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Mother tongue education necessary? Possible? Sustainable?

Mother tongue education necessary? Possible? Sustainable?

 Graham, Barbara Elaine.
 2010
 p. 309-321 English
Ngôn ngữIndigenous languages.Education innovation.Kenya.Language-in-education.Early childhood education.
Tác giả CN Graham, Barbara Elaine.
Nhan đề Mother tongue education: necessary? Possible? Sustainable? / Barbara Elaine Graham
Thông tin xuất bản 2010
Mô tả vật lý p. 309-321
Tóm tắt Issues affecting pre-school education in a rural area of Kenya are highlighted in a study of a mother tongue education (MTE) programme in one indigenous language group, the Pokomo. Factors supporting the introduction of MTE include official support for MTE, the welcoming of non-government stakeholder involvement in education, the presence of individuals and organisations committed to MTE and the willingness of local education authorities to partner with organisations in the establishment of the programme. Issues which emerged as constraining the development of the programme included the dominant teaching styles, the dearth of educational resources in Kipfokomo, widespread poverty and societal attitudes and structures which exclude local languages from education settings. The tensions between enabling and constraining factors are explored, as, too, is the sustainability of the programme
Thuật ngữ chủ đề Ngôn ngữ-TVĐHHN.
Từ khóa tự do Indigenous languages.
Từ khóa tự do Education innovation.
Từ khóa tự do Kenya.
Từ khóa tự do Language-in-education.
Từ khóa tự do Early childhood education.
Nguồn trích Language and education- 2010, Vol24, N.4
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a Issues affecting pre-school education in a rural area of Kenya are highlighted in a study of a mother tongue education (MTE) programme in one indigenous language group, the Pokomo. Factors supporting the introduction of MTE include official support for MTE, the welcoming of non-government stakeholder involvement in education, the presence of individuals and organisations committed to MTE and the willingness of local education authorities to partner with organisations in the establishment of the programme. Issues which emerged as constraining the development of the programme included the dominant teaching styles, the dearth of educational resources in Kipfokomo, widespread poverty and societal attitudes and structures which exclude local languages from education settings. The tensions between enabling and constraining factors are explored, as, too, is the sustainability of the programme
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