‘Hey, Teacher, Speak Black Please’: The Educational Effectiveness of Bilingual Education in Burkina Faso

Lavoie, Constance

doi:10.1080/13670050802149275

Cited by 15 publications

(11 citation statements)

References 4 publications

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“…Baker (2006) and Heugh (2006) argue that teachers operating in a mother tongue are able to interact more naturally with students, answering their questions with greater ease, and giving students more of a voice during discussions and activities in which meaning is being negotiated. These positive impacts of MT instruction on teaching practice were documented by Francis Lavoie (2008) in Burkina Faso. Lavoie observed far more role-playing, dramatizations, singing, and drawings in the bilingual classrooms compared to the French-only exemplars, and attributed this to the increased proficiency of teachers and students in the language of instruction.…”

Section: Why Mother Tongue?mentioning

confidence: 92%

“…Finally, MT instruction is also connected to increased student involvement in learning. Lavoie’s 2008 study in Burkina Faso found that in bilingual classrooms, students are more motivated, more connected to their teachers, and more involved in their studies. Girls in particular have been seen to participate more in class, attend more frequently, and stay in school longer when they are taught in their mother tongue (Benson, 2005).…”

Section: Why Mother Tongue?mentioning

confidence: 99%

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They own this: Mother tongue instruction for indigenous Kuku Children in Southern Sudan

Laguarda¹,

Woodward²

2013

School Psychology International

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This article details a pilot program of mother tongue instruction in five primary schools for classes one through three, in Kajokeji County, Central Equatoria State, South Sudan. The program was launched by teachers and volunteers with the support of the Jesuit Refugee Service, an international non-governmental organization. The research examines how mother tongue education impacted teaching and learning during one academic term. The article discusses the reasons for mother tongue education in Kajokeji, the implementation methods, the results of the pilot effort, and implications for educational personnel working with indigenous populations in Kajokeji, in South Sudan, and across the World.

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Section: Why Mother Tongue?mentioning

confidence: 92%

Section: Why Mother Tongue?mentioning

confidence: 99%

They own this: Mother tongue instruction for indigenous Kuku Children in Southern Sudan

Laguarda¹,

Woodward²

2013

School Psychology International

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“…Given the evidence in the reviewed literature, we hypothesize that children taught in their L1 language acquire a deeper understanding of academic materials leading to better academic outcomes and as such increases the measured level of A . While our research is unable to identify the exact mechanism that would cause Quechua-medium education to result in higher test scores for Quechua speaking children, other authors have suggested that stronger identification with the teacher ( Benson, 2010;Benson, 20 0 0;Enge & Chesterfield, 1996;Hovens, 2002;Lavoie, 2008;Trudell, 2005;Truong, 2012;Walter & Dekker, 2011 ) or better word recognition ( Slavin and Cheung, 2005) may be mechanisms that lead to higher test scores. We therefore expect a positive relationship between Indigenous language instruction and cognitive ability.…”

Section: Theoretical Frameworkmentioning

confidence: 79%

Bilingual education in Peru: Evidence on how Quechua-medium education affects indigenous children's academic achievement

Hynsjö

Damon

2016

Economics of Education Review

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“…To minimise "the high costs of imported fertiliser, much of this increase involved greater use of organic fertilisers. In 1987, some 180 tractors were imported for several large-scale cooperative projects" [17]. The author [16] reveals that "almost 92 % of the labour force in 2014 was employed in agricultural labour, in subsistence farming and cotton cultivation -statistics largely unchanged since Thomas Sankara's radical experiments at pro-poor development in the early 1980s".…”

Section: Agriculture and Food Productionmentioning

confidence: 99%

A critical evaluation of Thomas Isidore Noel Sankara’s servant leadership style of government in Burkina-Faso

Yesufu

2022

Eureka: SH

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Many authors have written and documented this illustrious and selfless son of the African continent, highlighting his unique kind of leadership different from the one that the African continent has ever experienced for a generation. His style of leadership for four years (1983–1987) as president of Burkina Faso eclipsed several African despots and corrupt leaders before and after Thomas Sankara. This article has three purposes as follows: first, to explore and celebrate the short-lived life of Thomas Sankara, and his legacies. Second, to critically evaluate his solid leadership characteristics and achievements relating it to the economy; Political, social, health, while serving as the President of Burkina Faso. Third, to highlight some of his shortcomings with the view that current and future leaders of African countries can learn from such shortcomings. This study is informed by the post-colonial theories of Ali Mazrui and Frantz Fanon. The author makes the following interesting findings. First, Sankara may have met his demise because of his country’s foreign policy (Non- Aligned), his relentless anti-imperialist campaign. The author acknowledges the solid achievements, made during Sankara’s brief term in office, are inspirational in the psyche of African men and women of his generation. If there is anything the author and many admirers and well-wishers of Sankara would like to see, is that his murderers are all brought to justice. More importantly, there are several lessons or styles of governance for African leaders both at home and in the diaspora to learn from this great man Thomas Sankara.

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‘Hey, Teacher, Speak Black Please’: The Educational Effectiveness of Bilingual Education in Burkina Faso

Cited by 15 publications

References 4 publications

They own this: Mother tongue instruction for indigenous Kuku Children in Southern Sudan

They own this: Mother tongue instruction for indigenous Kuku Children in Southern Sudan

Bilingual education in Peru: Evidence on how Quechua-medium education affects indigenous children's academic achievement

A critical evaluation of Thomas Isidore Noel Sankara’s servant leadership style of government in Burkina-Faso

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