Relevant bibliographies by topics / Mother tongue

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Mother tongue'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Mother tongue"

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Hussein, Aamer. "Mother tongue, father tongue." Journal of Postcolonial Writing 47, no. 2 (May 2011): 199–204. http://dx.doi.org/10.1080/17449855.2011.557198.

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Maddox, Marjorie. "Mother Tongue." College English 57, no. 4 (April 1995): 461. http://dx.doi.org/10.2307/378244.

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Jacobson, Roni. "Mother Tongue." Scientific American 318, no. 3 (February 20, 2018): 12–14. http://dx.doi.org/10.1038/scientificamerican0318-12.

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Visser, Ubbo. "Mother Tongue?" KI - Künstliche Intelligenz 27, no. 4 (October 9, 2013): 305–7. http://dx.doi.org/10.1007/s13218-013-0279-7.

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Agrawal, Charu, and Daniel Epner. "Mother Tongue." JAMA Oncology 3, no. 11 (November 1, 2017): 1471. http://dx.doi.org/10.1001/jamaoncol.2017.1533.

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Valentino, Andrea. "Mother tongue." New Scientist 256, no. 3414 (November 2022): 36–39. http://dx.doi.org/10.1016/s0262-4079(22)02135-2.

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Harding, Edith. "Mother Tongue and Other Tongue." English Today 2, no. 3 (July 1986): 31–33. http://dx.doi.org/10.1017/s0266078400002248.

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Robinson, Patricia A. "French Mother Tongue Transmission in Mixed Mother Tongue Families." Canadian Journal of Sociology / Cahiers canadiens de sociologie 14, no. 3 (1989): 317. http://dx.doi.org/10.2307/3340607.

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EL Hadri, Oumeima. "African Languages Development in Education -Bilingualism and African Languages." International Journal of Language and Literary Studies 4, no. 2 (June 4, 2022): 223–41. http://dx.doi.org/10.36892/ijlls.v4i2.893.

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The issue of teaching in the mother tongue has generated significant and controversial debates among decision-makers and has engendered different policies aiming to enhance the use of mother tongues into educational curricula. Africa is a perfect illustration of a continent where mother tongues have been marginalized over years to let the place to foreign and colonial languages to expand and become official languages.This article reviews the current situation of African languages as means of instruction and provides some anticipation for the use of mother tongues in educational systems designed in future national strategic plans. The study of these plans has been conducted in order to examine whether African countries have been able to achieve the significant resolutions derived from the UNESCO conference in 1953 and whether they apply bilingual approaches properly without ignoring the importance of mother tongues. Results have demonstrated that most African countries have been able to use their own mother tongue as the language of instruction together with a foreign language, and seek to adopt the same strategy in the coming years. Few countries on the other hand plan to change from using the mother tongue into applying one foreign language only.
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Oral, Didem, and Anna Lund. "Mother Tongue Instruction: Between Assimilation and Multicultural Incorporation." Education Sciences 12, no. 11 (October 31, 2022): 774. http://dx.doi.org/10.3390/educsci12110774.

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For many students with migrant backgrounds and newly arrived students, their mother tongue is not only a knowledge and a school grade issue, but also a reflection of their identity and a sense of belonging, which are shaped by political structures. In this article, we analyze the role of mother tongue in Swedish policy documents and the way teachers and students see the role mother tongue in two Swedish schools: how do school professionals and students view the importance of mother tongue? What measures are taken to encourage the mother tongues of students with a migration background and newly arrived students? What are the implications of and obstacles to studying one’s mother tongue? We will look at levers of integration where school staff, as well as policy documents, encourage modes of incorporation, but also do identify obstacles concerning the practice of mother tongue instruction. Our article shows that although students long for a double cultural belonging, the policy documents are ambiguous and create an unclear promise for migrant students and their mother tongue teachers concerning multicultural incorporation. In practice, they have little evidence that maintaining their cultural background represents a strong value in Sweden. Ambiguous attitude towards mother tongue can be seen as a symbolic response to Sweden as a country which took a turn regarding its migration policy. The integration of residents with a migrant background is constantly questioned in the media and became a central issue in political debates. The implementation of mother tongue instruction reflects Sweden’s current state of discussing migration concerning integration policies somewhere between recognition and stigmatization. The data are drawn from student interviews, interviews with mother tongue teachers, and field notes in two schools in one of the biggest cities in Sweden.
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Dissertations / Theses on the topic "Mother tongue"

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Beukes, Johannes Daniel. "Language shift within two generations : Afrikaans mother tongue parents raising English mother tongue children." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97150.

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Thesis (MA)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: The community of Paarl, in the Western Cape, is traditionally Afrikaans-speaking. This research investigated whether a language shift has occurred in some middle-class communities in Paarl. Certain Coloured neighbourhoods were identified. The emphasis was also on whether Afrikaans-speaking parents chose to raise their children in English. It was found that a language shift, predominantly towards English, has indeed occurred where Afrikaans first language (L1) parents were raising their children in English. This finding differs from earlier studies by Anthonissen and George (2003) and by Fortuin (2009), in which only two or three families were studied, whereas this study engaged with 50 households. This study focused mainly on the parents and their views about their decisions. Not only was the occurrence of a language shift confirmed, but the complexity of the matter was also highlighted. An attempt to preserve Afrikaans as heritage language was also noted.
AFRIKAANSE OPSOMMING: Die gemeenskap van Paarl, in die Wes-Kaap, is tradisioneel Afrikaanssprekend. Hierdie navorsing ondersoek of daar ’n taalverskuiwing in die middelklasgemeenskap in Paarl plaasgevind het. Die klem is ook laat val op die vraag of dit Afrikaanssprekende ouers is wat kies om hulle kinders in Engels groot te maak. Die bevinding was dat ’n taalverskuiwing wel plaasgevind het waar ouers met Afrikaans as moedertaal verkies om hulle kinders in Engels groot te maak. Die verskuiwing is derhalwe hoofsaaklik na Engels. Hierdie bevindings verskil van vroeëre studies deur Anthonissen en George (2003), asook Fortuin (2009), wat twee of drie spesifieke families ondersoek het; daarteenoor het hierdie studie 50 huisgesinne betrek. Die studie fokus hoofsaaklik op die ouers en hulle siening oor die rede vir hulle besluit. Die studie het nie net bevestig dat ’n taalverskuiwing plaasgevind het nie, die kompleksiteit van die kwessie is ook uitgelig. Daar is ook waargeneem dat ’n poging aangewend word om Afrikaans as moedertaal te behou.
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Redhaa, Azal, and Jathal Asmael. "Use of digital tools in mother tongue language teaching From the mother tongue teacher's perspective." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30486.

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Abstract Syftet med studien är att undersöka hur modersmålslärarna använder sig utav digitala verktyg i undervisningen, samt att ta reda på fördelarna och nackdelarna med användning av digitala verktyg som läromedel i modersmålsundervisningen. Studien bygger på en kvalitativ undersökning, där sex modersmålslärare intervjuades och sex lektionsobservationer genomfördes. Resultaten analyserades med hjälp av ett analysverktyg. Analysverktyget heter SAMRmodellen, som handlar om hur informations- och kommunikationsteknik (IKT) används i lärandet. Resultaten visade att alla modersmålsläraren är positiva till att använda olika former av digitala verktyg. Det underlättar deras arbete samt främjar elevernas modersmål. Respondenterna har tillgång till digitala verktyg som kan lånas ut till elever och de får regelbundet kompetensutveckling om hur de kan undervisa digitalt. Det som framkommit i vår studie är att lärarna arbetar utifrån olika nivåer enligt SAMRmodellen, och att modersmålslärare jobbar med digitala verktyg för tre olika syfte: att söka information, att kommunicera och att presentera. Fördelarna med användningen av digitala verktyg var många. Digitala verktyg ökar elevernas intresse och motivation, erbjuder stora möjligheter för att variera undervisningen. Det underlättar uppföljning av elevernas arbete för att ge eleverna feedback och respons, vilket hjälper dem att utveckla sina arbeten. Digitala verktyg främjar elevernas lärande av sina modersmål. Nackdelarna var inte så många jämfört med fördelarna. De negativa upplevelserna var framför allt elever som gör annat vid datorerna under lektionen, vilket tar både tid och fokus från undervisningen. Vad gäller informationssökning så har en del elever inte tålamod att vara källkritiska. Nyckelord: digitala verktyg, IKT, modersmål, SAMR-modell.
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Romaniuk, Olena Oleksandrivna. "Mother Tongue Talk In Three Languages." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612349/index.pdf.

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Languages within one language family may be so closely related that their speakers often communicate, each using their own language. This phenomenon was investigated in African, Germanic and Romance languages and coined as semicommunication by Haugen (1966), and later became receptive multilingualism by Braunmü
ller (2002). This research attempts to find out if receptive multilingual communication is possible in Slavonic languages (Polish, Russian and Ukrainian). Besides, it was a great importance to define whether the success of communication is symmetric among the speakers of the mentioned languages. Finally, various cases of problematic understanding were analyzed with the main emphasis on the speakers&rsquo
strategies when they try to overcome reception problems. Methodically, 4 Russian-Ukrainian, 4 Polish-Ukrainian and 4 Polish-Russian conversations were recorded with the use of digital camera. Cases of problematic understanding were defined and transcribed with Exmaralda program, Partitur editor. Number of problematic utterances in relation to total number of utterances in discourse was the measure of communication success in each language constellation. In order to see the overall picture of how receptive multilingualism works in the three languages and in each constellation separately, the statistic research was done with SPSS program. The findings of the research revealed that receptive multilingual communication among Polish, Russian and Ukrainian speakers is generally successful, however, not symmetric with respect to understanding degree in different constellations.
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Desai, Zubeida Khatoom. "A case for mother tongue education?" Thesis, University of the Western Cape, 2012. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6047_1333026993.

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The question as to which language should be used as a medium of instruction in schools in multilingual societies is a controversial one. In South Africa, the question is often posed in binary terms: Should the medium of instruction be a familiar local language such as Xhosa or a language of wider communication like English? This study is an attempt to answer the above question. The study profiled the writing abilities of Grade 4 and Grade 7 pupils at Themba Primary, a school located in Khayelitsha in the Western Cape, in both their mother tongue, Xhosa, and in English, their official medium of instruction at school since Grade 4. Three written tasks, which consisted of a narrative piece of writing, a reading comprehension exercise, and an expository piece of writing, were administered to the pupils in English and Xhosa. The purpose of the exercise was to examine some of the implications for educational language policy of the differences in performance in the two languages. All the tasks were authentic, in that they were based on aspects of the pupils&rsquo
curriculum and written in the formal academic language pupils were expected to be exposed to in their respective grades. All the tasks were graded systematically under controlled conditions.

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Whirley, Megan. "Corrupting the Mother Tongue/Broken Constitutions." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1550153851.

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Abstract Corrupting the Mother Tongue: Comparing the Effects of Residential Schools on the Cultures and Languages of Native American and Deaf Students Focusing on the nineteenth and early twentieth centuries, this work explores the changes in the goals and approaches to education in residential schools for Native American and deaf students, and how these changes impacted their languages and cultures. This study of residential schools, students, and educational reformers in the United States reveals the pervasive desire to design school systems that would assimilate both Native Americans and deaf students into dominant American culture. Although the residential schools for deaf students developed independently from those for Native Americans, they share similar motivations, practices, and impacts. Despite the paternalistic nature of educating these students, the goal to eradicate Native Americans and deaf students of their cultures and languages and assimilate them into normative, white culture ultimately failed, but nevertheless left a lasting impact upon the identities of Native Americans and members of the Deaf community. Broken Constitutions: Veterans of the American Revolution and the Language of Disability This work focuses on the presence and use of terms such as "disability" in the early nineteenth century as found in Revolutionary War pension records, showing that a shift in the way people perceived disabilities occurred prior to Industrialization. The policies of the Revolutionary War pensions and the cultural representations of veterans indicate that a social concept of disabilities in relation to labor existed before Industrialization. Therefore, rather than supporting the claim that the concept of disability was a symptom of Industrialization, this work argues that the concept had already existed in pre-Industrial American society and further evolved alongside a changing labor system, adhering to the social-construction theory of disabilities.
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Graham, Barbara Elaine. "Pokomo mother tongue education implementation and evaluations." Thesis, University of Reading, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499364.

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This thesis focuses on the implementation of the Pokomo Mother Tongue Education (MTE) programme in rural Kenya a few years after its launch in preschool or Early Childhood Development (ECD) classes. It seeks to understand the social construction of the programme through the perceptions of the stakeholders, taken to be those involved, directly or indirectly, in the establishment and implementation of the programme, as well as the intended beneficiaries, using Giddens' structuration theory.
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Swinney, Joan Ratzlaff. "Telling Stories (Out of School) of Mother Tongue, God's Tongue, and the Queen's Tongue: An Ethnography in Canada." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/1240.

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Histories give little attention to language dominance in school and community -- to the fact that the past one-hundred years of "One People, One Language, One School" attitudes, policies, and goals in Anglo-American schools and communities have brought with them the demise of Native-American languages, the disappearance of linguistic differences due to immigrant origin, the disvalue or stereotype of linguistic patterns derived from regional and ethnic variation, and the insistence on English as a mark of linguistic and intellectual virtue. Telling Stories (0ut of School) of Mother Tongue, God's Tongue, and the Queen's Tongue: An Ethnography in Canada gives attention to one such history. Told in Mennonite perspective and framed in Manitoba schools between 1890 and 1990, Telling Stories (Out of School) begins with tales of English-speaking Canadian insistence on and German-speaking Mennonite resistance to English-only language education policies in public and private schools serving a Mennonite speech community in southern Manitoba. The research problem links itself historically to a series of language education acts passed by the Manitoba Legislature, adjudicated by the Manitoba Attorney General, the Canadian Supreme Court, and the British Privy Council, and enforced by the Manitoba Department of Education -- all between 1890 and 1920. These English-only policies, deemed an expedient response to the question of how to unify English Canadians, French-Canadians, Aboriginals, and immigrants, abrogated the language education rights of all linguistic minorities. English prevailed in Manitoba schools until the 1960s. After the mid-1960s, though, the Canadian Parliament in concert with the Manitoba Legislature, the Manitoba Department of Education, and local public school districts re-affirmed Canada's English-French legacy as well as its multilingual, multicultural heritage with yet another series of language and language education acts -- the Canadian Official Languages Act of 1969, the Canadian Constitution Act of 1982, and the Canadian Multicultural Act of 1988. Today, the Canadian "Cultural Mosaic," or "Multiculturalism within a Bilingual Framework," dispels the "Melting Pot" myth borrowed from the United States at the turn of the century. And, the 1990 right to "language education choice" in Manitoba's system of public schools denies the 1890 rule of "One People, One Language, One School." To trace historical and recent developments in a Mennonite speech community associated with these policies, and subsequently with the contact of English, High German, and Low German” outside the classroom," the ethnographer -- an insider-outsider -- synthesizes the Hymes-type work in ethnographies of speaking and the Milroy-type work in language and social networks to examine the Ferguson-coined phenomenon of diglossia and the Fishman-extended relationship between societal diglossia and individual Bilingualism. Interviews with fifty-seven speakers, treated as a sequence of ethno-acts and ethno-events, are guided by the general question of sociolinguistic research -- who uses what language with whom, when, where, and why? Using Hymes mnemonic code of SPEAKING leads to the description of a shared history and a shared way of speaking as well as to insights into linguistic continuity, change, and compartmentalization. Telling Stories (Out of School) ends; with tales of an ethnic revival in Mennonite schools and community today -- with new voices speaking Low German High German, and English. While the present ethnography of a Mennonite speech community in Canada, framed in Manitoba schools between 1890 and 1990, should be regarded as impressionistic and preliminary, the fact remains -- language dominance does do something to the life of language in a community as does language education policy that attempts to "start where the child is ... linguisticallly."
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Chan, Sik-chee Eva, and 陳惜姿. "Mother-tongue teaching in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31972354.

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Sundberg, Ulla. "Mother tongue - Phonetic Aspects of Infant-Directed Speech." Doctoral thesis, Stockholms universitet, Institutionen för lingvistik, 1998. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-40216.

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Phonetic aspects of mother-infant interaction are discussed in light of a functionalist Mother-infant phonetic interaction (MIPhI) model. Adults addressing infants typically use a speech style (infant-directed speech, IDS) characterized by, for instance, extensive suprasegmental (prosodic) modulations. This type of speech seems to interest young infants whose active experience with the spoken language appears to focus their speech perception on the phonological properties of the ambient language during the first year of life. This thesis consists of four articles discussing phonetic modifications at the suprasegmental, segmental and phonological levels, based on data from six Swedish mothersí IDS to their 3-month-olds. The first study concerns the tonal word accent 2 in disyllabic words, and shows how the lexical, bimodal, tonal characteristics of this accent are enhanced in IDS as compared to adult-directed speech (ADS). The second is a cross-linguistic investigation of vowel formant frequencies in Swedish, Am. English and Russian IDS. It shows that vowels like /i/, /u/, and /a/ are more clearly separated in IDS than in ADS, in all three languages. The third study addresses the voiced /voiceless contrast in stop consonants as measured by voice onset time (VOT) and shows that stop consonants seem to be poorly separated in early IDS samples. The fourth study investigates the quantity distinction in V:C and VC: sequences and indicates that this phonological contrast is well maintained in the IDS. Adult data are discussed within the MIPhI model, assuming that suprasegmental and segmental specifications in IDS follow different phonetic specification paths adapted to the infantsí capacities as these develop over the first 18 months of life. The adultsí phonetic adaptations appear to reflect a selective strategy of presenting linguistic structure in a ìgift-wrappingî that is attractive and functional for the infant.
För att köpa boken skicka en beställning till exp@ling.su.se/ To order the book send an e-mail to exp@ling.su.se
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Chan, Sik-chee Eva. "Mother-tongue teaching in Hong Kong secondary schools." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24533701.

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Books on the topic "Mother tongue"

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Özdamar, Emine Sevgi. Mother tongue. Toronto: Coach House Press, 1994.

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Betty, Quan. Mother tongue. [Victoria, B.C.]: Scirocco Drama, 1996.

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Martínez, Demetria. Mother tongue. New York: One World, 1997.

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Rosier-Jones, Joan. Mother tongue. Birkenhead, Auckland: D. Ling Pub., 1996.

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Martínez, Demetria. Mother tongue. New York: One World, 1996.

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Nicolai, Naumov, ed. Mother tongue. Glasgow: Survivors' Press, 2003.

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Mother tongue. London: Quartet Books, 1999.

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Mother tongue: Poems. Orlando: University of Central Florida Press, 1987.

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Holbrook, Teri. The mother tongue. New York: Bantam Books, 2001.

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Holbrook, Teri. The mother tongue. New York: Bantam Books, 2001.

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Book chapters on the topic "Mother tongue"

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Felstiner, John. "Mother Tongue, Holy Tongue." In Subverting Scriptures, 67–91. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101296_5.

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Pagel, Mark. "Mother Tongue Hypothesis." In Encyclopedia of Evolutionary Psychological Science, 1–6. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-16999-6_3308-1.

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Trigo, Benigno. "The Mother Tongue." In Bilingual Games, 177–91. New York: Palgrave Macmillan US, 2003. http://dx.doi.org/10.1057/9781403982704_12.

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Haugen, Einar. "The "mother tongue"." In The Influence of Language on Culture and Thought, edited by Robert L. Cooper and Bernard J. Spolsky, 75–84. Berlin, Boston: De Gruyter, 1991. http://dx.doi.org/10.1515/9783110859010-005.

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Możejko, Zbigniew P. "Mother Tongue Literacy." In Global Citizenship for Adult Education, 11–19. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003050421-4.

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Pagel, Mark. "Mother Tongue Hypothesis." In Encyclopedia of Evolutionary Psychological Science, 5256–61. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-19650-3_3308.

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De Grauwe, Luc. "Emerging mother-tongue awareness." In Standardization, 99–115. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/cilt.235.09deg.

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McEwan, Ian. "Mother Tongue: A Memoir." In Writers and Their Mothers, 115–23. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-68348-5_10.

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Ao, Arenkala. "Mother Tongue and Identity." In Communities, Institutions and Histories of India's Northeast, 345–58. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003245865-25.

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Gagné, Gilles. "Linguistics and Mother Tongue Education." In The Relation of Theoretical and Applied Linguistics, 139–55. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4613-1923-8_7.

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Conference papers on the topic "Mother tongue"

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Blokh, Mark Y. "Mother Tongue and Its Territorial Expansion." In Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.224.

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Pacovska, Jasna. "COGNITIVE ORIENTED TEACHING OF THE MOTHER TONGUE." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.020.

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Maresova, Hana. "Teaching Of Mother Tongue In 3d Virtual Environment." In 7th icCSBs 2018 - The Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.02.02.30.

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Zhang, Qiyang. "The "Mother Tongue" Bilingual Education Policy in Singapore." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1883334.

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Phong, Hoang Anh. "An Investigation Into the Effects of Mother Tongue on Vietnamese First-year English-majored Students' Writing Skills." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.003.

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ABSTRACT This research focused on finding the patterns of mother tongue interference in written English of first-year English-majored students at University of Languages and International Studies, Vietnam National University, Hanoi as well as discovering effective methods to mitigate them. It analyzed how much students are affected by Vietnamese, their mother tongue in terms of grammar, vocabulary and sentence conjunctions. The researcher examined 84 students’ questionaire and interviewed 9 random students. From the data collected, it can be seen that most students’ writings consisted of grammatical inaccuracies related to Vietnamese writing habits. Conversely, the frequency of lexical mistakes was quite low. In terms of sentence conjunctions, most students still forgot to use a comma before certain linking words. Based on the findings, it is advisable for students to ameliorate the Vietnamese influences by familiarizing themselves with native speakers’ thinking system with several tools such as books, TV shows and forums. Keywords: mother tongue, first language, interference, English-majored students
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Xu, Haining. "The Use of Mother Tongue in Foreign Language Teaching." In Proceedings of the 2018 3rd International Conference on Modern Management, Education Technology, and Social Science (MMETSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/mmetss-18.2018.59.

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Ghosh, Aditi. "Representations of the Self and the Others in a Multilingual City: Hindi Speakers in Kolkata." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-4.

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This study examines the attitudes and representations of a select group of Hindi mother tongue speakers residing in Kolkata. Hindi is one of the two official languages of India and Hindi mother tongue speakers are the numerically dominant language community in India, as per census. Further, due to historical, political and socio-cultural reasons, enormous importance is attached to the language, to the extent that there is a wide spread misrepresentation of the language as the national language of India. In this way, speakers of Hindi by no means form a minority in Indian contexts. However, as India is an extremely multilingual and diverse country, in many areas of the country other language speakers outnumber Hindi speakers, and in different states other languages have prestige, greater functional value and locally official status as well. Kolkata is one of such places, as the capital of West Bengal, a state where Bengali is the official language, and where Bengali is the most widely spoken mother tongue. Hindi mother tongue speakers, therefore, are not the dominant majority here, however, their language still carries the symbolic load of a representative language of India. In this context, this study examines the opinions and attitudes of a section of long term residents of Kolkata whose mother tongue is Hindi. The data used in this paper is derived from a large scale survey conducted in Kolkata which included 153 Hindi speakers. The objective of the study is to elicit, through a structured interview, their attitudes towards their own language and community, and towards the other languages and communities in Kolkata, and to examine how they represent and construct the various communities in their responses. The study adopts qualitative methods of analysis. The analysis shows that though there is largely an overt representation of harmony, there are indications of how the socio-cultural symbolic values attached to different languages are also extended to its speakers creating subtle social distances among language communities.
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Zeynalova, N., M. Guhl, SG Riedel-Heller, M. Yahiaoui-Doktor, M. Loeffler, and O. Mueller-Reichau. "The relevance of the mother tongue in conducting “cognitive abilities”." In Das Soziale in Medizin und Gesellschaft – Aktuelle Megatrends fordern uns heraus 56. Jahrestagung der Deutschen Gesellschaft für Sozialmedizin und Prävention (DGSMP). Georg Thieme Verlag KG, 2021. http://dx.doi.org/10.1055/s-0041-1732081.

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Zeynalova, N., M. Guhl, SG Riedel-Heller, M. Yahiaoui-Doktor, M. Loeffler, and O. Mueller-Reichau. "The relevance of the mother tongue in conducting “cognitive abilities”." In Das Soziale in Medizin und Gesellschaft – Aktuelle Megatrends fordern uns heraus 56. Jahrestagung der Deutschen Gesellschaft für Sozialmedizin und Prävention (DGSMP). Georg Thieme Verlag KG, 2021. http://dx.doi.org/10.1055/s-0041-1732081.

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Ma, Lan. "The Influence and Suggestions of Mother Tongue on English Translation." In 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iemss-17.2017.252.

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Reports on the topic "Mother tongue"

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Tofaris, Elizabeth, and Rebecca Thornton. Mother Tongue Education Improves Literacy in Uganda. REAL Centre, University of Cambridge and The Impact Initiative, September 2018. http://dx.doi.org/10.35648/20.500.12413/11781/ii319.

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Swinney, Joan. Telling Stories (Out of School) of Mother Tongue, God's Tongue, and the Queen's Tongue: An Ethnography in Canada. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1239.

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Mahdi, Juwan, and Yarjanik Kerob. The Language of the Armenian Ethno-Linguistic Subgroup in Kurdistan Region of Iraq from the Last Generation to Today. Institute of Development Studies, February 2023. http://dx.doi.org/10.19088/creid.2023.003.

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This topic is significant because it considers the language of an ethno-religious group, the Armenian people, in Iraq with non-Arab or Kurdish origins. The Armenian people did not originate from Iraq but from Armenia, one of the smaller countries in the former Soviet Union. Many Armenians were forced to migrate in 1915 to different countries in the Middle East due to ethnic cleansing under the Ottomans. This study explores the different methods by which the Armenian community has maintained its native Armenian language during its history in the Kurdistan Region of Iraq (KRI). To this end, the study includes a comparison of how the language was viewed and maintained across two successive generations of Armenians in KRI. The findings show that the first generation is divided into those who speak Armenian and those who assimilated and speak Kurdish. Those who no longer speak Armenian prioritised integration and moved away from their mother tongue. This posed a threat to the ongoing maintenance of the language in these communities. However, the younger generation has worked to revive its mother tongue by learning it in schools established in the region approximately 20 years ago.
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EdTech Hub, EdTech Hub. Minoritised languages, education, and technology: Current practices and future directions in low- and middle-income countries. EdTech Hub, October 2022. http://dx.doi.org/10.53832/edtechhub.0127.

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This article explores the current status and future directions of minoritised language education and the use of technology in low- and middle-income countries. Our literature review of available academic sources in multiple languages reveals a lack of evidence on the use of technology in minoritised language education across different countries, especially multilingual contexts with greater linguistic diversity. To understand the issue in greater detail and to offer recommendations informed by current practice, we then conducted interviews and a collaborative workshop with four organisations with relevant EdTech initiatives. The analysis covers facilitating and limiting factors these organisations have encountered, as well as the impact of good practice initiatives on learners and society at large. We conclude by identifying the practical, policy, and research properties in the development of minoritised language education and technology. Keywords: minoritised languages, mother tongue, educational technology, LMIC, multilingualism, language of instruction An output of the EdTech Hub, https://edtechhub.org
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Hossain, Sharif M. I., Shongkour Roy, Sigma Ainul, Abdullah Al Mahmud Shohag, A. T. M. Rezaul Karim, and Ubaidur Rob. Assessing effectiveness of a person-centered group ANC-PNC model among first-time young mothers and their partners for improving quality and use of MNCH-FP services. Population Council, 2022. http://dx.doi.org/10.31899/sbsr2022.1041.

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This baseline report is part of an operations research project “Healthy Women, Healthy Families (HWHF): Shustha Ma, Shustha Poribar” led by Management Sciences for Health (MSH) in partnership with BRAC, SCOPE, and the Population Council. The project aims to improve quality and increase utilization of maternal, newborn, and child health (MNCH) and family planning (FP) services and information for young mothers-to-be, first-time mothers (FTMs) aged 15-24, and their partners in the urban municipality of Tongi, Gazipur District, Bangladesh, through a group antenatal care ANC-PNC approach. The objectives of this study are to establish baseline values of selected HWHF project result indicators against which the impacts of the project’s intervention can be measured. The target group is young, first-time parents and the study examines the current status of knowledge on MNCH-FP and access to services among FTMs. This quasi-experimental pre-post control group design study employs both quantitative and qualitative data-collection methods. A simple random sampling procedure was employed to select respondents from BRAC FTM lists, while qualitative informants were selected purposively.
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Mother Tongue (English), 1996. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/301437.

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Mother Tongue (French), 1996. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/301438.

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Mother Tongue, 2001 - English (by census division). Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/301416.

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Mother Tongue, 2001 - English (by census subdivision). Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/301417.

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Mother Tongue, 2001 - French (by census division). Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/301420.

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