scholarly journals प्राथमिक तहका गरुङ मातृभाषी विद्यार्थीको शब्द भण्डार [Vocabulary of primary level Gurung mother tongue students]

2021 ◽  
pp. 1-13
Author(s):  
बुद्धराज Buddharaj खनिया Khaniya
Keyword(s):  
Mother Tongue ◽  
Primary Level

प्राथमिक तहका गुरुङ मातृभाषी विद्यार्थीको गुरुङ शब्द भण्डार क्षमता अध्ययन गर्ने उददेश्यले तयार गरिएको यो लेख गुणात्मक अनुसन्धानको स्थलगत अध्ययनमा आधारित छ । यस अध्ययनका लागि उद् देश्यमूलक तरिकाबाट छनोट गरिएका लमजुङ जिल्लाका प्राथमिक तहमा अध्ययन गर्ने गुरुङ मातृभाषी विद्यार्थीहरूलाई आफ्नो घर परिवार, विद्यालय लगायत अर्घुं, ल्होछार जस्ता विभिन्न विषयमा गुरुङ भाषामा वर्णन गर्न लगाई आधारभूत शब्दहरू सङकलन गरिएको थियो । यस क्रममा स्वादेश शब्दसूचीका आधारमा नेपाली शब्दसूची तयार गरी शिक्षित गुरुङ मातृभाषीहरूलाई अनुवाद समेत गर्न लगाइएको थियो । यसरी सङ्कलन गरिएका तथ्यहरूलाई वर्णनात्मक विधि अवलम्बन गरी पहिले समष्टिमा त्यसपछि क्रमशः शब्दवर्ग र विषय क्षेत्रका आधारमा गुरुङ भाषाका आधारभूत शब्दहरूको व्याख्या विश्लेषण गरिएको छ । गुरुङ मातृभाषी विद्यार्थीले जम्मा ३८७ ओटा शब्द प्रयोग गरेका छन जस अनुसार उनीहरूले शब्दवर्ग अन्तर्गत सबैभन्दा बढी नाम त्यसपछि क्रमशः क्रियापद, विशेषण, अव्यय र सर्वनाम प्रयोग गरेका छन् विषय क्षेत्र अन्तर्गत सबैभन्दा बढी भूगोल, खगोलसँग सम्बन्धित शब्द प्रयोग गरेका छन्, त्यसपछि क्रमशः मानव र मानवीय अङ्ग, खाद्यय–पेय पदार्थ, समय, वार, महिना, पशुपक्षी, किरा फटयाङग्रा, चाडपर्व, पोशाक, धातु, रङ, नाता सम्बन्ध, बोट विरुवा, फलफूल, घरायसी वस्तु, गुण, स्वभाव, भाव, अवस्था, संख्या, परिमाण र स्वास्थ्य एवम् वातावरणसँग सम्बन्धित शब्दहरू प्रयोग गरेका छन् 

Mother Tongue in Indigenous Script as Medium of Instruction

2017 ◽  
Vol 14 (1) ◽  
pp. 71-89
Author(s):  
Ruchira Das
Keyword(s):  
Cultural Heritage ◽  
Formal Education ◽  
West Bengal ◽  
Mother Tongue ◽  
Medium Of Instruction ◽  
Tribal Community ◽  
Level Of Education ◽  
Primary Level ◽  
The Government ◽  
The City

Olchiki is the indigenous script of Santals, a dominant tribal community of West Bengal, formulated to promote and represent ‘adi’ cultural heritage and traditions in their mother tongue Santali. The script was recognised by the Government of West Bengal in 1978 and was introduced at the primary level of education. However, there have been contestations around its appropriateness as the medium of instruction for the migrant tribal community in the emerging context of the city and globalisation. These discourses have led to the formation of two distinct groups—those who support the introduction of Santali language in Olchiki as a means to formal education and those who resist usage of its script for schooling. In my article, I will present these conflicting views prevailing among the migrant Santals of a settlement called Santragachi, in Kolkata.

scholarly journals An Analysis of Medium of Instruction Policies in the Education System of Pakistan with Specific Reference to English Medium Education

sjesr ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 370-382
Author(s):  
Sadia Asif ◽  
Imran Afzal ◽  
Rahat Bashir
Keyword(s):  
Public Schools ◽  
Education System ◽  
Mother Tongue ◽  
Language Education ◽  
School Level ◽  
Critical Examination ◽  
Specific Reference ◽  
Medium Of Instruction ◽  
Main Concern ◽  
Primary Level

A critical examination of the trends, issues, and challenges in policy and practice of English language education in Pakistan is the main concern of this paper. This is done first by describing the practice of teaching English in varied instructional situations. Second, the paper historically reviews the language education policies since Pakistan’s independence in 1947. Third, the consequences of using English as the medium of instruction are discussed. A longitudinal large scale study is done to highlight the fact that English as medium of instruction at primary school level can distort the teaching and learning activities for students and teachers in rural areas of Pakistan and student drop-out rate can even get higher in those areas. The data was collected from the interviews of twenty teachers working in government and semi government schools at primary level. Based on the information obtained from the target participants, teaching at the same level but in different schools, the author argues that mother tongue education at the primary level is the most appropriate method to enhance the educational performance of students and a positive approach to bilingual education must be taken to resolve the challenges associated with the medium of instruction policies in the education system of Pakistan. Moreover, the data also shows that adopting English as a medium of instruction in Public schools may lead to low motivation level among students and it can hinder the development of English as a second language among learners. Furthermore, a difference in home language and school language may also hamper development and concepts formation in students at school level. Therefore, it is recommended that before implementing any language as medium of instruction at school level, one must review the history of Pakistani education system and must keep in mind the linguistic differences of the society and unavailability of resources is also a major hindrance in implementation of any language policy.  The results of this study confirm that the pedagogical effectiveness could only be achieved through the mother tongue and provides clear evidence for the usage of native languages as a medium of education in schools.

PERCEPTION OF FUTURE TEACHERS ABOUT MOTHER TONGUE EDUCATION IN BRAHUI LANGUAGE AT PRIMARY LEVEL

Al-Burz ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 24-29
Author(s):  
Zarina Waheed ◽  
Abdul Wahab ◽  
Waheed Bahadur
Keyword(s):  
Data Analysis ◽  
Research Design ◽  
Thematic Analysis ◽  
Mother Tongue ◽  
Qualitative Approach ◽  
Future Teachers ◽  
Primary Level ◽  
Mother Tongue Education ◽  
Dravidian Language

Brahui language has its own uniqueness and value as it is one of the oldest languages of Pakistan and considered as a Dravidian language. The purpose of this study was to explore the perception of future Brahui speaking teachers about mother tongue education in Brahui language at primary level in Balochistan. In this study, a qualitative approach was used. The research design was case study and site of the study was Sardar Bahadur Khan Women’s University Quetta. Semi-structure interviews were conducted from the Brahui speaking future teachers of B.Ed. (Hons.) 7th semester (5), M.A Education 3rd semester (5) and M.Phil. (5). The participants were selected through purposive sampling. Thematic analysis was used as method for data analysis. The data analysis revealed two main themes as need of Brahui mother tongue education in Brahui majority schools and teacher training for Brahui mother tongue education.

scholarly journals The Efficacy of the Application of Mother Tongues Education in Pakistan

sjesr ◽  
2020 ◽  
Vol 3 (4) ◽  
pp. 257-261
Author(s):  
Shah Nawaz Khan ◽  
Dr. Abdul Karim Khan ◽  
Dr. Ihsan Ullah Khan
Keyword(s):  
Second Language ◽  
Focus Groups ◽  
Mother Tongue ◽  
Medium Of Instruction ◽  
Primary Level ◽  
The Future ◽  
Mother Tongue Instruction ◽  
The Subject ◽  
Basic Concepts

No doubt, the importance of English cannot be denied, but at the same time, mother tongue has also due importance concerning one's culture and understanding basic concepts at schools at primary level. This paper is an attempt to prove the importance of mother tongue as a medium of instruction at the primary level in District Bannu. The data were collected from students’ focal groups of fifty classrooms from ten schools. Two questions were asked in each subject from the focus groups to check their concept of the subject. Similarly, among the teachers, thirty respondents were interviewed in the Parents-Teachers Meeting (PTM) to find out their views about the efficacy of mother tongue instructions at the primary level. In this connection, parents were also interviewed. The results showed that among the students whose concept was clear, eighty percent of students were those who were taught in their mother tongue whereas twenty percent of students were those who were taught in English. Again, among the thirty teachers, eighty-five percent felt comfortable with teaching in the mother tongue whereas fifteen percent of teachers showed positive inclination towards teaching in a second language. Lastly, parents also felt at ease with the mother tongue instructions as they conveyed that their children go to school with zeal. Thus, mother tongue instruction proved helpful at the primary level. This study will also prove helpful to other researchers in the future for conducting similar studies in other districts.

scholarly journals Is English Medium Meaningful in Pre-Primary Level in Nepal?

2018 ◽  
Vol 7 ◽  
pp. 8-13
Author(s):  
Farmud Miya
Keyword(s):  
Early Childhood ◽  
Social Interaction ◽  
Cognitive Development ◽  
Mother Tongue ◽  
Intellectual Ability ◽  
Pivotal Role ◽  
Primary Level ◽  
Ongoing Process

Language is a means for communication. It also helps children in their cognitive development. Intellectual (cognitive) development, the emergence of increasingly sophisticated forms or levels of understanding, reasoning, and rationality is an ongoing process of reflection, coordination, and social interaction that begins in early childhood and continues, at least in some cases, long into adulthood (Moshman, 2003).it is also regarded that whatever the children build their concept about the society in their early childhood remains throughout their life. In this process language has pivotal role. However, it is not to say that thinking (as an intellectual ability) cannot take place without language (Munn, 1951) but rather mostly, thinking is mediated by language and thus develops to a higher level of sophistication. This article focuses on the important contribution of mother tongue in the process of cognitive development and raises questions against the local decisions of using English medium in pre-primary level.

scholarly journals Prospects of Mother Tongue as a Medium of Instruction in Nigerian Primary Level Education

2021 ◽  
Vol 14 (4) ◽  
pp. 1
Author(s):  
Johnkenedy A. Ozoemena ◽  
Festus U. Ngwoke ◽  
Basil O. Nwokolo
Keyword(s):  
Primary Schools ◽  
English Language ◽  
Mother Tongue ◽  
Demographic Data ◽  
Sampling Technique ◽  
Indigenous Languages ◽  
Instructional Materials ◽  
Medium Of Instruction ◽  
Level Of Education ◽  
Primary Level

This paper investigates the prospects in the use of mother tongue as a medium of instruction in Nigeria’s primary level of education. With the multilingual nature of Nigeria, many scholars have continued to clamour for the use of indigenous languages as a medium of instruction in Nigeria’s primary schools. This paper also seeks to justify the reasons why mother tongue education may not be feasible in the nearest future especially with the numerous roles that the English language plays in Nigeria, and the myriads of difficulties which constitute stumbling blocks to its realization. In doing this, two research questions were generated, and data collected from 150 primary school teachers, from both private and public primary schools in Gwagwalada Area Council of Federal Capital Territory (FCT) through purposive sampling technique. The instrument for data collection is a well-structured questionnaire. The questionnaire is made up of two sections, sections A and B. Section A sought for demographic data of respondents, while section B sought for information on the factors militating against mother tongue as a medium of instruction in primary schools in Nigeria. The data collected were analyzed using Crombatch Alpha, mean and standard deviation. The result of the analysis revealed that the multilingual nature of Nigeria, and lack of names of instructional materials and science equipment in the indigenous languages are impediments to the use of mother tongue as a medium of instruction in Nigerian primary level of education.

scholarly journals Indigenous Songs as Instructional Aids in Teaching Mother Tongue to Pupils of Bontoc Central School: Its Educational Implications

2019 ◽  
pp. 103-111
Author(s):  
Jonnelle D. Fagsao
Keyword(s):  
Communication Skills ◽  
Mother Tongue ◽  
Department Of Education ◽  
Communication Arts ◽  
Pedagogical Tools ◽  
Primary Level ◽  
Young Learners ◽  
Educational Implications ◽  
Instructional Aids ◽  
Mountain Province

Indigenous Songs play an important role in the development of young children learning the mother language. This paper begins by looking at why indigenous songs can be considered valuable pedagogical tools in teaching the mother tongue this K12 curriculum of the (DepEd) Department of Education. In particular, it will discuss how indigenous songs are used in communication arts that can help young learners (particularly those who are not from Bontoc) of Bontoc Central School in Bontoc, Mountain Province improve their communication skills. The researcher will also discuss how the selected indigenous songs can reflect culture and increase the young learner’s overall enjoyment of learning a mother language and second language on songs translated into English. The researcher will then attempt to show, through useful examples, how the selected indigenous songs (both in mother tongue and English translation) can be used as language tasks. Finally, the paper aims to explore how indigenous songs for children can be adapted to suit a particular theme or part of the curriculum a teacher in the primary level might wish to teach in the mother tongue teaching.

The transmission of the mother tongue in exile situations

2012 ◽  
Author(s):  
M. Moro ◽  
D. Rezzoug ◽  
A. Simon ◽  
M. Bossuroy
Keyword(s):  
Mother Tongue

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ayaz Muhammad Khan ◽  
Amber Jamshaid ◽  
Tayyibah Roohi ◽  
Amna Ramzan
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
Significant Difference ◽  
Role Of Teachers ◽  
Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

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