Literaturnachweis - Detailanzeige
Autor/inn/en | Fleischmann Schwarz, Christina Tamaa; Nick, I. M. |
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Titel | "Mon respe tou lezot lalang!": A Case Study of Native Teacher Attitudes towards Creole-Mediated Multilingual Education in Seychelles |
Quelle | In: Current Issues in Language Planning, 19 (2018) 2, S.183-197 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1747-7506 |
DOI | 10.1080/14664208.2017.1353340 |
Schlagwörter | Foreign Countries; Case Studies; Teacher Attitudes; Creoles; Language of Instruction; Multilingualism; Bilingual Education; Mixed Methods Research; Official Languages; Educational Policy; Teacher Background; Teacher Surveys; Elementary School Teachers; Secondary School Teachers; Experienced Teachers; Beginning Teachers; Seychelles Ausland; Case study; Fallstudie; Case Study; Lehrerverhalten; Kreole; Teaching language; Unterrichtssprache; Mehrsprachigkeit; Multilingualismus; Bilingual teaching; Bilingualer Unterricht; Office language; Amtssprache; Politics of education; Bildungspolitik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Seychellen |
Abstract | In January 1982, the Republic of Seychelles became the first country to make its Creole, Seselwa, an official medium of instruction in its multilingual education system. Overall, this innovative language policy has positively affected student levels of personal motivation and academic success. Nevertheless, the nation's continued use of Creole-mediated multilingual education (CMME) has not been without critics. Chief among them have been the expected purveyors of the CMME policy--teachers. Using a mixed-method survey research design, this study investigated teacher attitudes towards the nation's three official languages: Seselwa, English, and French; and the Seychelles' CMME policy. The overall research result was as sobering as it was clear. Despite the government's 30-year commitment to CMME, the majority of the teachers polled still questioned the efficacy of this policy. Importantly, as this investigation demonstrates, a primary source of this doubt may be found in the teachers' own language profiles. The implications of these research findings for the future of CMME in Seychelles are discussed and recommendations for future investigations of vernacular instruction are presented. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |