Girls, Educational Equity and Mother Tongue-Based Teaching

Autor/in	Benson, Carol
Institution	United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand).
Titel	Girls, Educational Equity and Mother Tongue-Based Teaching
Quelle	(2005), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	9-2922-3060-3
Schlagwörter	Reading Skills; Writing Skills; Second Language Instruction; Case Studies; Foreign Countries; Access to Education; Equal Education; Thinking Skills; Language Dominance; Disadvantaged; Bilingualism; Females; Womens Education; Language of Instruction; Native Language Instruction; Bilingual Education; Minority Groups; Gender Bias; Asia; Guinea; India; Indonesia; Papua New Guinea; Philippines + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Fremdsprachenunterricht; Case study; Fallstudie; Case Study; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Denkfähigkeit; Sprachliche Dominanz; Bilingualismus; Weibliches Geschlecht; 'Women''s education'; Frauenbildung; Teaching language; Unterrichtssprache; Native language education; Muttersprachlicher Unterricht; Bilingual teaching; Bilingualer Unterricht; Ethnische Minderheit; Geschlechterstereotyp; Asien; Indien; Indonesien; Papua-New Guinea; Papua-Neuguinea; Philippinen
Abstract	Mother tongue-based education perpetuates equity in education, especially among girls who are often regarded as disadvantaged in access to education. The Asia and Pacific region is characterized by its rich ethnic, cultural, and linguistic diversity. Such diversity is found missing in many school systems in the region which often leads to gaps in accessibility and inclusiveness in education regardless of wealth, background or sex. Marginal groups such as ethnic minorities (also referred to as linguistic minorities) are often deprived of access to the "prestige language" used in education and governance. In some countries, speakers of mother tongue languages outnumber the speakers of "prestige language". For linguistically diverse countries such as Papua New Guinea, Indonesia and India, studies found that the poorest groups are only engaging in the informal sector which makes their access to the dominant language unfeasible. Girls and women being confined to their social roles and responsibilities are also disadvantaged in the context of equity in education even if they come from advantaged social groups. In many instances, the female population is restricted to household activities when only the local language is used. As a result, they have fewer opportunities to learn the dominant language unless they are working in the market or factories. Some girls are simply never given the opportunity to receive formal schooling due to their gender or a family decision. A mother tongue-based bilingual education is proposed that will encourage more girls to go to school. Mother tongue-based bilingual education aims to develop the learner's knowledge through reading, writing and thinking skills in the mother tongue (L1) while teaching a second or foreign language (L2) as a separate subject. Apart from encouraging more girls into formal schooling, bilingual education that starts with the mother tongue also addresses other issues. First, girls learning less intimidating using their mother tongue. Second, instruction in the mother tongue encourages parents' participation and influence. Finally, teachers in mother tongue would gain the trust of girls and reduce the risk of abuse. Case examples from the Philippines and Papua New Guinea confirm the proposition that girls stay longer in formal schooling and get positive results from mother tongue bilingual education. (Author).
Anmerkungen	UNESCO Bangkok. Asia and Pacific Regional Bureau for Education, P.O. Box 967, Prakhanong Post Office, Bangkok 10110, Thailand. Tel: +66-2-3910577; Fax: +66-2-3910866; e-mail: bangkok@unescobkk.org; Web site: http://www.unescobkk.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10