Lobby Moedertaalonderwijs Agatha Van Ginkel 2010

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  • SIL International/Africa AreaAgatha van Ginkel

  • VoorstellenTaalbeleid in onderwijsUitdagingen/hobbels voor implementatieSIL/Wycliffes lobbywerkReflectie

  • Agatha van Ginkel, (toegepaste taalwetenschappen onderwijs/lezen)1995 in onderwijs in Oost Afrika SIL International Africa AreaConsultant for Education and DevelopmentExternal relationshipsAdvocacy, training and sharing expertiseResearch in language education

  • Ngugi wa Thiongo

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  • Ngugi wa Thiongo

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  • Beginnen met onderwijs in de taal dat het kind begrijpt, helpt het kind om zowel de basisvaardigheden te leren als een nieuwe taal te leren.

  • Subtractive or submersion approach de de nieuwe taal wordt zo snel mogelijk gebruikt. Er is geen aandacht voor de eerste taal. Transitional approach begint in de moedertaal en geleidelijk wordt overgeschakeld naar de nieuwe taal (early exit and late exit model). Additive approach Aandacht voor zowel de moedertaal als de nieuwe taal. Doel is om beiden goed te kunnen gebruiken.

    Subtractive or submersion approach the goal of this approach is to help the learner to acquire the official language as medium of instruction as soon as possible. The first language is hardly present in education and is not maintained (Alidou et al, 2006; Baker, 2006). Transitional approach this approach also has a goal that the learner acquires the official language, but the first language of the learner is used for some years during primary education. There is a gradual transition. There are two models used in this approach: the early exit models use the first language for only 1-3 years, while the late exit models use the first language for 5-6 years (Alidou et al, 2006; Baker, 2006). Additive approach this approach has as a goal that learners have high proficiency levels in the first language as well as the other language (Alidou et al, 2006; Baker, 2006). The language policies in Ghana, Kenya, Uganda, Malawi, be classified as early exit transitional approaches. The first language of the child is used as language of instruction for several years in primary education and the official language is taught as a subject, before it becomes the language of instruction. These are early exit models. The Nigerian language policy in education is also a transitional approach, but it is different in that it also states that one indigenous language should be taught as a subject in Secondary school, a late exit model. Depending on ones view on languages, people support different models. The additive approach to multilingualism is favoured by people who value the language of each individual. It respects the individuals background, linguistic heritage, and culture. It helps children to develop high proficiency levels in their mother tongue and the language of wider communication. In addition, different studies have shown that for children to perform well in school, additive approaches to multilingual education are necessary (for more in-depth discussion see Alidou et al. 2006). However, not many countries in Africa have an additive language policy. This is a challenge.*

  • Ghana, Kenya, Uganda, Malawi, Ethiopie

    L1 drie jaarL1 vier jaarKenia, GhanaUganda, Malawi, Ethiopie

  • Het taalbeleid in Nigeria is ook een transitional approach, maar het neigt meer naar een late exit model in dat er een lokale taal onderwezen moet worden als vak in het voorgezetonderwijs.

  • Uitdagingen of onoverkomelijke hobbels?

  • awareness of the policy attitude towards the policyfinancesmulti-L1 prevalenceteacher placementteacher trainingresources in local language

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  • Stakeholders weten soms/vaak geen eens dat er beleid is tav taal in het onderwijs.Betekenis van het taalbeleid voor de dagelijkse praktijk wordt niet begrepen.

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  • when the children are being taught in the local language, they are being reduced from catching up with the proper education system (Graham, 2009a, p: 264)

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  • Geen geld om het beleid te implementeren.

    Maar men is zich er niet van bewust dat de kosten van het niet implementeren/investeren in MTMLE is op langere termijn veel duurder.

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  • Er worden verschillende moedertalen gesproken in de klas.Code switching

    Kan hier gebruik van gemaakt worden of is dit een hobbel?

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  • Docenten worden geplaatst in scholen waar ze de taal van de kinderen niet spreken.De docentenopleiding geeft docenten niet de bekwaamheid om taaldocent te zijn.

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  • they want those words: aims, lessons, schemes of work, plans, goals. It gave me a hard time to translate.() I found missing gaps in our languages. We are now five people. We discuss the words, we agreed to find more terms.

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  • SIL International en meertaligheid in onderwijs MTBMLE

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  • Hulp/capacity building bij nadenken over implementatie taalbeleid in onderwijsEthiopieGedecentraliseerd, Woreda/zone training, material development, orthography development Kenia MLE network Teacher training curriculumAnalyseren knelpunten MT beleid met KIEOeganda MLE network Language committeesTraining at teacher training colleges

  • Experts bij conferenties, workshops, meetingsAfrikaanse UniePAIWA boardUnescoConsultancy statusSchrijven van publicatiesUILLIFE programmaSchrijven van publicaties

  • Nadenken over goed onderwijs in meertalige situaties (volwassenen en kinderen).Meertaligheid op de agenda krijgen als iets dat belangrijk is in communicatie. Hoe werk je aan een lobbyplan voor taal in onderwijs? Capacity building door workshops en trainingen.

  • ConferentiesArtikelen in peer-reviewed journalsGastcolleges

    spoke about her work promoting mother tongue primary education in Africa, emphasising the dangers of premature English medium instruction both to the children's educational prospects and their cultural heritage...

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  • Capacity building: trainingen en workshopsHoe werk je aan een lobbyplan?

  • Jij, je organisatie, je werk

  • Ngugi wa Thiongo

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  • Ngugi wa Thiongo

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  • Welke uitdagingen/hobbels staan voor u in de weg om onderwijs zo te organiseren dat kinderen kunnen leren?

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    *Subtractive or submersion approach the goal of this approach is to help the learner to acquire the official language as medium of instruction as soon as possible. The first language is hardly present in education and is not maintained (Alidou et al, 2006; Baker, 2006). Transitional approach this approach also has a goal that the learner acquires the official language, but the first language of the learner is used for some years during primary education. There is a gradual transition. There are two models used in this approach: the early exit models use the first language for only 1-3 years, while the late exit models use the first language for 5-6 years (Alidou et al, 2006; Baker, 2006). Additive approach this approach has as a goal that learners have high proficiency levels in the first language as well as the other language (Alidou et al, 2006; Baker, 2006). The language policies in Ghana, Kenya, Uganda, Malawi, be classified as early exit transitional approaches. The first language of the child is used as language of instruction for several years in primary education and the official language is taught as a subject, before it becomes the language of instruction. These are early exit models. The Nigerian language policy in education is also a transitional approach, but it is different in that it also states that one indigenous language should be taught as a subject in Secondary school, a late exit model. Depending on ones view on languages, people support different models. The additive approach to multilingualism is favoured by people who value the language of each individual. It respects the individuals background, linguistic heritage, and culture. It helps children to develop high proficiency levels in their mother tongue and the language of wider communication. In addition, different studies have shown that for children to perform well in school, additive approaches to multilingual education are necessary (for more in-depth discussion see Alidou et al. 2006). However, not many countries in Africa have an additive language policy. This is a challenge.*

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