Bilingual Schooling in Mozambique and Bolivia: From Experimentation to Implementation

Benson, Carol

doi:10.1023/b:lpol.0000017725.62093.66

Cited by 41 publications

(23 citation statements)

References 15 publications

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“…It is the medium of instruction and the vehicle for conveying the findings of scientific research in journals and other scholarly publications. A growing body of literature suggests that the use of the language of the immediate locality in the teaching of science predisposes learners to learning of science concepts (Akinnaso, 1993; Benson, 2004; Brown, Collins, & Duguide, 1989; Dalby, 1985; Duran, Dugan, & Weffer, 1998; Gueye, 2001; King and Benson, 2004; Komarek, 1997; Olarewaju, 1991a, b; Omolewa, 1974; Onukaogu, 2006; Polias, 2004). In Nigeria, Olarewaju (1991a) provided evidence supporting Yoruba language (one of the three most‐widely spoken languages in Nigeria) as a better medium than English for science concept attainment in lower basic education classes.…”

Section: Language In Science Education and Language Policiesmentioning

confidence: 99%

Mother tongue as default language of instruction in lower primary science classes: Tension between policy prescription and practice in Nigeria

2012

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The forecast for the first quarter of this century is that the issue of teaching science in the language to which the learner is most familiar will receive more attention in our quest to win more students for science. Over two‐thirds of countries in Africa, Asia, and Europe have developed policies on the use of the mother tongue for teaching science in the lower levels of their education system. In spite of this policy thrust, the educational system of many of these countries has not responded fully to the demands of such a policy. Because studies which mapped the dynamics of communication in science classrooms taught using the mother tongue are scant, we remain in the dark as to how best to structure such classrooms. The study was conducted in 12 primary schools and it involved 36 teachers in urban and rural locations of Lagos State, Nigeria. Quantitative and qualitative data were collected from primary science classrooms where the mother tongue is expected to be used as a medium of instruction. Mismatch between policy and practice was found especially in urban science classrooms. Among other things, it was found that on the average, science lessons delivered in primary 1 in rural settings, were found to be 93.6% in the mother tongue (L1). In primary 2 this fell to 91.1% and in primary 3–84.6%. In contrast, in the urban schools, mother tongue content was found to be 61.8% in primary 1, 49.2% in primary 2 and 26.6% in primary 3. The geo‐spatial communication between and among pupils in urban and rural science classes also showed interesting findings, that is, English served as a mediating language. The implications of the findings for future policy considerations and future research to inform policy are drawn. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 50:62–81, 2013

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Section: Language In Science Education and Language Policiesmentioning

confidence: 99%

Mother tongue as default language of instruction in lower primary science classes: Tension between policy prescription and practice in Nigeria

2012

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“…The trend for bilingual teaching and learning of science with English as second language has increasingly implemented in many countries (Benson, 2004;Carstens, 2015;Catter, 2011;Purkarthofer & Mossakowski, 2011;Traore et al, 2008), including in Indonesia. Implementing bilingual teaching in Indonesia is designed to improve the quality of education delivery to provide competence human resources towards a competition in global era (Simatupang & Situmorang, 2013).…”

Section: Introductionmentioning

confidence: 99%

The Development of Innovative Chemistry Learning Material for Bilingual Senior High School Students in Indonesia

Situmorang

Sitorus

Hutabarat

et al. 2015

IES

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The development of innovative chemistry learning material for bilingual Senior High School (SHS) students in Indonesia is explained. The study is aimed to obtain an innovative chemistry learning material based on national curriculum in Indonesia to be used as a learning media in the teaching and learning activities. The learning material is developed by enhancing the chemistry topics to meet the requirement of a national curriculum followed by integration of laboratory experiments, learning media, and contextual application of the relevant chemistry topics. The material is then designed in printed and electronic bases. The performance of developed chemistry material is standardized to meet good quality learning material for class purposes. The results showed that the performance of developed chemistry materials is categorized as very good. The developed learning material is found effective to be used in teaching and learning process, and be able to motivate the students to learn chemistry. The facilities provided in the material are adequate to guide the student to study chemistry independently that make learning activities moving from teacher centre learning become students centre learning. Students achievements in experimental class (M = 83.0) is found higher than that with control class (M = 73.5), where both are significantly different. There is a positive correlation between the student's motivations with the student's achievement in chemistry subject, where the correlation in experimental class (R² = 0.711) is better than in control class (R² = 0.467).

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“…These benefits have been documented with respect to several countries. Findings of experiments in bilingual education in Nigeria (see Afolayan, 1976;Williamson, 1976), Niger and Guinea-Bissau (see Hovens, 2002), Bolivia and Mozambique (see Benson, 2000Benson, , 2004a and some other developing countries show outstanding successes for initial literacy in L1.…”

Section: Introductionmentioning

confidence: 99%

Mother Tongue-Based Bilingual Education in Nigeria: Attitudes and Practice

Igboanusi

2008

International Journal of Bilingual Education and Bilingualism

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Although Nigeria's National Policy on Education provides for a multilingual policy involving the learning of a child's L1 or language of the immediate community (LIC), one of the three major or national languages (i.e. Hausa, Igbo and Yoruba) and English, this policy has not been effectively implemented. This paper reviews the problems and challenges of bilingual education in Nigeria and suggests ways in which bilingual programmes may be implemented successfully in the country to the maximum benefit of the students and the entire nation. To determine the attitude of students, teachers, parents and administrators towards bilingual education, the study solicited the responses of 1000 participants from five different states. The results show that the respondents preferred education in both English and the mother tongue (MT) and were not positively disposed to the use of only one of them. It is also interesting that a majority of the respondents wanted the use of the MT beyond the first three years of primary education.

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Bilingual Schooling in Mozambique and Bolivia: From Experimentation to Implementation

Cited by 41 publications

References 15 publications

Mother tongue as default language of instruction in lower primary science classes: Tension between policy prescription and practice in Nigeria

Mother tongue as default language of instruction in lower primary science classes: Tension between policy prescription and practice in Nigeria

The Development of Innovative Chemistry Learning Material for Bilingual Senior High School Students in Indonesia

Mother Tongue-Based Bilingual Education in Nigeria: Attitudes and Practice

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