Investigating benefits of mother tongue instruction in multilingual Africa: The role of Content and Language Integrated Learning

Nchindila, Bernard

doi:10.4314/jlt.v51i2.1

Cited by 4 publications

(1 citation statement)

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“…Hence, it is not a surprise to find learners achieving http://www.td-sa.net Open Access a higher pass rate when tested in English than in their presumed mother tongue as was the case in a Zambian study about the benefit of mother-tongue instruction in multilingual African school. 8 It is therefore, in acknowledgment of these possibilities, that the concept of mother tongue could be assessed and its use in education could be reflected on; so that the realities of the existence of a DL other than the purported mother tongue could be accepted.…”

Section: Alternative Concept To (M)other Tongue(s)mentioning

confidence: 99%

The epistemology of (m)other tongue(s): What does this mean for language in education?

Tsebe

2021

The Journal for Transdisciplinary Research in Southern Africa

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Background: The promotion of ‘mother tongue’ is at the core of the global education agenda.Aim: This article explored the problematic nature of the mother tongue concept, and the subsequent effects it has on language use in education.Method: Although the African continent is referred to wherever necessary to indicate this problem’s broadness, South Africa (SA) as one of the most developed African countries was used to contextualise the current study. This article adopted a transdisciplinary approach that intersected the theological and educational disciplines. The biblical text is used as the background for the current research about the concept of mother tongue as viewed within the broader context of language problems in education.Results: This article has argued that the concept of mother tongue and its use in education serves as one of the root problems underpinning South African education’s language challenges. However, this article was not meant to be polemical, but rather, it was intended to stimulate debate on the concept of mother tongue and its use in education.Conclusion: This article was concluded with advocacy towards the adoption of an alternative term to the concept of mother tongue. The term, dominant language (DL), was proposed which seemed to be clearer and more precise in describing what the concept ‘mother tongue’ ambiguously tries to express. Recommendations and policy guidelines were also provided should either the proposed term be adopted or a need arise to explore the mother tongue concept’s continued use.

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Section: Alternative Concept To (M)other Tongue(s)mentioning

confidence: 99%

The epistemology of (m)other tongue(s): What does this mean for language in education?

Tsebe

2021

The Journal for Transdisciplinary Research in Southern Africa

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Content and language integrated learning in Kazakhstan

Satayev,

Varis,

Ashirbayev

et al. 2024

JICB

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This study is a scoping review of research conducted on Content and Language Integrated Learning (CLIL) in Kazakhstan. A total of 26 studies were selected, including journal articles and master’s theses. The selected studies were thematically analyzed to identify key aspects and shared aspects. Three main thematically organized areas for CLIL research emerged from the reviewed studies: (1) Dominant perceptions and beliefs about CLIL, (2) Positive outcomes and challenges in CLIL, and (3) CLIL pedagogy and methodology. The majority of the reviewed studies primarily focused on students’ English language skills, investigated the affective and cognitive experience of CLIL, and addressed challenges, practices, and concerns related to CLIL. These themes capture the current landscape of CLIL research in Kazakhstan and contribute to a more holistic understanding of CLIL’s impact on language acquisition and educational practices, thereby informing approaches to language education in Kazakhstan’s trilingual education system.

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Moving Towards CLIL 2.0

Palacios-Hidalgo

2022

Research Anthology on Applying Social Networking Strategies to Classrooms and Libraries

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The 21st century has evolved when it comes to the presence of technology. Internet development has entailed a revolution in human life, especially in the field of interaction. The world has moved from the first Web 1.0 to Web 5.0, which not only allows users to access information but also to interact with millions of other users from every part of the planet. This global connection has led to the increasing necessity of being communicatively and interculturally competent. In this context, European countries develop bilingual education programs based on CLIL, whose main objective is to promote proficiency in non-linguistic and linguistic subjects and foster plurilingualism and intercultural awareness among citizens. Bearing in mind the social and educational implications of the increasing power of technology and the Internet, this chapter revises the progressive transformation of the World Wide Web from a social perspective since its origins until today, and it explains why integrating social media tools in the CLIL classroom could serve as a way to improve the results of bilingual programs.

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Investigating benefits of mother tongue instruction in multilingual Africa: The role of Content and Language Integrated Learning

Cited by 4 publications

References 0 publications

The epistemology of (m)other tongue(s): What does this mean for language in education?

The epistemology of (m)other tongue(s): What does this mean for language in education?

Content and language integrated learning in Kazakhstan

Moving Towards CLIL 2.0

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