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objectives of teaching mother tongue


The descriptive survey research was used in order to collect data from respondents. The point of pronunciation is that we understand which word the speaker is trying to say. This study examined the parents’ and teachers’ perception of the use of mother tongue as language of instruction in Lower Primary Schools (1 – 3). Other problems are: linguistic diversity problems of choice and unsteady educational policies in Nigeria school system. Recommendations were proffered also. This is the first acquired language by the child from parents who are the child’s first teachers, Abingbola (1995). There are 3 official MTLs: Chinese; Malay; Tamil; Why it is important . Mother tongue can be any of the indigenous languages in the country. 2. There is no significant … (1)         Of immense benefit to the government and the curriculum planners in the implementation of the use of mother tongue as language of instruction at primary schools. Mother tongue makes it easier for children to pick up and learn other languages; Mother tongue develops a child’s personal, social and cultural identity; Using mother tongue helps a child develop their critical thinking and literacy skills; Research shows that children learning in mother tongue adopt a better understanding of the curriculum The Bridge: Journal of Educational Research-Informed Practice Volume 2, Issue 3: December 2015 ISSN 2056-6670 CC BY-NC-ND 4.0 26 Introduction Language and education are such intertwined entities that no education related practices and activities can take place without the former. (2)         It will encourage the teachers on the use of mother tongue for instruction to pupils, especially at the lower primary level. While some argue that mother tongue teaching has the benefits to enhance effectiveness of acquisition of knowledge and create positive effects on student’s leaning, others are less optimistic and are concerned about the worsening of English proficiency and possible obstacle of post-secondary studies and employment. Also, Psychologists such as Baker (2000) and Cummins (1999) said that: “the first twelve years is the most formative in a child’s life, therefore, the mother tongue education for the child should be seen as a right and it’s denial be viewed as denial of the fundamental human right”. Learning to learn was initially included in the teaching of the mother tongue, which is thought to be reasonable, especially if we bear in mind that it objective is the development of effective learning strategies of a verbal The first three years of the primary education is termed the lower primary. The challenge for parents, teachers and policy-makers is to shape the evolution of national identity in such a way that the right of the school children are respected and the cultural, linguistic and economic resources of the nation are maximized. A consequence of the ever-increasing popularity of international schools is the growth in the number of children learning in a language other than their first. The United Nations Educational, Scientific and Cultural Organisation (UNESCO), has been pioneering and promoting the use of the mother tongue as a means of education and more actively so in the last decade. Various educationists including the former Minister of Education, Professor Babs Fafunwa have recommended the use of the mother tongue as a medium of instruction in the first three years of the primary schools. The teaching of English is highly desirable for a English teacher. The National Policy on Education (1998) stipulates the importance of language as a means of promoting social interaction, national cohesion and preserving cultures. This expression may be oral and written. The K to12 program which was implemented in the Philippines in 2012, emphasized the use of the mother tongue both as subject and as a medium of instruction in Kindergarten, Grades one, two and three. This can open opportunities for the individual but, as Carolyn Savage explains, continuing to develop the mother tongue is vital to enhance learning. Objectives of the study The objectives of this study are to: 1. investigate the effectiveness of the mother tongue as a language of instruction on learning abilities of pre-school age children; 2. examine the difference in the impact of the mother tongue as a language of instruction on the learning abilities of male and female pre-school children. To proffer possible solutions to the problem of negative perception of both parents and teachers towards the use of mother tongue as language of instruction in lower primary schools. The study provided answers to the following questions: 1. This expression may be oral and written. The prohibition and the use of mother tongue … The main objective of the study is to assess the attitudes and perceptions of school community towards mother tongue based classroom instruction. The Abia State chapter of the National Institute for Nigerian Languages (NINLAN) has solicited the support of the Federal Government in producing graduate teachers that can teach science subjects in local languages. Importance of first … (4)         Achievement: This refers to the process of doing things successfully, especially using one’s own efforts and skill. Maria Cândida Gonçalves. 3. This is different from accent reduction where the aim is to sound “like a native”. Mother Tongue refers to “first-language-first” education that is, schooling which begins in the mother tongue and transitions to additional languages particularly Filipino and English. The need for the use of mother tongue as a means of instruction in schools has featured prominently in educational discussions in recent times. Some governments, such as in the Philippines, have recently established language-in … Transfer, as it will be described below, may be positive or negative, and in both cases it may be useful for methodological implications, especially positive transfer. The specific objectives of this study are: 1. (2)         Communication: This is the process of expressing ideas and feelings or of giving people information. From another point of view, the aims of teaching mother-tongue can be divided into the following four categories corresponding to the four aspects of language: Receptive aspect implies enabling the pupils to understand properly spoken and written language. They lack the capability and competence to impart it to their children. The main purpose of this study is to examine parents’ and teachers’ perception of the use of mother tongue as language of instruction in lower primary schools. The operational categories of pedagogical competencies were subjected to the expertise of a group of 38 specialists in the field of language education in higher education. It is no doubt that man expresses his hidden feelings in his mother tongue. Mastery of the mother-tongue will cultivate in him the habit of reading for the acquisition of knowledge. The importance of mother tongue language in education. For example, when parents and other caregivers are able to spend time with children and tell stories or discuss issues with them in their mother tongue, it will in a way help them to develop vocabulary and concepts in their mother tongue (the L1) thus, the children will be well prepared to learn the school language which is English Language (L2) and this will enhance their success educationally. In the process of educating the child, especially at the primary level, different languages could be used, for example, the mother tongue of the child. As Agagu puts it, one cannot give what one does not have. Therefore, any credible educator will agree that schools should build on the experiences and knowledge that children bring to the classroom and instruction should also promote children’s abilities and talents, Maxwell (1984).

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