Bilingual education (mother tongue-based)

The Bible has been distributed through different medium such as hardcopies, on CD-Roms, Online in the web and mobile apps. Some of them contain only one translation or version and others have more. 
The main purpose of this project is to develop an online bilingual Bible that can display both English King James Version and the Yoruba version simultaneously, chapter-by-chapter and verse-by-verse.
The bilingual bible application was developedusing Visual Studio 2012 and Microsoft Access database, compiled into an .exe file for ease of installation. The capabilities are bookmark, print, search, zoom in, and zoom out. The major work in this project is to manually input the English King James and the Yoruba versions of the Bible. The accuracy of the input is very critical. Also, the system is be able to retrieve accurately any referenced verse of the bilingual Bible. The application was implemented on a laptop and tested. It was found to be working very well.

ABSTRACT Negotiating their double identity as Mauritians and Muslims in multilingual and in multiethnic Mauritius, Mauritian Muslims have been socialised into reading and writing in Kreol in madrassahs, while they have never been exposed to Kreol literacy in mainstream education. At the point where Kreol is being introduced as an optional school subject, and given that the Mauritian Muslim community has made particular use of written Kreol in the madrassah, this community becomes an interesting test case to explore its language and literacy ideologies with respect to Kreol. A case study approach was used to investigate madrassah informants' language and literacy ideologies, their attitudes to and perceptions of Kreol at the madrassah and at school. The findings reveal that they tolerate written Kreol at the madrassah, but that they use a French-Kreol literacy variety and aspire to shift to French in the near future. Furthermore, they have ambivalent attitudes towards the introduction of Kreol as an optional school subject and potential medium of instruction. These findings are discussed in relation to the micro-practices occurring in the madrassah and the macro-context, both of which reinforce dominant historically situated popular ideologies about Kreol literacy.

The article discusses errors and inaccuracies in the speech of an educated Russian-speaking tourist guide (Russian L-2) to increase the communicative competence of guides, as well as improving the training programs of Russian as L-2. The error's typology (the table in the text of the article) is based on a speech errors and irregularities file, consisting of 1,200 words and on the error's scientific classification literature at all levels of the language (phonetics, vocabulary, grammar, stylistics).
      In general, a guide speaks as an educated person with an extensive vocabulary and rich literary Russian, however, error analysis indicates difficulties in word formation, in the prepositional and verb systems of the Russian language, as well as in discourse. The guide’s speech is characterized by a small percentage of morphological errors, but a large number of lexical and semantic inaccuracies in the use of nouns, especially adjectives, adverbs and verbs, as well as a frequent mixing of speech styles. Most speech errors were communicatively insignificant, but reduced the information's quality and affect the overall level of satisfaction from the tour. In turn, the Russian learning system should be paid special attention to these topics, since they present a particular difficulty for foreign students and students.     
      Key words: Russian, speech errors, touristic guide, classification.

В статье рассматриваются ошибки и неточности в речи образованного русскоговорящего туристического гида-инофона с целью повышения коммуникативной компетенции гидов, а также совершенствования программ обучения РКИ. На основе картотеки речевых ошибок и неправильностей, состоящей из 1,200 слов, произведена типология ошибок (таблица помещена в тексте статьи) с опорой на имеющейся на сегодняшний день в научной литературе классификации ошибок на всех уровнях языка (фонетика, лексика, грамматика, стилистика).
      В целом речь гида  это речь образованного человека, обладающего обширным запасом слов и выражений и говорящего на богатом литературном русском языке, тем не менее, анализ ошибок свидетельствует о трудностях в словообразовании, в предложно - падежной и глагольной системах русского языка, а также в дискурсе. Речь гида характеризуется небольшим процентом морфологических ошибок, большим количеством лексико-семантических неточностей в употреблении существительных, особенно, прилагательных, наречий и глаголов, а также частым смешением стилей речи.  Большинство речевых ошибок относятся к коммуникативно незначимым, но снижающим качество объяснений и влияющим на общий уровень удовлетворенности от экскурсии. В свою очередь, в системе обучения РКИ следует уделить особое внимание работе над указанными темами, поскольку они представляют особую трудность для иноязычных учащихся и студентов.
      Ключевые слова: РКИ, речевые ошибки, инофон, туристический гид, классификация.

Last in the three-part series Understanding Bilingual Education. With the information and charts from the first two papers, the role of languages in any school system can be analyzed in terms of types of bilingual education. This paper takes a pedagogical approach in providing lesson plans that have been used in Content-Based English as a Foreign Language university classes on Bilingualism and Bilingual Education. Ten realistic cases of school systems in Japan and the world are presented for analysis, and a checklist of ten items provides further criteria. Referring to the chart of ten aims in the first paper, and the ten types of bilingual education detailed in the second article, various school situations around the world can be analyzed in terms of established criteria in the field of bilingualism.

Helping recently arrived pupils learn the language of education in the countries they move to is a significant responsibility for schools in Sweden and other immigrant-receiving countries. Also important but often overlooked is the continuing development of the language(s) these pupils already speak and their value in learning majority languages and subjects. This article asks what the functions of multilingual practices
during Multilingual Study Guidance are and how they help recently arrived pupils in the Swedish school reach the learning goals of subjects in the Swedish curriculum. A functional analysis of linguistic  ethnographic data shows how using languages pupils understand to reformulate, explain, discuss and raise task, metalinguistic and sociocultural awareness, creates a temporary space for translanguaging, which facilitates subject knowledge development in Swedish and other languages. It is argued that recognition and expansion of this space has the potential to improve opportunities for recently arrived pupils’ on-going multilingual development.

This handbook article sumarizes de history and present state of indigenous education in Mexico from a perspective of bilingualism. It concludes that, while progress has been made over the past 20 years, mother tongue based and maintenance oriented indigenous education is still the exception , not the rule.

The problem of teaching Estonian to Russian-speaking children is very sharp in Kohtla-Jarve. Despite of increase in Estonian language training quantity (more classes per week), realization of different activities, publication of yet additional language manuals, the level of language competence remains far from satisfactory. Acquisition of Estonian language in the early childhood is a necessary precondition for a child’s normal socialization. It is the reason why parents in Kohtla-Järve prefer to send children to total early immersion classes. They wish their children to become full-fledged members of the Estonian society, receive higher education in Estonian language, and make a successful career. Immersion enables pupils to master Estonian on the highest level, while their native language does not deteriorate. It is difficult to speak about the future of immersion classes, as the duration of the experiment is too short. On the basis of Canadian experience it may be expected that everything would go smoothly up to the end. Nevertheless, any experiment, Estonian immersion classes included, has to be carefully analyzed.

This quantitative investigation involved 1,054 pre-service teacher respondents with mean age =
20.21 (SD=3.124). This cross-sectional study gathered data through the creation of four research
tools validated and pilot tested. Moreover, three of the research tools (AChavQ, AFilQ, AEngQ)
were determined to be of ‘excellent’ reliability, while one is of ‘acceptable’ reliability (CogMT).
The study purposed to derive a model explaining the possible relationships, mediation or
moderation, of language attitude towards Chavacano with ethnicity, cognition towards mother
tongue and language attitude toward Filipino and English. The model with “best fit” showed that
that language attitude toward Filipino and English has a direct influence on cognition in the mother
tongue. In contrast, ethnicity’s influence is mediated by language attitude toward Chavacano. The
results and findings of this study provide vital information and insights in the implementation of
the Mother Tongue Based Education in a multilingual context.

The ecology of language has its foundation in the work of sociolinguists and linguistic anthropologists in the 1950s and early 1960s.  Since the late 20th century, the ecology of language, sometimes known as “ecolinguistics” or “language ecology,” has become an umbrella term for a wide range of perspectives that seek to make connections between language and environment: using concepts related to ecology to understand social environments for multilingualism, analyzing discourses of environment and environmentalism, and describing relationships between biological and cultural diversity. While each of these perspectives is useful in its own way for understanding aspects of language in society, and all of them overlap in meaningful ways, the focus here is on the first perspective since it is arguably the most widely used with respect to the study of language (in) education. In this regard, the ecology of language is a conceptual orientation to critical thinking about multilingualism in and around teaching and learning.  From this point of view, the ecology of language highlights the importance of being aware of the social and political environment in which language learning and teaching takes place. This includes paying attention to how language education relates to large-scale linguistic ecosystems like regions, countries, and cities as well as to small scales like communities, schools, classrooms, and interpersonal interactions.  This text examines foundations, controversies, major contributions, and future directions in ecological perspectives on multilingual education.

Since ancient times India has been a multilingual society and languages in India have thrived though at times many races and religions came into conflict. The states in modern India were reorganised on linguistic basis in 1956 yet in contrast to the European notion of one language one nation, majority of the states have more than one official language. The Linguistic Survey of India (LSI) conducted by Grierson between 1866 and 1927 identified 179 languages and 544 dialects. The first post-independence Indian census after (1951) listed 845 languages including dialects. The 1991 Census identified 216 mother tongues were identified while in 2001 their number was 234. The three-language formula devised to maintain the multilingual character of the nation and paying due attention to the importance of mother tongue is widely accepted in the country in imparting the education at primary and secondary levels. However, higher education system in India impedes multilingualism. According the C...

The new millennium began with a strong hope for success through collaboration in globalization. People were told
that globalization would bring a significant boost in transportation, communication, and information, which would
contribute to the foundation of the “global village”. Many predictions came true. One new trend was evident to
support all the new innovations—most leaders wanted to integrate English in their own educational system. Around
the world, schools promoted English in order to meet the competitive market that globalization had created. In fact,
some linguists predicted that English was going to take over other languages, and that it could actually take some
indigenous languages to their eternal rest. Today, there is a new trend that shows more and more countries
promoting mother tongue-based education (MTBE). Due to the fact that this is a fairly new paradigm shift, it is
catching a lot of government and educational leaders off-guard. Based on careful survey of a number of countries
promoting mother tongue education and recent research studies on MTBE, this presentation synthesizes common
factors that either promote or hinder MTBE. It concludes with recommendations of what must be in place for
success to happen when switching to MTBE, especially in the Asian context.

This article explores the impact of primary school experience on young children's psychological feature attainments at entry to grade school and analyses data collected as part of a wider longitudinal study. Structure analyses of relationships between child, parent and residential environment characteristics and children's attainments in pre-reading, early variety concepts and language skills are presented. Duration of your time in preschool is found to have a significant and positive impact on attainment over and higher than important. Influences such as family socioeconomic status, income, mother's qualification level, ethnic and language background. The research also points to the separate and important influence of the home learning environment.

Dieser Beitrag beleuchtet die Auswirkungen von Zweisprachigkeit auf die kognitiven Fähigkeiten von Kindern, die im zweisprachigen Unterricht oder in der Familie eine weitere Sprache erwerben. Dazu wird zunächst erläutert, was unter verschiedenen kognitiven Fähigkeiten zu verstehen ist. Dann wird darauf eingegangen, wie diese in zweisprachigen Familien und in verschiedenen Formen von bilingualem Unterricht erworben werden. Zum Schluss wird die Bedeutung dieser Ergebnisse auf den Unterricht mit CLIL Modulen übertragen.

The study illustrates the attitudes of public high school and senior high school teachers in Zamboanga del Sur, Philippines towards Mother Tongue-Based Multilingual Education (MTBMLE) policy; the challenges they experienced that are attributed to it; and their suggestions in improving such language education policy. The study adapted the modified version of Ejieh’s (2004) questionnaire, such modifications were done by Tonio and Ella (2019) in their study for it to fit in the Philippine educational context. Using Chronbach’s Alpha, Tonio and Ella’s (2019) modified questionnaire garnered a 0.80 rating for reliability. The questionnaire was administered online, and the data were obtained from 70 secondary teachers of sixteen (16) public high schools in the Zamboanga del Sur province. The data were analyzed using the frequency and mean computation as well as thematic analysis. The results indicate that generally, the teachers disagree that the MTB-MLE policy is in good principle as they believe that it will not make the lessons interesting to students, and that it will not enable them to understand their lessons
easily. In addition, some of the most recurring challenges associated with the policy include reading and instruction comprehension difficulties, degradation of English language literacy and proficiency, language and/or
communication barrier between the teacher and the students, poor vocabulary and other grammar issues, teaching difficulty in Math, and difficulty in learning a second language (L2). Some recommendations obtained from the participants include the call for additional funding and support for MTB-MLE teachers, abolishing the policy and switching to the old curriculum, and revising some aspects of the policy to better suit the linguistic diversity of the country.

The work of an academic researcher is multi-faceted, and it takes determination and willpower in order to build a reliable and professional reputation. A researchers’ path into the coveted world of academic recognition, both on national and international level, is a long and challenging task driven by sheer determination, talent and the investment of valuable time and resources. This is true for every facet of a scholars’ work, but it is especially important when publishing research. This hurdle can be overcome with a high-quality academic editing or translation job which can drastically alter the chances of publication in the academic journal of your choice. Being that over 90% of academic journals are published in English it is crucial to have the best professional academic editor or translator to English possible.

Several scholars have argued that translation is not a useful tool when acquiring a second or foreign language; since it provides a simplistic one-to-one relationship between the native and the foreign language, it can cause interference between them, and it is an artificial exercise that has nothing to do in a communicative approach to language teaching. Recent studies, however, show that, far from being useless, translation can be a great aid to foreign language learning. The aim of the present paper is twofold: (1) to summarize and assess the arguments that encourage the use of translation in the foreign language classroom, supporting the integration of several forms of translating; and (2) to present the results of a survey that focused on students’ perceptions and responses towards translation tasks and their effectiveness in foreign language acquisition. Results show that students’ attitudes were surprisingly positive for several reasons: translation is one of their preferred language learning tasks, it is motivating, it facilitates a deeper understanding of the form and content of the source language text, it increases learners’ awareness of the differences between both linguistic systems, it allows them to re-express their thoughts faster and easier, and it helps them acquire linguistic and cultural knowledge.

Keywords: Foreign language learning, Translation,  TILT , Students’ attitudes, Spanish EFL 
                  Learners.

This paper provides a literature review of recent studies of Mother Tongue-based (MTB) education in Myanmar. The paper also attempts to give a sociolinguistic perspective of MTB. Coming from a politically-neutral position, the paper argues that communities should be educated and encouraged by MTB advocates to promote the development and use of their language. This approach, which is permitted by the 2008 constitution, allows for language development even in a centralized government.

Handan Çağlayan’ın Diyarbekir’den başlayıp farklı Kürt ailelerin gündelik hayatlarında dil kullanımının peşine düşerek yaptığı alan araştırmasına dayalı Aynı Evde Ayrı Diller çalışması, bize Kürtçe’nin farklı kuşaklar arasında hangi durumlarda aktarılabilmiş olduğunu, fakat daha çok da nasıl aktarılamamış olduğunu göstermektedir.Çalışma, birçok bakımdan hem güncel siyasi tartışmalara hem de bu alandaki akademik literatüre önemli katkılar sunmaktadır. Aynı Evde Ayrı Diller çalışması, Türkiye bağlamında ve Kürtçe özelinde genellikle eğitim ile ilgili tartışmalara konu olmuş anadili meselesini hem daha geniş bir çerçeveye oturtarak gündelik hayatın diğer alanlarında tartıştığı için hem de sadece anadilinin yasaklanmasından kaynaklanan sonuçlara odaklanmakla kalmayıp aynı zamanda kuşaklar arasında dil aktarımının kesintiye uğramasının hangi sosyal, psikolojik ve siyasi etkiler sonucu gerçekleştiğini de gösterdiği için literatüre oldukça önemli bir katkıda bulunmaktadır. Ayrıca Handan Çağlayan, bu kitapta Kürt hareketinin uzun süreli mücadelesinin dil alanına nasıl yansıdığını, bunun Kürtçe için ne gibi kazanımlar sağladığını kitap boyunca ele alarak anadili etrafında dönen tartışmaları siyasal ve tarihsel olarak da hakikatleri gören ve hakkaniyetli bir bağlama oturtmaktadır. Bununla beraber, çalışmanın saha araştırması devam ederken cereyan eden siyasi gelişmelerin ele alınması, anadili ile ilgili tartışmalarının nasıl bir ortamda cereyan ettiğini göstermesi bakımından oldukça önemli.

The Philippines suffers an enduring linguistic problem that is not identified as such. Through the 20th century the goal has been to study a foreign language hoping for economical competitiveness in an Asian context. At present, this very context has revealed the fallacy of abandoning the education of the citizens in its own setting, if not pointed out the problem—Diglossia. By using an alien means of communication in the schools, the whole education has been alienated, and the result is a society that does not know their history (in Spanish), much less have a future other than to be manpower in a capitalist market (in English). Highlighting the experience of the multilingual European Union, the paper explains a model for the Philippine setting in the context of the “House Bill 162: The Multilingual Education and Literacy Act of 2010.”

A new flexible approach to language learning and teaching-translanguaging-has become a popular topic in recent years. This article discusses what translanguaging is (including how it describes theory, practice, and pedagogy) and why it is a paradigm shift in how we understand language. Then, this article turns to the particular case of the Wellington Translanguaging Project in Aotearoa New Zealand, first describing the language context of the country. The Wellington Translanguaging Project's methods of data collection and analysis are then discussed, along with the findings of the project and how they relate both to new speakers (those encountering the target linguistic varieties for the first time in school) and heritage language speakers (those with a family connection to the target linguistic varieties). The findings are then discussed, including the ability of a translanguaging pedagogy to empower students and to encourage them to actually use more of the target linguistic varieties. The article ends by looking to other recent findings in pedagogical translanguaging research, showing both the qualitative and quantitative benefits of such an approach.

Published in 1979, the novel The Joys of Motherhood by Buchi Emecheta tells the story of Nnu-Ego whose life centres on her children and through them, she gains the respect of her community. In terms of its thematic approach, many have hailed The Joys of Motherhood as a feminist text as it challenges the prevailing definitions and stereotypes of women. A feminist reading of this narrative results in interpreting Nnu Ego as a victim. However, this study argues that Emecheta’s The Joys of Motherhood does not portray the victimisation of women, but rather celebrates womanhood and motherhood. Via the reading and analysis of the novel from an Africana womanism perspective, Nnu is portrayed more as a victor rather than a victim. In light of the tenets of Africana womanism, Nnu is the illustration of strength, male compatibility, wholeness and authenticity, adaptability, self-naming and defining, family-centeredness, mothering and nurturing characteristics that make up an African woman. Emecheta’s The Joys of Motherhood is therefore a celebration of motherhood and womanism.

Ce travail rend compte de l’évolution de l’enseignement bilingue à l’école
fondamentale au Mali, donnant ensuite un aperçu du rôle des LN aux niveaux
secondaire et supérieur. Les objectifs explicites et implicites des documents officiels sont confrontés à ceux définis dans la recherche internationale, et les  conséquences des contradictions qui apparaissent, analysées à l’aide de différents travaux de recherche portant sur l’enseignement bilingue au Mali et des documents résultant du Forum National sur l’Éducation en 2008.

With the rise of English as “the” international language and the rise of national (e.g. Filipino) or large regional (e.g. Kiswahili) languages as “the” languages of wider communication within a country/region, non-dominant and minority languages are struggling to maintain a sustained population that continues to use and develop the language. One attempt to redress this problem is through mother-tongue based multilingual education (MTBMLE). Recent developments in MTBMLE policies are one strategy that may help in countering and perhaps even reversing the process of language loss and language shift. However, in order for this to happen, we need to understand peoples’ attitudes towards such policies, the sociolinguistic distribution of (variations of) languages, and how people generally perceive the way local languages are used (or useful) in education; and, at the same time, we need to develop appropriate pedagogical models and approaches for using local languages in the classroom. Thi...

With the rise of English as “the” international language and the rise of national (e.g. Filipino) or large regional (e.g. Kiswahili) languages as “the” languages of wider communication within a country/region, non-dominant and minority languages are struggling to maintain a sustained population that continues to use and develop the language. One attempt to redress this problem is through mother-tongue based multilingual education (MTBMLE). Recent developments in MTBMLE policies are one strategy that may help in countering and perhaps even reversing the process of language loss and language shift. However, in order for this to happen, we need to understand peoples’ attitudes towards such policies, the sociolinguistic distribution of (variations of) languages, and how people generally perceive the way local languages are used (or useful) in education; and, at the same time, we need to develop appropriate pedagogical models and approaches for using local languages in the classroom. This chapter looks into these questions with a focus on MTBMLE in the Philippines.

The aim of this paper is to highlight translanguaging practices in the home among bilingual/multilingual Russian-speaking children and their parents in Cyprus, Sweden and Estonia. Multilingual families are the focus of our research: 50 in Cyprus, 20 in Estonia and 50 in Sweden. Using parental written question¬naires with the focus on general background, socio-economic status and language proficiency, as well as oral semi-structured interviews and ethnographic participant observation, our study attempts to describe how family language policy is managed through translanguaging and literacy activities in multilingual Russian-speaking families in three different cultural and linguistic environments. Our results show both differences and similarities among Russian-speakers in the three countries, not only in their family language practices, but also in their attitudes towards the fluidity of language, language repertoires, translanguaging and Russian-language literacy. Russian-speakers incorporate a wide range of language repertoires in their everyday lives. Sometimes, such language contacts generate power struggles and the language ideological dimension becomes a key terrain to explore how speakers feel about the need to effectively attain a degree of multilingualism. Multilingualism and the maintenance of the Russian language and culture are usually encouraged, and parents often choose the one-parent-one-language approach at home. However, not all families make conscious choices regarding specific language management and may have “laissez-faire” attitudes to the use of languages in the family. We show how family language use and child-directed translanguaging can support, expand and enhance dynamic bilingualism/multilingualism, and reinforce and integrate minority language in a wider context: societal and educational.