Teachers’ perceptions on using the mother tongue as a medium of instruction in the lower levels of Primary School in Manzini region of the Kingdom of Eswatini (original) (raw)
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Mother tongue language as medium of instruction in Primary Schools of B/G/R/S: What are the Challenges and opportunities? , 2020
The study attempted to examine challenges and opportunity in using mother tongue language as medium of instruction in primary schools of Benishangul Gumuz Regional state. The target population of the study was mother tongue languages teachers in the three zones of the region. Questionnaires, interview and Focus Group Discussion was employed for data collection. The quantitative data was analyzed using one sample T-test and percentages. Whereas, data obtained through interview and FGD was analyzed qualitatively. The study revealed that teachers were facing different challenges towards teaching mother tongue languages. Lack of trained teachers, shortage of instructional materials (text books, teachers' guide), problems of dialect and other morphological aspect of languages are few to makes mention. Finally, the researcher recommended some actions to be taken such as teachers should be trained and specialized in mother tongue subjects, enough budget should be allocated for publishing textbooks, teachers guide and textbooks should to be revised for teaching.
Mother Tongue based multi lingual Education has become increasingly important educational principle to make the child’s language, culture and context the foundation of learning. While studies continue to show the advantages of educating children in their mother tongue both for their later acquisition and transference of reading skills to other languages, and for their total gain from educational input, the mother tongue as medium of instruction (MOI) still meets with resistance. The title of this study is therefore, Challenges in Use of Mother Tongue Based Education As Medium of Instruction in Primary School for quality enhancement: In case of Wolaita Zone Administration. Simple random sampling technique were employed to select sample public and private school and Purposive sampling to select academic staff and parents, students and teachers while the school principals were sampled using availability sampling method. The tools were used to gather relevant data from the research participants are questionnaire, in-depth semi structured interviews, classroom observation, relevant document analysis and focus group discussion (FGD). The study result revealed the following influences at play on language choice of parents: lack of understanding, overcrowded and unorganized Wolaita medium public schools, reluctance of private schools to provide Wolaita medium instruction, absence of a clear policy that obliged the private sector provide mother tongue education, and the hegemonic position of Amharic/English language. In so doing, they disregard the role of mother tongue education in favor of second language medium. The study recommended that parents should be encouraged to choose their own language for their children and others should also appreciate their choices, teachers and school practitioners should pay attention to students’ attitude and motivation towards medium of instruction, as they are important predictors of academic performance, zone administration and education bureau should prepare and deliver enough textbooks and other educational materials to the student within appropriate time schedule of the academic year. Also highly trained and pedagogically equipped teachers should participate into the teaching learning process in order to correct the misconceptions held towards vernacular language instruction. In addition, encouraging fiction, short story, poetry and other general reading materials writers in order to have ample reading materials would be necessary. Furthermore, preparation of dictionary and developing vocabularies in all subject areas to satisfy the need of the modern science and technology are worth the effort. Keywords: Mother tongue, Medium of instruction, quality education Language policy, Attitude, Ahievement, Motivation
Factors affecting teaching and learning in mother tongue in public lower primary schools in Kenya
International journal of psychology and behavioral sciences, 2016
Kenya has legislated a Language in Education (LiE) policy to use mother tongue in lower primary classes (class 1-3), yet the pupils in Tabaka Division of Kenya continue to perform poorly in national examinations. The purpose of this study was to investigate factors affecting teaching and learning in mother tongue in lower public primary schools in Kenya. The Chomsky’s theory of language acquisition was adopted. The study employed the sequential triangulation research design within the mixed methods approach. Questionnaires for teachers were used to collect quantitative data while qualitative data was collected using interview schedules, focus group discussions (FGDs) and observations. The validity of instruments was ensured by expert judgment by university lecturers while reliability was ensured by external consistency and a coefficient of r = 0.775. The target population comprised of 6000 pupils, 170 teachers, 17 head teachers, and 10 parents out of whom 90 pupils, 9 head teachers,...
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The purpose of this research was to investigate students' attitude towards using mother tongue as a medium of instruction and their awareness about its benefits, Sidaamu Afoo in focus. In order to achieve the objective of the study, a descriptive research design was used. To this end, a total of 720 students were randomly selected (by drawing lots) from 36 first cycle primary schools that are found in Sidama Zone of South Nation, Nationalities and Peoples‟ Regional State of Ethiopia. The students were made to fill in a close-ended questionnaire, and a semi-structured interview was held with 24 students who were randomly selected (by drawing lots) from those who had already filled in the questionnaire. Data gathered by the questionnaire were analyzed quantitatively by using frequency and percentage, whereas data obtained by the interview were analyzed qualitatively and discussed by quoting some utmost concepts directly. The results of the questionnaire and that of the interview w...
The main objective of the study is to assess the attitudes and perceptions of school community towards mother tongue based classroom instruction. The study was conducted in Sidama zone, particularly in three Woredas which one school was drawn from each. The approach employed to carry out the study was mixed one: quantitative and qualitative approach. The tools which were used to collect data are questionnaires and interview. The questionnaire was administered to the teachers and the students, and the interview was to the school parents in the target area. There were 70 students, 6 parents and 11 teachers who were taken by using cluster and random sampling. The results of the study showed that most parents and almost half of the sample students have negative attitude and perception towards using mother tongue as a medium of instruction. But, the teachers' attitude and perception can be rated as good. Moreover, the study revealed that there are challenges like shortages of reference materials and text books to be used in Sidama language; students might have problems in their future since the language is being used in their local environment only, and the students are experiencing serious writing problems in the texts they produce in the Sidama language.
Mother Tongue in Instruction: The Role of Attitude in the Implementation
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The subject on what medium of instruction provides the child the best learning facility has caused lots of debate leading to a number of projects in various parts of the world. In Kenya, although the education policy on the use of mother tongue as the language of instruction in lower primary classes has been in existence for decades, this has not been institutionalized in schools across the country. With the government’s renewed directive to the use of mother tongue for instruction, it still remains unclear whether this will be implemented as various stakeholders express mixed feelings regarding its relevance. The study findings indicate that some of the challenges facing the use of MT in Kenyan schools include the, multiplicity of languages and dialects, inconsistent strategies employed to handle the situation, sceptical attitudes of the society towards mother-tongue use in education, scarcity of financial resources, pedagogic problems, and even the clash between ethnic loyalties o...
Mother tongue/first language-based education system with adequate teachers and learning resource materials. The policy of language in Kenya emphasizes on the importance of first language; teachers overlook everyday reality of its usage, and tend to be irrelevant to their needs. The purpose of this study was to establish the influence of teacher’s attitude on classrooms instruction. A descriptive survey research design was used. Target population was 4 Quality Assurance and Standards Officer (QASO), 200 head teachers and 400 teachers from 200 ECDE centres in the county. The sample size was 241 respondents, these were; 4 QASOs, 79 head teachers and 158 pre-school teachers. The study used purposive sampling technique to select seventy nine head teachers and four Sub County QASOs. The study used simple random sampling technique to select 158 teachers from the sampled schools. The instruments for data collection were interviews and questionnaires. Questionnaires were administered to the pre-school teachers, while Sub County Quality assurance officers and head teachers were interviewed. The instruments were piloted in Kericho County that had similar characteristics as the study area. The reliability of research instrument was tested using Cronbanch’s Alpha coefficient. Data was analyzed using Statistical Package for Social Sciences (SPSS). The findings indicated that teacher attitude was a positive influence on mother tongue/first language usage in classroom instruction. The study recommended that the government should support in-service training for pre-school teachers on the use of mother tongue/first language as a language of instruction; provide funds for the development and acquisition of L1 resources for teaching that ensures schools comply with the language policy.
EDUCATION IN MOTHER TONGUE: NEED OF THE TIME: A CASE STUDY OF A PUBLIC SECTOR COLLEGE AT JAMSHORO
This research paper looks into a long-timed debated topic of medium of instruction in education in Pakistan. Voluminous research has been undertaken in favor of mother tongue based education due to its effectiveness in imparting knowledge and enhancing learning. In the similar vein, the teachers of the research site found it ironical to teach mother tongue only as a subject, while all science subjects were taught in English. Likewise, the students did not encourage the abrupt shift of medium of instructions from local language to English even at the higher secondary education. It posed a challenge for both the teachers and students in accomplishment of their respective objectives. Moreover, in such scenario, it was less likely to get considerable result in understanding of scientific concepts and improved learning. The teachers did not deny the importance of English in the current time,s yet suggested mother tongue to be the medium of instructions. They also pointed out dearth of books and scant teaching trainings in local language .Also, English as an imposed medium of instructions were some of the factors that discouraged to teach in mother tongue. Moreover, students believed that if the medium of instruction was the mother tongue, there were lesser chances of cheating in examination. The research site was a college, situated in a rural setting. The tool for research were the semi-structured interviews of teachers and students. This article may raise the voice of all the stakeholders of teaching-learning process, so that the education policy makers may consider their opinion for the betterment of the education system in future.