LANGUAGE IDEOLOGIES AMONG PRE-SERVICE TEACHERS AT THE UNIVERSITY OF BURUNDI: AN APPRAISAL OF LANGUAGE POLICY IN BURUNDI (original) (raw)
Related papers
2019
I am extraordinarily grateful for the support of many people who encouraged and supported me throughout the Masters process and especially the writing of this capstone paper. My parents, Nancy and John, who were always ready to offer reassurance and encouragement that I would in face complete the capstone. Dr. Karla Sarr, who engaged in multiple five a.m. phone calls in order to help me move from the conception of this study through the rewrite process. I will never forget the patience and support she showed me throughout the journey. Also, to my cohort and especially my reflective practice group for the endless reviews of both my capstone and all other reflective practice papers. My Aunt Joan and Aunt Gloria who provided me with multiple rides to and from Boston airport as I arrived jet-lagged from Burundi, not to mention their enthusiasm in embracing the graduate school experience. My siblings and friends who listened to my endless brainstorming and distress over deadlines, thank-you for being there. The logistical and translation support provided by four Burundian colleagues will forever be appreciated. Lastly, thanks to all the Burundians that welcomed me into their schools and lives to share in this experience with me. Thank you to all who have supported and encouraged me throughout the Masters process. Thank you.
Issues in multilingual education in Burundi: The ‘old’ multilingual education system
2022
From 1967 to 2012, Burundi had a formal system of education referred to, today, as old system. This system had initially three languages in education before Swahili was added in 2006. Since 2013, Burundi has a new educational system with four languages in education. This paper aimed to discuss the so called old education system of Burundi as far as languages in education are concerned. It explores issues related to the Burundian old multilingual educational system. Content materials designed by policy makers for languages of instruction and languages taught as subjects have provided substance for the discussion. Furthermore, documents including language education policy documents, content materials and the existing literature were consulted and analysed through content analysis methods. The way the languages were presented and introduced to learners through the content materials was discussed to understand underlying policy makers' philosophy about how multilingual education should be carried out to achieve expected multilingual competence in the languages involved. It was realised that the system privileged separation of languages to avoid language transfer in order to achieve expected language competence. Crosslinguistic Transfer (interference) was considered to be a hindrance to language competence development and it was to be avoided both through the content materials and the teaching methods during classroom practices. multilingual education; reforms; multilingual competence; beliefs on language in education; language transfer
Status report on the teaching of non-linguistic subjects in French at fundamental school in Burundi
Applied Mathematical Sciences
Research on the transfer of knowledge in sessions of Civic and Human Formation lessons in the 5 th fundamental year in Burundi was carried out to understand the modalities of managing the linguistic transition from Kirundi to French. The transfer of knowledge should be exclusively in French and no longer in the mother tongue as in the 1 st to 4 th-year classes. To achieve the desired results, we attended the lesson sessions until the data were saturated. After analyzing the data and interpreting the results, we noted that the majority of teachers taught lessons in French and Kirundi equally or only in their mother tongue. Some were coining words in Kirundi due to a lack of existing scientific terms. There was therefore a misuse of language in both French and Kirundi. The transfer problems identified included lack of motivation, lack of initiative for the use of French, failure to apply the recommended approach, failure to respect time limits, and lack of practical exercises to check if objectives had been achieved.
Language ideologies and language teaching in the global world: An introduction to the special issue
International Journal of Bilingualism, 2024
This special issue delves into language ideologies shaping multilingual education, aiming to unravel their impact on pedagogical practices and emergent multilinguals. By presenting empirical studies and critical analyses, the collection seeks to foster a nuanced understanding of language ideologies in diverse educational contexts. Approach: This guest editorial introduces language ideology as a lens, guiding an exploration of its manifestations in educational settings. Ten papers, spanning diverse linguistic landscapes, offer a comprehensive examination of language ideologies through varied methodologies. From scrutinizing teacher objections to linguistic pluralism to dissecting bilingual kindergarteners' experiences during the COVID-19 pandemic, the collection employs qualitative research, case studies, and critical reviews to critically engage with language ideologies in global language education. Conclusion: The special issue concludes by emphasizing the critical role of language ideologies in shaping educational landscapes and influencing emergent multilinguals' experiences. Authors underscore the need for macro-level research, recommending a decolonial lens to address inequalities perpetuated by monoglossic practices. The collection advocates for inclusive spaces and challenges educators to reflect on their pedagogies, promoting a multilingual-as-a-resource orientation. By extending the scope beyond individual classrooms and examining sociopolitical and economic dimensions, the special issue contributes to ongoing efforts to reframe language ideologies and advance inclusivity in multilingual education. Originality: This special issue stands out for its originality in dissecting language ideologies through diverse lenses, spanning linguistic, sociocultural, and pedagogical dimensions. Notably, studies like Chang-Bacon and colleagues' examination of objections to linguistic pluralism and Mendoza's exploration of stylization in English-medium instruction enrich the discourse. The collection
Comparing language ideologies in multilingual classrooms across Norway and Zambia
Multilingual Margins: A journal of multilingualism from the periphery, 2021
This article compares the language ideologies (Kroskrity 2000) of pre-and in-service teachers in Norway and Zambia respectively. Despite their historical, political, and linguistic differences, both countries struggle to adapt their educational systems to students' multilingualism. Thus, it is interesting to see how pre-and in-service teachers from the two countries consider the role of multilinguals within their respective education systems. The data are from two qualitative studies about multilingualism in education from Norway and Zambia that explore pre-and in-service teachers' language ideologies (Kroskrity 2000). Based on focus group interviews with 24 Norwegian pre-service teachers and 36 Zambian in-service teachers, the current article shows that the Norwegian pre-service teachers and the Zambian in-service teachers expressed convergent descriptions of the challenges associated with multilingualism in education. Yet the teachers revealed divergent language ideologies in relation to how to solve these challenges. While the Norwegian pre-service teachers conveyed rather monoglossic language ideologies, the Zambian in-service teachers aligned themselves with more heteroglossic ideologies. In line with these language ideologies, they positioned themselves differently towards the current language policies in the two countries. This divergent pattern is discussed in light of the specific language ecologies of the two states.
Abstract The 2005 measure in Burundi to introduce English language teaching at primary level without prior and inclusive consultations with those primarily concerned with its implementation was followed by a set of challenges of which shortage of books and non-preparation of teachers gained visibility and have been gradually addressed. The quality of the curriculum itself and of its implementation have, however, been neglected. This study set out to investigate their adequacy and effectiveness in addressing the goals intended for this programme. The investigation was conducted using questionnaires to seek the views of the teachers, school principals, and curriculum developers on its various components, a content analysis guide which covered all textbooks used at this level; and a classroom observation checklist for use with 5th and 6th Grade classes. The population sample included 371 teachers of English and 80 school principals from 2 provinces, one rural, the other urban, as well as 8 curriculum officers. Both qualitative and quantitative data were obtained from the respondents; and they were analyzed descriptively using measures of central tendency. Basically, the findings established that the curriculum contents were imbalanced vertically and horizontally, and that there was a mismatch between the teaching procedures and techniques and the official approaches. It was further found that the government had not lived up to its promises of a systematic and adequate in-service training for the teachers. The recommendations were essentially geared towards an improvement of the curriculum, based on the study findings, and the need for an empowerment of teachers and curriculum designers so that they can better accomplish their interlinked duties of teaching, assessing, monitoring, and counselling.
Negative impact of multiculturality on the use of standard Kiswahili in Burundi
Journal of African History, Culture and Arts
Since language and culture are intertwined, acquisition and use of foreign or second language faces cultural obstacles. Belonging to various groups has made Burundians having different perceptions towards Kiswahili. This study intends to explore cultural elements that slow down effective use of Kiswahili in Burundi. It also looks at determining negative impacts of the lack of communication competence in Kiswahili on the integration of Burundi into the East African Community (EAC). This study adopts both qualitative and quantitative method to analyse data. The data were collected using online questionnaire administered to 50 students in Kiswahili department, 13 lecturers of Kiswahili and 10 parents. Findings indicate that Burundians’ negative perceptions towards Kiswahili, language policy, gender and religion bias impede effective use of Kiswahili in Burundi. The results also reveal that the non-effective use of Kiswahili affects negatively Burundi’s capacity to express its needs in ...
Lower Primary School Teachers' Attitudes Towards Educational Language Policy in Kenya
SciencePG, 2021
In Kenya, the educational language policy prescribes that the language of instruction in lower primary school (Grade 1 to 3) for schools in urban areas should be English or Kiswahili. For schools located in rural areas, the language of instruction in Grade 1 to 3 is the learners' mother tongue or the language of the catchment area of the school. From Grade 4 onwards, all learners are to be instructed and examined in English. For this language policy to achieve its intended outcomes, there is a need for awareness and positive reception by its implementers: lower primary school teachers. This study examines the awareness and attitudes of lower primary school teachers toward the educational language policy. A survey design was adopted for this study. Questionnaires were administered to 75 teachers of Grade 1 to 3, drawn from a stratified multistage sample of 175 primary schools in rural, urban and semi-urban areas of Kakamega County, Western Kenya. The results of the study reveal that lower primary school teachers are aware of the existing language of instruction. The teachers feel that they ought to be free to select the language of instruction based on their particular pedagogical needs. The findings indicate the need for policymakers to review the educational language policy as currently formulated, especially concerning the use of Mother Tongue as one of the languages of instruction in lower primary schools. The current framework leads to a differential application of the policy, which in turn may affect learner outcomes at Grade 4, where all learners switch to the use of English. If the policy is to persist, then learning materials and teaching aids in Mother Tongue should be availed to rural schools to permit equitable outcomes for all learners.