranwa mu
masomero ng’olulimi oluyigirwamu ate era ng’essomo kinaagobererwa mu masomero, olulimi
olubuulizibwamu ebibuuzo ne/oba okubuuzibwako ebibuuzo bisaana bifiibweko nate.
Mu bufunze, ensonga nnyingiko ezinokoddwayo ng’ezireetawo empungu wakati w’enteekera
y’eby’ennimi mu byenjigiriza n’ebyo ebikolebwa mu masomero mu Uganda. Enteekera eno
yassibwa mu nkola n’ekigendererwa ky’okwongera ku mutindo gw’okuyiga okusoma
n’okuwandiika mu bayizi b’omu Uganda. Wabula ate kifanana okuba nti enteekera eno n’engeri
gy’essibwa mu nkola bijja kwetaaga okuddamu okufiibwako olwo ekigendererwa
ekyabiteekerwa kiryoke kituukibweko. Kino kiri bwe kityo kubanga waliwo enkalubira ya
maanyi mu basomesa mu kutegeera ne mu nkwajja y’okuteekateeka abayizi okubaseetula
|
Page generated in 0.0686 seconds