Patterns of Language Use and Language Preference of some Children and their Parents in Botswana

Arua, Arua E.; Magocha, Keoneng

doi:10.1080/01434630208666479

Cited by 17 publications

(8 citation statements)

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“…All these studies reveal the importance of using the home language to enhance students' understanding of science and making it meaningful to their realities. Startlingly, Arua and Magocha (2002) report that in Botswana no teacher-respondent in their study preferred teaching science in Ikalanga, a minority Indigenous language. In a study carried out in South Africa, Chick (2002) also found out that administrators and teachers explicitly rejected the use of Zulu in science classes.…”

Section: It Teachers' Beliefs and Cultural Sciencementioning

confidence: 94%

Indigenous? What Indigenous Knowledge? Beliefs and Attitudes of Rural Primary School Teachers Towards Indigenous Knowledge in the Science Curriculum in Zimbabwe

Shizha

2008

AJIE

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Despite the end of colonialism, Zimbabwean rural school teachers still find themselves trapped in the colonial pedagogic practices that undervalue the importance of rural school children's experiential knowledge in science. This article explores the beliefs and attitudes of rural primary teachers towards incorporating Indigenous knowledge and Indigenous teaching practices in science education. A case study of 10 teachers in a rural school in Zimbabwe was conducted using the observation method which was complimented with a semi-structured interview. Twenty video recordings were carried out while the teachers were conducting science lessons. Classroom interactions and communications were vividly captured and analysed, while interviews were conducted after observations to capture explanatory details that may not have been apparent during video recordings. Inductive data analysis focusing on themes relating to teachers' views and practices yielded rich and informative details. Findings indicate that teachers are reluctant to integrate Indigenous knowledge and teaching techniques as pedagogical tools. The attitudes are a result of systemic and institutional expectations on teachers.

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Section: It Teachers' Beliefs and Cultural Sciencementioning

confidence: 94%

Indigenous? What Indigenous Knowledge? Beliefs and Attitudes of Rural Primary School Teachers Towards Indigenous Knowledge in the Science Curriculum in Zimbabwe

Shizha

2008

AJIE

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“…In the case of Taiap, this shift is most likely caused by increasing identification with the Christianity values associated with Tok Pisin (Kulick, 1992;Stroud, 2002). Another example is from Botswana, where young people prefer to use the national language Setswana to the local languages, such as Otjiherero, Sekgalagadi, and Ndebele (Arua & Magocha, 2002). The study shows that…”

Section: Introductionmentioning

confidence: 90%

Language Shift among Javanese Youth and Their Perception of Local and National Identities

Andriyanti

2019

GEMA

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It is not uncommon for language to play an important role in identity issues in multilingual countries. Declaring one of the important community languages as the official language in such a country can pose a threat to the survival of the other languages. Bahasa Indonesia is an example of this phenomenon. Its successful establishment as the national language has altered the local language situation throughout the country. Relevant to this study, it has had an important effect on young people's use of Javanese, the dominant local language of Yogyakarta. This study analyses the extent of language shift among the young multilinguals in the city and investigates the youth's search for authentic local and national identities. A questionnaire was used to elicit the youth's mother tongue as well as their attitudes and perceptions towards Javanese and Bahasa Indonesia and local and national identities. Their real use of languages was obtained through non-participative observations. A sample group of 1,039 students from 10 junior and senior high schools was surveyed. The findings reveal the current status of Javanese and Bahasa Indonesia as mother tongues and the identitylanguage choice links. Most young people with Javanese parents claimed that Bahasa Indonesia is their first language. This signals a weakened intergenerational transmission of Javanese. With regard to identity, the youth's sense of national identity is stronger than their sense of local identity. To elevate the vitality of Javanese and strengthen the local identity, intergenerational transmission and intensive use of Javanese at school is imperative.

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“…English was designated as the official language, while Setswana was declared the national language. Arua and Magocha (2002) rightly observe that the designation of English came with a much higher profile than Setswana, both in schools and in the public service. Languages other than English and Setswana were banned from use in schools.…”

Section: Language Of Instruction In Botswana: Praxis and Dilemmamentioning

confidence: 93%

“…According to Molosiwa, Ratsoma and Tsonope (1991), in the early years, Setswana was used as the language of instruction in the first four years of primary schooling. Under this arrangement, as Arua and Magocha (2002) explain, English was used as a medium of instruction from Standard Five onwards. However, the 1994 Revised National Policy of Education (RNPE) recommended that English should be used as the medium of instruction from Standard Two in primary school to the tertiary level.…”

Section: Language Of Instruction In Botswana: Praxis and Dilemmamentioning

confidence: 99%

Language identity and multicultural diversity in Botswana

Boikhutso

Jotia

2013

International Journal of Lifelong Education

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Patterns of Language Use and Language Preference of some Children and their Parents in Botswana

Cited by 17 publications

References 0 publications

Indigenous? What Indigenous Knowledge? Beliefs and Attitudes of Rural Primary School Teachers Towards Indigenous Knowledge in the Science Curriculum in Zimbabwe

Indigenous? What Indigenous Knowledge? Beliefs and Attitudes of Rural Primary School Teachers Towards Indigenous Knowledge in the Science Curriculum in Zimbabwe

Language Shift among Javanese Youth and Their Perception of Local and National Identities

Language identity and multicultural diversity in Botswana

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