The national language as a language of instruction in Botswana primary schools

Mokibelo, Eureka

doi:10.1080/09500782.2014.892126

Cited by 7 publications

(7 citation statements)

References 10 publications

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“…Botswana's language policy was not written but inferred and understood until 1994 (Republic of Botswana, 1994). From independence to the current period Setswana language and culture is regarded as the national language of the country (Republic of Botswana, 1985, p.8;Mokibelo, 2014). It is the language of national pride and unity, the language of cultural identity (National Commission on Education (NCE), 1977).…”

Section: The Development Of the Language Policy In Botswanamentioning

confidence: 99%

Multilingualism in Botswana: The Case of Muzi Primary School

Nyati-Saleshando

Mokotedi

2022

tpls

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This paper presents findings on a case study of how the language in education policy was being implemented at Muzi Primary School. To provide the context, a description of the development of the language in education policy from independence to present period is provided. The study aimed to address the following questions: 1. What factors did teachers perceive to contribute to the low performance of the school? 2. What role did language of instruction play in the learning process? 3. What attitudes were portrayed or displayed by teachers and how did these affect learning? 4. What were the implications of findings to nation-building, democracy, and social integration? The paper argues that the language policy, which promoted monolingualism, was a failure to acknowledge reality and an impediment to learning, a negation of democratic principles and a hinderance to social integration. The school context demonstrated how the education policy fostered monolingualism in a multilingual context and this negatively impacted on learning.

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Section: The Development Of the Language Policy In Botswanamentioning

confidence: 99%

Multilingualism in Botswana: The Case of Muzi Primary School

Nyati-Saleshando

Mokotedi

2022

tpls

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“…LF use is presented as a short-term design until LLs have working orthographies, resources are produced, and teachers are trained to teach in the LLs. However, the choice of LF undermines linguistic diversity and excludes the minority (Mokibelo, 2014). Scholars argue for LL use in MTE because LLs have to be protected and multilingualism preserved (Lo Bianco, 2016), and explain that governments should strive to implement MTE using LLs to ensure equity in education, particularly for children who are not LF-proficient (Trudell, 2016).…”

Section: Education Programs For Linguistically Diverse Contextsmentioning

confidence: 99%

“…However, this may not be a solution for all contexts. Teachers in Botswana observed that forming separate classes for students speaking different languages required more time and human resources (Mokibelo, 2014). In Zamboanga City in Mindanao, multiple monolingual classes were viewed by the Mayor as "tribal segregation" arguing that it encouraged disunity and did not align with the city's goal of cultural assimilation of migrants (Rimando, 2013).…”

Section: Education Programs For Linguistically Diverse Contextsmentioning

confidence: 99%

“…Policy flexibility is reported as essential to allow the program to adapt to complex realities in the field (RTI International, 2015). Mokibelo (2014) reports that the rigid imposition in Botswana of the use of a national language in MTE was designed to address various class realities -a complex situation for which there was no one solution.…”

Section: Education Programs For Linguistically Diverse Contextsmentioning

confidence: 99%

“…Despite this challenge, multilingual nations endeavor to craft MTE policies that address linguistic diversity. MTE studies in linguistically diverse contexts (LDC) have been conducted in Botswana, where the national language was used for what was intended to be an MTE program (Mokibelo, 2014), in India, where reading acquisition in multilingual settings was investigated (Nakamura, 2014), and in Papua New Guinea (PNG), where the MTE program implementation as a whole was studied. However, the main focus of these studies was not about the challenges of linguistic diversity.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Challenge of Implementing Mother Tongue Education in Linguistically Diverse Contexts: The Case of the Philippines

Metila

Pradilla²,

Williams

2016

Asia-Pacific Edu Res

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This study reports on the implementation of mother tongue education in linguistically diverse contexts (LDC), or locations where a number of mother tongues (MT) are spoken. In 2012 the Government of the Philippines implemented a Mother Tongue-based Multilingual Education program for the first four years of schooling (K-3).The Philippine Department of Education proposed two program models to assist schools to cater for linguistic diversity: a 'multiple monolingual' model, which groups students with the same MT in separate monolingual classes, and a 'lingua franca' model, which adopts a widely-used language as medium of instruction in all classes. Three years into the program, a nationwide survey including 50 schools in LDC was conducted to identify challenges that teachers faced and strategies in program implementation. Responses to the survey described modifications of the Department-proposed models, illustrating how educators embraced the multilayered character of linguistic diversity through context-driven program strategies. Results also identified program areas for which schools need additional support, such as the organization and teaching of classes in which a range of MTs is spoken. The adopted strategies demonstrate a localized realization of a national policy and provide policy-makers and implementers with a range of classroom realities and possible options for improving educational outcomes for students in complex and dynamic multilingual settings.

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Localizing for learning: a designed teacher training program and its developed localized materials for mother tongue education

Merino,

Metila

2024

Language and Education

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The national language as a language of instruction in Botswana primary schools

Cited by 7 publications

References 10 publications

Multilingualism in Botswana: The Case of Muzi Primary School

Multilingualism in Botswana: The Case of Muzi Primary School

The Challenge of Implementing Mother Tongue Education in Linguistically Diverse Contexts: The Case of the Philippines

Localizing for learning: a designed teacher training program and its developed localized materials for mother tongue education

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