However, most of the schools are separate the Anglophone and francophone sections, thus they did not provide a true bilingual experience. Among the less educated, the Cameroonian Pidgin English functioning as a lingua franca in English speaking area and in many neighbourhoods in Douala. Both languages are taught in school, but only those with a secondary education are fluent in both languages. Most of the people speak at least one local language and one official language. Camfranglais or Frananglais is a relatively a new pidgin communication form emerging in urban areas and other locations where the Anglophone and Francophone Cameroonians meet and interact.
The Early Start Programme is a focussed programme and was developed in 1994. It is a one year early intervention programme to meet the needs of children who were at risk of not meeting their potential in schools in disadvantaged areas. This programme improves overall development, encourages positive educational outcomes and balance the effects of social disadvantage. Children who participate in the Early Start Programme are interacting with a qualified primary school teacher as well as a childcare practitioner in comparison to children in an early years setting who are interacting with a Level 7 childcare practitioner. The average completion rate of children who attend the Early Start Programme is between 75%-80% (study carried out between 2008 and 2013).
That is why some of the parents are taking consideration on home schooling their children. After all, they can see their child’s improvement as time passes by. And for some schools, it was a challenge to find the resources to maintain their special education programs. Some principals write foreign governments for donations, while others approached government agencies for specific projects. The good news is a total amount of Two Hundred Forty Million, Two Hundred Forty-Five Thousand Six Hundred Pesos (P240,245,600.00) allocated for all SPED Centers in elementary schools shall be based on the SY 2014-2015 enrolment and this will be computed at Eight Hundred Pesos (P800.00) per pupil.
The Importance of the Mother Tongue in Education In the simplest way, while mother tongue is defined as the language learned first, the mother tongue based education is defined as the learning program which is delivered entirely in children’s first language (Ball, J. 2011). So, what the mother tongue based education means is instruction in a child’s first language, with the help of a planned gradual transition to a second or a third language. The mother tongue-based education takes place in the language that most familiar to the students because the language used in the classroom is important as it directly affects students’ chance and ability to learn. Therefore; the usage of mother tongue in education, especially in the years of primary school education, will be the best choice to accelerate the learning process.
With advancements in technology, transport and just about everything else, English has become the 'lingua franca' of the world. However, with that title comes a variation so diverse that we may as well call it French or German – instead, the term Englishes is born. The reason for this is because the range of the English language changes and spreads across time, culture, class and geography. Educators must be made aware of the differences in language and the role that language plays in social interactions and relationships. One-third of students already speak a non-English language at home and this means some of their "English" words may have a different context and meaning associated with it.
It is the aim of this essay to discuss the advantages and disadvantages of using these terms and relate them to the different aspects of English as a global language. Firstly, English is used by many people around the world as a lingua franca. A lingua franca is a language that is used as a common language of communication between different groups of people who do not share a common first language (Lingua Franca, 2015). For example, Mullany and Stockwell (2010) point out that in South Africa, with its eleven official languages, English is used as a lingua franca in all official documentation and governmental institutions. Another example can be seen in Europe where, out of all of the 23 official languages of the
The main aim for proposing this research is developed by the position of UNESCO emphasising “the existence of effects of home language on educational outcomes”. (Smits et al., 2008:4) UNESCO states that linguistic differences between school and the community where learners live in may create problems in accessing school services, which means that speakers of local languages are disadvantaged in terms of educational opportunities and achievement. (Smits et al., 2008:5) By conducting this proposed study on the impact of mother-tongue education in early childhood on the mathematics performance of learners in FET phase, the study will view it in different perspectives in order to find out the benefit of mother-tongue education on mathematics performance of South African learners. The study will also explore and understand the importance of language in teaching and learning process and why there are such varied opinions about the impact of local languages on academic performance at schools. The proposed study is intended to identify the impact of mother-tongue education in early childhood on mathematics performance, to highlight the importance of language within South African schools and to explore how mother-tongue education will
As Allan (2003) confirms, the implication was for every child to have an equal access to mainstream education and the responsibility for the schools to provide necessary support. In order to achieve inclusion and provide an enriching environment for all, schools faced staff shortages. In order to comply with teaching standards and to maintain the high expectation for all Local Authorities were faced with a dilemma (Stainback, 1992). In order to close the gap and provide the support needed, it becomes a common practice to recruit TA's who took on the role of supporting children with SEN (Farrell, 2000). In order to understand and evaluate the role of TA's and the effectiveness of their support in terms of engagement, progression and attainment I have chosen to evaluate the study completed by Webster and Blatchford (2014).
Education is a form of leaning in which the habits, beliefs, skills, values and knowledge of a group people are transfer to one generation by research, training, discussion, teaching and or telling story. Leaners can educate themselves or takes places under the guidance of other. Anything that have a formal effect one the way one feels, acts, or thinks can be considered educational. A right education has been recognized by some governments. For example, in Malaysia, every children that reach seven years old have to study in primary school.
ARTICLE POINT OF VIEW 4: REMEDIAL CLASS Remedial classes stands for classes that are meant to improve the proficiency of the student in particular stream. The English remedial classes occurs on the widespread in Malaysia with a view to help the low scorer students who get only Band 1 and Band 2 to get admission in the remedial classes so as to improve their capability in the English language (Musa & Lie, 2012). The various remedial classes for English language are taken by universities in Malaysia after the test taken by MUET. The test decides the proficiency level of the students and gives them chance to improve their capability in English language (Long, 2011). The importance of English remedial classes includes improving the proficiency