母语教育的政治:乌干达的案例

IF 0.1 Q4 EDUCATION & EDUCATIONAL RESEARCH

Per Linguam-A Journal of Language Learning Pub Date : 2016-11-23 DOI:10.5785/32-3-689

Medadi E. Ssentanda, Kate Huddlestone, F. Southwood

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引用次数: 11

摘要

本文旨在通过考察政府对母语教育的实践来解释乌干达母语教育的趋势。乌干达于2006/2007年(重新)引入了MT教育，原因是学习者的识字能力令人失望，他们希望提高特别是农村儿童的识字技能。根据从农村政府和农村地区私立学校收集的数据，本文质疑政府究竟是如何通过MT教育在乌干达教育系统中寻求回收、恢复和/或振兴的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The politics of mother tongue education: The case of Uganda

This paper aims to explain the trend of mother tongue (MT) education in Uganda by examining particularly government’s practices towards MT education. MT education was (re)introduced in Uganda in 2006/2007 due to disappointing literacy acquisition by learners with the hope of improving literacy skills among particularly rural children. Based on data gathered from rural government and private schools in rural areas, this paper questions what exactly it is that government seeks to reclaim, restore and/or rejuvenate in Uganda’s education system via MT education.

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来源期刊

Per Linguam-A Journal of Language Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

0.50

自引率

0.00%

发文量

审稿时长

6 weeks