Language and Literacy
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This project will identify effective practice in teaching science, mathematics and basic literacy through the medium of both first and second languages. It will do this by reviewing existing initiatives and carrying out in-depth case studies of primary schools in Ghana and Tanzania. |
Many children in Sub Saharan Africa are taught in a European or African language, which is not their first language.
Findings from this research project will be applied to the development of materials, strategies and related teacher development, which will then be put into trial, evaluated and refined.
Lead Institution: University of Dar es Salaam
Contact: Prof. Casmir Rubagumya crubagumya@yahoo.com
Preliminary findings
Report on Baseline Study on Improving Language and Literacy in Ghanaian Basic Schools.
The study which was conducted in July 2007, involved three schools; one private school in an urban setting, one public school in an urban setting and one public school in a rural setting. Focus was mainly on primary classes three and four in each school where characteristics of classroom interactions were observed and video-recorded. All six class teachers whose lessons were observed as well as the three school heads were interviewed. Six pupils from each of the two classes (P3 & P4) in the three schools were randomly selected and interviewed. An equal number of the parents of pupils in the schools were contacted in their homes and interviewed as well. Also interviewed were randomly selected teacher educators in a teacher college and an education officer. The interviews were to find out respondents’ perceptions on language use in and outside school. Altogether 9 school heads and teachers, 24 pupils, 24 parents, 6 teacher educators, and 1 education officer were interviewed.
Characteristics of Classroom Interactions
Classroom interactions were found to generally follow the strategy of Teacher initiation, Pupil response and Teacher feedback (I-R-F) for all the classes observed. Both short and long feedback was used by teachers in their interactions with pupils. Teachers gave clear instructions, used the chalkboard effectively, and employed good management strategies in the classroom.
L2 (English) was used as the main medium of instruction in the urban private school. Code switching and code mixing were mostly done in the public urban and rural schools.
Pupils were given more opportunities for writing than for reading during the lessons.
Learners rarely asked questions during the lessons especially in the rural school.
Teacher Competence in teaching through L1 (European or African Language) and L2 (English Language).
Generally teachers had a good command of L2 with limited errors in pronunciation of L2 words.
While teaching in L2 medium, the teachers occasionally used L1 to explain new concepts and to encourage learner participation.
Teachers had some obvious difficulty in explaining technical terms in L1.
Generally, the teachers demonstrated competence in teaching through both L1 and L2.
Learner Competence in Learning through L1 and L2
Particularly in the urban private school, learners showed general high motivation during lessons. They demonstrated much competence in learning in L2. They made longer utterances in L2 than learners in the public schools, especially the rural school.
Very limited use of L1 was noticed among pupils in the urban private school.
On the other hand, learners in the public schools, especially in the rural school, made longer Utterances in L1 than in L2. They were found to exhibit greater competence in learning through L1 than in L2.
Characteristics of Classroom Interactions - Boys verses Girls
Teachers were fond of nominating more boys (61%) than girls (39%) to perform various acts in lessons particularly in the public schools, with boys showing relatively more eagerness than girls to participate in the lessons.
Teachers made some attempts to challenge girls to participate in the lessons. Utterances of girls were found to be much longer than boys’.
The use of L1 was found to be more common with boys than with girls, especially in the public rural school.
In the private urban school, no marked differences were found between the performance of boys and girls in their participation in lessons.
Respondents’ Perceptions on Roles of L1 and L2 in Education
Except for teachers and heads in the urban private school who showed a particular preference for the use of L2, all the other respondents indicated a general preference for use of both L1 and L2 to bring about more meaningful learning among learners particularly at the lower primary with a dominance of L2 at the upper primary.
Respondents mentioned some challenges that militate against the successful implementation of the existing policy to use mainly L1 as medium of instruction at the lower primary including: a) Lack of text books in L1, b) inadequate pre-service training in L1, c) Multiplicity of L1s particularly in urban schools, and d), Posting of teachers without regard for their L1.
Related Research
Student Performance in National Examinations: The Dynamics of Language in School Achievement (SPINE)
Two of EdQual's PhD Students are contributing to this project through their studies;
Mr Alfred Ampah-Mensah, kwekuampah@yahoo.com
IEPA, University of Cape Coast
Enrolled at: Graduate School of Education, University of Bristol
Title: The role of language in the teaching and learning of mathematics
Supervisors: Prof Pauline Rea-Dickins & Dr. Katie Scott
Mr Gastor Mapunda, gaoc_maps@yahoo.com
University of Dar es Salaam
Enrolled at: University of Dar es Salaam
Title: Examination of classroom interaction: the case of early literacy in Tanzania
Supervisor: Prof. Casmir Rubagumya
| Key Publications: |
| Language and Literacy Project Proposal and Activity Plan Documents evolved from the original proposal submitted to DFID in September 2005. |
| Proceedings from 7th International Language and Development Conference - Addis Aba. Moving towards bilingual education in Africa by John Clegg |
| Language and Literacy Literature Review June 2007. Research on the quest for Education Quality indicators: Issues, discourse and methodology. |
| Country Display Poster Poster to promote the work of the RPC. |
