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1.
This paper presents evidence on literacy trajectories for children in Ghana who enrolled in a Complementary Basic Education programme taught in mother tongue and transitioned into government schools. At the point of transition, we find that children who enrolled in government schools where the language of instruction differed from instruction in their mother tongue did not perform as well in literacy. After a year in government schools, those taught in another local language caught up. By contrast, those who transitioned into English did not. Our evidence reinforces the benefits of mother tongue and local language instruction for progress in literacy. 相似文献
2.
The rapid increases in enrollment seen in many developing countries might further worsen the poor schooling quality found in these countries. I estimate the effect of enrollment growth following the removal of primary school fees in Tanzania and find evidence of a sizeable increase in pupil-teacher ratios and a reduction in observable teacher quality, but rule out a substantial effect on test scores overall. These results are robust to instrumenting enrollment growth using predetermined fertility and migration decisions, and to a number of checks including the use of baseline enrollment rates as an alternative source of variation in enrollment growth. However, when investigating the possibility of heterogeneous effects for urban and rural areas, I find evidence of a deterioration of test scores in urban areas. 相似文献
3.
Ng Seok Moi 《Asia Pacific Journal of Education》1984,6(2):15-20
One of Singapore's problems with reading acquisition programmes stems from the fact that although most of our children come from non-Englisg speaking homes, their parents' choice of the medium of instruction is English. This means that English is taught right from the first day the child enters school. Most of the other countries where English is taught and is not the mother tongue, use the mother tongue as a medium of instruction for several years before the introduction of English. Neither are Singaporean children totally immersed in English at school because they also spend part of their school time learning a non-English language, namely Chinese, Malay or Tamil. Investigation into problems connected with the teaching of English and reading is therefore very important for Singapore, especially since one of our education system's streaming procedures is instituted very early, at the end of the third year of schooling at Primary 3. 相似文献
4.
好的教育应当适合儿童,为儿童所喜爱。小学阅读教学要尊重儿童生命的存在,把握儿童在各个阶段学习母语的规律,用儿童喜闻乐见的方式,打通儿童经验的通道,从儿童出发设计教学,帮助其获得成长必需的语文素养。 相似文献
5.
Uma Pradhan 《Ethnography and Education》2017,12(3):381-394
Scholars in education have drawn our attention to the ways in which social power and control manifests in the process of knowledge production in education institutions especially through school curriculum. In this paper, I analyse school textbooks along with classroom instruction events and everyday practices in a mother-tongue school in Nepal. Drawing on the concept of ‘legitimate knowledge’, this paper discusses mother-tongue education as a struggle over symbolic resources, whereby familiarity with ‘daily life in the locality’ is discursively drawn upon to articulate mother tongue as an effective pedagogy and legitimate knowledge. The paper argues that the introduction of mother tongue in the school curriculum is, therefore, more than an addition of new language. It is a process of negotiating what it means to ‘know’ things in school. In doing so, this paper illustrates a dynamic process of re-signification of local languages, knowledge and identities that is underway. 相似文献
6.
Sierra Leone is one of the poorest countries in the world with a literacy level of 51%. The government has oficially abolished school fees; however, families still have to cover various education-related costs for their children. This paper analyses the nature of the schooling costs in Sierra Leone. It shows that despite the abolition of school fees, schooling costs remain prohibitively high. Based on field research – which involved the observation of schools and interviews with teachers, pupils, and parents – the paper posits that institutional factors may prevent the reduction of these costs. 相似文献
7.
This paper looks at current practice in teaching multilingual Indo-Fijian children in eight Fiji primary schools. Indo-Fijians speak Fiji Hindi (FH) as their mother tongue, learn Shudh Hindi (SH) or Urdu, and English for formal and literacy purposes and use English and Fijian for interethnic communication. The current education policy states that children be taught in their mother tongue for the first 3 years of primary school before English becomes the medium of instruction. This practice was not apparent in the schools. In all 24 observed classrooms, English was the dominant language of instruction. There is an important need in Fiji for teacher training to address the issues around multilingual education so that teachers can confidently contribute to an educational system which maximises the use of Fiji's linguistic resources for the educational advancement of all sectors of the country's population. 相似文献
8.
John Downing 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1978,24(3):329-346
In many countries the question is posed — should school instruction be delivered in the pupils mother tongue (l1) or in another language (L2)? Cognitive problems may be aggravated or ameliorated by emotional or motivational tones. A frequently used strategy has been to impose the majority L2 on minority L1 speakers, sometimes with mass failure results. Even if L1 is acceptable, serious retardation in the development of literacy occurs when the initial instruction is delivered in L2. Even with strong positive motivation towards learning L2, literacy instruction in L2 still causes cognitive confusion. Less commonly initial literacy instruction is delivered in the pupils L1 even though the goal is literacy in L2. This avoids cognitive confusion, but if the L1 speakers have adopted negative attitudes to their own language the strategy does not survive. Rarer still is the strategy to deliver instruction part of the day in L1 and part in L2; little research evidence is available on this approach but indications are favorable. 相似文献
9.
10.
Lynn Ilon Peter Moock 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1991,37(4):429-451
Educational expansion, long a goal of many LDCs, has become a difficult policy to pursue. Growing populations, shrinking national incomes and higher marginal costs of schooling as schooling reaches more rural dwellers have caused policy makers to take a hard look at factors which influence educational demand and expansion. This paper examines the case of Peru where rural areas have yet to attain the nearly universal enrollment of urban areas. The study examines 2500 rural households to explore reasons why children do not attend school, drop out of school, and begin school at later ages. The study finds that the monetary costs of schools (fees and other costs) have a substantial influence on parental decisions regarding school attendance and continuation. Sensitivity analysis reveals that mother's education has a bearing on their children's educational participation, particularly in low-income households. Sensitivity analysis also reveals that school attendance of low income and female children are most strongly affected by simulated changes in school fees. 相似文献
11.
Samuel Mburu 《Compare》2017,47(4):545-560
To throw light on the challenge of providing education to pastoral households in the context of social and economic change, this study investigates the effects of herd migration on child schooling in Northern Kenya. Specifically, the analysis uses both household panel data and community-level focus-group data to identify the barriers to schooling, which include an insufficient number of schools, nomadism and communal conflicts. The results also reveal that herd migration has a significantly negative effect on school attendance – about a 26% probability of failure to attend among the children of livestock migrating households. The child’s age and mother’s literacy have a positive impact on child school attendance, but with girls more likely to attend than boys, probably because of higher opportunity costs. That is, attending school takes boys away from activities like herding, which have greater economic value than the nonmonetisable household duties performed by girls. 相似文献
12.
Previous studies indicate that the effectiveness of reading and spelling predictors in transparent orthographies is affected by the onset of literacy training at school entry. In this longitudinal study with 65 German speaking children, the effects of literacy predictors on reading and spelling abilities were compared before and after school entry. Phonological awareness, letter sound knowledge, and rapid naming were assessed before and after school entry. In addition, reading and spelling abilities were assessed at the end of first grade. Path model analyses showed that letter sound knowledge before school entry predicted reading and spelling at the end of first grade, while rapid naming after school entry predicted reading but not spelling abilities. This study shows that the onset of schooling influences the predictability of early literacy predictors and indicates that with the onset of formal literacy education, predictors representing automaticity in serial processing increase in significance for reading abilities. 相似文献
13.
We assess factors affecting primary and middle school dropout in rural Punjab and NorthWest Frontier Province over 6 years (1997–2004). These data are unique in a developing-country setting in longitudinally tracking changes in both school and household environments. While grade retention has improved, girls’ dropout rates remain fairly high. Results suggest the importance of both household and school factors. For girls, arrival in the family of an unwanted birth in the last 6 years and enrollment in a government (not private) primary school significantly increase the likelihood of dropout, whereas availability of post-primary schooling, having a mother who attended school, and living in a better-off household reduce the probability of dropout. For boys, school quality, measured by the percent of residential teachers in the primary school, and living in a more developed community significantly reduce the probability of dropping out; loss of household remittances significantly increases the likelihood of dropout. 相似文献
14.
Strong correlations between high levels of poverty and low education outcomes have prompted interventions aimed at raising literacy levels in communities characterised by poverty within Kenya, as in other countries. However, interventions aimed at improving literacy only in the languages of instruction (LOI) may not be the best option for students who speak mother tongues (MT) different from the school's LOI. The Capability Approach framework is used to examine the potential of parent-produced MT materials to be low-cost entry points into early-grade literacy for one resource-poor Kenyan school. It demonstrates that factors related to poverty strongly impact that potential. 相似文献
15.
This paper studies whether the introduction of tuition fees at public universities in some German states had a negative effect on enrollment, i.e., on the transition of high school graduates to public universities in Germany. In contrast to recent studies, we do not find a significant effect on aggregate enrollment rates. Our study differs from previous studies in three important ways. First, we take full account of the fact that tuition fees were both introduced and abolished in the German states at different points in time. Second, we consider control variables, which are absent in previous studies but turn out to have a significant impact on the evolution of enrollment rates. Third, we allow for state-specific effects of tuition fees on enrollment rates. We conclude that there is no evidence for a general negative effect of the recent introduction of tuition fees on enrollment in Germany. 相似文献
16.
《International Journal of Educational Research》2006,45(3):153-175
This study examines the effects of parental SES, school quality, and community factors on children's enrollment and achievement in rural areas in Viet Nam, using logistic regression and ordered logistic regression. Multivariate analysis reveals significant differences in educational enrollment and outcomes by level of household expenditures and parental education, especially mother's education. Mother's status is more important in determining school enrollment than educational outcome. In contrast, father's education increases the probability of learning. Once school quality is taken into account, differentials between the majority Kinh and ethnic minorities are not significant. Girls still do not have equal access to education, since girls doing badly in school drop out, while their male counterparts remain in school. The presence of a school in poor village does not override the effects of family background on educational enrollment. Controlling for school quality actually increases gap in educational enrollment by household expenditures and village income. Although educational costs consume, on average, one quarter of household expenditures per capita, school fees do not determine school enrollment, because many of the poor already receive exemption from or reduction in these fees. 相似文献
17.
Lasisi Ajayi 《The Teacher Educator》2013,48(1):6-31
The need to prepare literacy teachers to integrate new literacies into their teaching practices is becoming increasingly urgent. This is because the advent of the computer is fundamentally changing the notion of literacy and also profoundly shifting literacy instruction and the way students learn. The research objective of this study was, therefore, to examine preservice teachers' (N = 48) knowledge of and perceptions of their teacher education preparation to teach multimodality/multiliteracies. Data were collected through qualitative and quantitative responses from the participants. Results of the data analysis suggested that the participants were aware of the impact of the new communication technologies on literacy forms, practices, knowledge, and literacy learning and instruction. However, the participants did not only express concerns regarding the adequacy of their preparation to teach new literacies, they also noted the constraints coming from schools and school districts. The implications of the findings are discussed. 相似文献
18.
Teresinha de Moraes Brenner 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1999,14(1):213-232
This article, written from the perspective of applied linguistics, sets out to establish an interface between educational science and linguistics. Applied linguistics alone has proved unable to resolve the problems of teaching and learning the mother tongue in the context of literacy teaching. From this realisation emerged the idea that any policy concerned with the mother tongue has to be formulated within a broader educational policy.The drawing up of a manual implies a philosophy of language associated with a particular linguistic model. In other words, applied linguistics provides the foundations which permit the compiling or selecting of manuals of instruction. However, these principles demand a reform of educational policy. This calls for a revision of teacher training courses and the introduction of interdisciplinary teams. The article argues that teaching methods should be based on a deeper understanding of the dynamics of the mother tongue. 相似文献
19.
Kristin Rosekrans Arieh Sherris Marie Chatry-Komarek 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,58(5):593-618
In 1957 Ghana was the first sub-Saharan colonial nation-state to achieve independence from British rule. The language of literacy instruction, however, remained English throughout most of Ghana’s independence, effectively thwarting reading and writing in 11 major and 67 minor indigenous languages in use today. After years of policy shifts, including the intermittent of mother tongue in early childhood schooling to facilitate English language and literacy instruction, prospects for a bold move towards multilingual education have emerged from a coalescence of forces inside and outside of Ghanaian education policy circles. This article discusses how the inertia of a dated language policy and a historic disregard for Ghana’s multilingual landscape by the country’s own policy makers are being overcome, at least partially, by progressive powers of change, albeit not without challenge. It undertakes an analysis of how a policy environment that supports bilingual education was created in order to implement a comprehensive and innovative multilingual programme, the National Literacy Acceleration Program (NALAP), which was rolled out across the nation’s schools in early 2010. Having been involved in the process of designing NALAP, the authors describe the development of standards of learning and materials, as well as innovative aspects of a constructivist teacher education approach. The paper concludes with recommendations for further research, including combining a change process for key stakeholders and randomised language and literacy assessment with social marketing research in a unified approach. 相似文献
20.
de Moraes Brenner Teresinha 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1999,45(2):213-232
This article, written from the perspective of applied linguistics, sets out to establish an interface between educational science and linguistics. Applied linguistics alone has proved unable to resolve the problems of teaching and learning the mother tongue in the context of literacy teaching. From this realisation emerged the idea that any policy concerned with the mother tongue has to be formulated within a broader educational policy.The drawing up of a manual implies a philosophy of language associated with a particular linguistic model. In other words, applied linguistics provides the foundations which permit the compiling or selecting of manuals of instruction. However, these principles demand a reform of educational policy. This calls for a revision of teacher training courses and the introduction of interdisciplinary teams. The article argues that teaching methods should be based on a deeper understanding of the dynamics of the mother tongue. 相似文献