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Journal articles on the topic 'Mother tongue'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

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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2

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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4

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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5

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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7

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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8

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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9

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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11

Albert, Tim. "Mother tongue blues." BMJ 330, no. 7501 (May 21, 2005): s209.2—s209. http://dx.doi.org/10.1136/bmj.330.7501.s209-a.

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12

Shevoroshkin, Vitaly. "THE MOTHER TONGUE." Sciences 30, no. 3 (May 6, 1990): 20–27. http://dx.doi.org/10.1002/j.2326-1951.1990.tb02224.x.

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13

Sridhar, Kamal K. "Mother Tongue Maintenance: The Debate. Mother Tongue Maintenance and Multiculturalism." TESOL Quarterly 28, no. 3 (1994): 628. http://dx.doi.org/10.2307/3587315.

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14

Tawada, Yoko, and Rachel McNichol. "From Mother Tongue to Linguistic Mother." Manoa 18, no. 1 (2006): 139–43. http://dx.doi.org/10.1353/man.2006.0039.

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15

Masaazi, Fred, Medadi Ssentanda, and Willy Ngaka. "On Uganda government’s commitment to the development and implementation of the mother tongue education policy in post-2015 era." Apples - Journal of Applied Language Studies 12, no. 2 (July 8, 2018): 1–17. http://dx.doi.org/10.17011/apples/urn.201809144126.

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The year 2015 was set as deadline to realise the Millennium Development Goals (MDGs) which were authored in 2000 by 189 states in the world. Language is at the heart of MDGs (Barron, 2012; Romaine, 2013). Some scholars look at language (development) as a measure and/or determinant of development (e.g. Romaine, 2013). This paper examines Uganda’s commitment to the development and employment of mother tongues in education as a way of realising the quality of education in Uganda. It is important to reflect on the trend and level of mother tongue development and employment in education in Uganda to chart the way forward for the post-2015 period. The paper draws from different studies and reports which have focussed on mother tongue education in Uganda. This study faults the government in many ways for failing to sustain the national initiatives of mother tongue education, particularly in terms of poor financing and failure to monitor the implementation of UPE and mother tongue education programmes. The paper proposes a way forward for the realisation of a meaningful Education for All (EFA) in form of Universal Primary Education (UPE) initiative and the mother tongue education policy introduced in Uganda in 1997 and 2006 respectively.
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16

Aldridge, Alan. "In Their Mother Tongue." Modern Churchman 29, no. 2 (January 1987): 12–18. http://dx.doi.org/10.3828/mc.29.2.12.

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17

Huston, Nancy. "A Tongue Called Mother." Les Cahiers du GRIF 39, no. 1 (1988): 9–18. http://dx.doi.org/10.3406/grif.1988.1765.

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18

Bard, Julia, Frieda Forman, Ethel Raicus, Sarah Silberstein Swartz, and Margie Wolfe. "In the Mother Tongue." Women's Review of Books 12, no. 10/11 (July 1995): 19. http://dx.doi.org/10.2307/4022165.

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19

Kendall, John. "Suzuki's Mother Tongue Method." Music Educators Journal 72, no. 6 (February 1986): 47–50. http://dx.doi.org/10.2307/3401277.

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Phindane, Pule. "Learning in Mother Tongue:." International Journal of Educational Sciences 11, no. 1 (October 2015): 106–11. http://dx.doi.org/10.1080/09751122.2015.11890380.

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21

Gray, Zoë. "Father Land, Mother Tongue." Wasafiri 21, no. 2 (July 2006): 32–41. http://dx.doi.org/10.1080/02690050600694869.

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22

Karmiloff-Smith, Annette. "Learning the mother tongue." Nature 443, no. 7107 (September 2006): 30. http://dx.doi.org/10.1038/443030a.

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23

Kartini, Risa Ses. "Urgensi Pemahaman Bahasa Ibu oleh Da’i dan Da’iyah dalam menyampaikan Dakwah di kalangan Remaja Masjid Jami’ Muhammad Jaya Di Kelurahan Sei Sekambing C II Medan." JURNAL SYIAR-SYIAR 2, no. 2 (November 24, 2022): 51–66. http://dx.doi.org/10.36490/syiar.v2i2.375.

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Mother tongue is a language that is used in a region in a country and is used for everyday speech by that community. the number of use of the mother tongue must be less than the total population in the country. If the number of speakers is more, then the language is the national language. The word language itself has a meaning, namely the ability of humans to say things to other humans either by using words, signs or body movements. Language is a tool or means to communicate between humans in the form of an information exchange system with sound symbols produced from human speech tools. Language is composed of thousands of words, each of which has a different meaning. Words represent an abstract relationship between a word and the object or concept represented by the word. A collection of words or vocabulary compiled by linguists in an alphabetical order and then compiled into a book called a dictionary or lexicon. This dictionary will later become a guide in learning the language in a standard and correct manner. In conveying everything, expressing opinions or ideas, humans cannot do it haphazardly. Humans must follow the rules of the language in which they are located so that the speech conveyed can be understood by the interlocutor.Indonesia is a country rich in language and customs. Indonesia has thousands of islands, and most of them have their own mother tongue. Even some regions have more than 1 mother tongue. For example, in Papua, which has more than 270 mother tongues. Mother tongue is often likened to the identity of the area. Local people can certainly speak their mother tongue. Even though in the modern era, Mother Language is rarely used, but it will be very good if it continues to be studied and passed on to posterity. If not, then the mother tongue and local customs will be lost due to changing times
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24

Nchang, Comfort Numfor, and Enow Parris Cecilia Bechem. "Instructional Approaches for the Integration of Cultural Elements in Indigenous. Language Classroom: A Case Study of the Bafut Language." International Journal of English Language and Linguistics Research 10, no. 2 (February 15, 2022): 1–14. http://dx.doi.org/10.37745/ijellr.13/vo10.n2pp114.

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Language teaching involves culture teaching. This study examines mother tongue teachers’ opinions on the integration of culture elements in the mother tongue classroom. It investigates instructional strategies used by mother tongue teachers in the integration of cultural elements in indigenous language classroom. The study made use of focus group interview with 10 mother tongue literacy teachers. Six key informants were also interviewed. The results showed that, language is a product of culture and must be incorporated as an essential aspect of mother tongue learning and teaching. The results also indicated that, both the mother tongue teachers, and the key informants employ a variety of approaches in the integration of cultural elements in the mother tongue classroom. It is only when cultural elements become an integral part of mother tongue curriculum and instruction, that learners acquire both cultural and communicative competence.
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Nchang, Comfort Numfor, and Enow Parris Cecilia Bechem. "Instructional Approaches for the Integration of Cultural Elements in Indigenous. Language Classroom: A Case Study of the Bafut Language." International Journal of English Language and Linguistics Research 10, no. 5 (May 15, 2022): 1–14. http://dx.doi.org/10.37745/ijellr.13/vol10n5114.

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Language teaching involves culture teaching. This study examines mother tongue teachers’ opinions on the integration of culture elements in the mother tongue classroom. It investigates instructional strategies used by mother tongue teachers in the integration of cultural elements in indigenous language classroom. The study made use of focus group interview with 10 mother tongue literacy teachers. Six key informants were also interviewed. The results showed that, language is a product of culture and must be incorporated as an essential aspect of mother tongue learning and teaching. The results also indicated that, both the mother tongue teachers, and the key informants employ a variety of approaches in the integration of cultural elements in the mother tongue classroom. It is only when cultural elements become an integral part of mother tongue curriculum and instruction, that learners acquire both cultural and communicative competence.
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26

Pulver, Ariel, Astrid Guttmann, Joel G. Ray, Patricia J. O'Campo, and Marcelo L. Urquia. "Receipt of routine preventive care among infant daughters and sons of immigrant mothers in Ontario, Canada: a retrospective cohort study." BMJ Open 10, no. 7 (July 2020): e036127. http://dx.doi.org/10.1136/bmjopen-2019-036127.

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ObjectivesTo explore gender disparities in infant routine preventive care across maternal countries of birth (MCOB) and by mother tongue among infants of Indian-born mothers.SettingRetrospective population-based administrative cohort in Ontario, Canada (births between 2002 and 2014).Participants350 366 (inclusive) healthy term singletons belonging to families with a minimum of one opposite gender child.Outcome measuresFixed effects conditional logistic regression generated adjusted ORs (aORs) for a daughter being underimmunised and having an inadequate number of well-child visits compared with her brother, stratified by MCOB. Moderation by maternal mother tongue was assessed among children to Indian-born mothers.ResultsUnderimmunisation and inadequate well-child visits were common among both boys and girls, ranging from 26.5% to 58.2% (underimmunisation) and 10.5% to 47.8% (inadequate well-child visits). depending on the maternal birthplace. Girls whose mothers were born in India had 1.19 times (95% CI 1.07 to 1.33) the adjusted odds of inadequate well-child visits versus their brothers. This association was only observed among the Punjabi mother tongue subgroup (aOR: 1.26, 95% CI 1.08 to 1.47). In the Hindi mother tongue subgroup, girls had lower odds of underimmunisation than their brothers (aOR: 0.73, 95% CI 0.54 to 0.98).ConclusionsGender equity in routine preventive healthcare is mostly achieved among children of immigrants. However, daughters of Indian-born mothers whose mother tongue is Punjabi, appear to be at a disadvantage for well-child visits compared with their brothers. This suggests son preference may persist beyond the family planning stage among some Indian immigrants.
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27

Shamuratova, Yulduz. "Language is a symbol of our national pride." Middle European Scientific Bulletin 3 (August 30, 2020): 15–16. http://dx.doi.org/10.47494/mesb.2020.3.23.

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The mother tongue is as sacred as the Motherland, parents and family are precious to everyone. When a child is born, he is given a name in his mother tongue, Allah is said in his mother tongue, and he speaks words in his mother tongue. The notion of the mother tongue is therefore a sacred value instilled in the blood of each of us. He plays an important role in finding a small place in our society, in shaping us into mature people who will benefit the people. The mother tongue is an example of the unity and solidarity of the nation, its pride and spirit.
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Stoop (Chürr), Chrizell. "Children's Rights to Mother-Tongue Education in a Multilingual World: A Comparative Analysis between South Africa and Germany." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 20 (May 11, 2017): 1. http://dx.doi.org/10.17159/1727-3781/2017/v20i0a820.

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The importance of the mother tongue, and, more specifically, of mother-tongue education, is recognised globally. Use of the mother tongue is regarded as one of the most effective ways of acting and performing cognitively, socially and communally. The aim of this article is to encourage and promote the implementation and realisation of mother-tongue education through certain school/education models in order to achieve equality and liberation and to increase the incidence of high-performance education systems in a multilingual world. A comparative analysis of South Africa and Germany will also be undertaken with regard to language policies and the mother-tongue education situation in these countries' school systems. Several other aspects such as the choice of language as a fundamental right, the importance of international instruments, as well as some lessons to be learnt for both South Africa and Germany in respect of mother-tongue education, will be discussed. It will be concluded that, despite the existence of a multilingual world, the crucial importance of the use of the mother tongue and mother-tongue education should not be underestimated and/or ignored.
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Ozfidan, Burhan. "Right of Knowing and Using Mother Tongue: A Mixed Method Study." English Language Teaching 10, no. 12 (October 30, 2017): 15. http://dx.doi.org/10.5539/elt.v10n12p15.

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Language is a crucial factor for the academic achievement of minority people. Speaking the mother tongue in school increases self-confidence and thinking skills, and conveys freedom of speech. Mother tongue is an inseparable element of his or her culture and that everyone has the right to learn his or her mother tongue. The main objective of this current study is to illustrate the need for a language curriculum and to investigate what parameters will influence the development of a mother tongue. This study used an explanatory sequential mixed method, conducted in two phases: a quantitative phase followed by a qualitative phase. For quantitative data collection, 140 participants responded the survey instrument. For qualitative data collection, 12 participants were interviewed. The results indicated that everyone has the right to be taught in their mother tongue. Mother tongue education is necessary for a student to have an equal access to education and gain benefits from education as do others. Mother tongue education has a crucial role in ensuring school attendance, raising the quality of education, and integrating children into society. Therefore, the findings reflected that a bilingual education program is necessary to be educated in mother tongue.
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Sharofjon Kizi, Kamola Oltiboeva. "CHARACTERISTICS OF ORGANIZATION OF PRIMARY SCHOOL MOTHER TONGUE LESSONS." International Journal of Pedagogics 02, no. 04 (April 1, 2022): 21–27. http://dx.doi.org/10.37547/ijp/volume02issue04-06.

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This article is about the specifics of organizing elementary school native language classes. The role of mother tongue and literature in general secondary education is invaluable. The main goal of the science of mother tongue and literature is to develop a person who is logical and free-thinking, has a broad outlook, creative and artistic thinking. As our scholars say, "all the virtues of the world permeate the human heart, first of all, with the unique charm of the mother tongue." Therefore, the ideas of eternal love for the motherland, patriotism, humanity are realized, first of all, in the process of teaching students the native language. This is a testament to the responsibility of the mother tongue and literature teacher in the development of the younger generation.
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31

Usatîi, Larisa. "Influența limbii materne în predarea pronunției în limba engleză." Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 49, no. 3 (December 2021): 66–74. http://dx.doi.org/10.46727/jshs.2021.v49.i3.p66-74.

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The present article treats a problem regarding the influence of the mother tongue in teaching English pronunciation. The importance and necessity of using the mother tongue in learning English are relevant. The obtained knowledge, skills and abilities in the mother tongue influence those from the foreign language, as a result thezy are in an interdependence, that observe concrete laws. This interdependence can both contribute to learning English, and hinder it. The formation of correct pronunciation skills depends on the the adjustment of the mother tongue phonological system tot that of the target language.
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32

Khanyile, Snenhlanhla, and Felix Awung. "Challenges of Mother-Tongue Education in IsiZulu: A Case Study of Selected Schools in the uThungulu District of Kwazulu-Natal." African Journal of Inter/Multidisciplinary Studies 5, no. 1 (2023): 1–8. http://dx.doi.org/10.51415/ajims.v5i1.1069.

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The post-apartheid language policy of South Africa grants every child the right to study in their mother tongue. Despite this provision, mother-tongue education in indigenous languages has only been implemented in some schools in the country, and this has also been limited to the first three grades of primary education. While research has highlighted the challenges of mother-tongue education in South Africa, little attention has been given to the educators’ perceptions on the subject. It is for this reason that this study sought to investigate educators’ perspectives on the challenges of mother-tongue education in uThungulu District of KwaZulu-Natal. Using Biesta and Tedder’s ecological agency as a theoretical lens, the study adopted a multiple-case study research design to collect data from 30 educators in five schools using questionnaires. The results revealed that the implementation of mother-tongue instruction in uThungulu District was fraught with challenges such as ill-adapted terminology for mother-tongue teaching, negative attitudes from the community, lack of training for teaching in the mother tongue and lack of resources. The study is significant in shedding light on the role that educators as agents of the system can play in bringing about the successful implementation of mother-tongue education in South Africa.
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33

Cahill, Michael. "Overliteralness and Mother-Tongue Translators." Journal of Translation 7, no. 1 (2011): 49–61. http://dx.doi.org/10.54395/jot-4y8m4.

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One barrier to quality in Bible translation is a tendency for translators to translate literally from their primary source text. This is a hazard for any translator, but has particular relevance in the case of Mother-Tongue Translators (MTTs) with minimal training, who are bearing an increasingly larger role in new Bible translations around the globe. In this article, we first examine the problem of overliteralness, observing cases of RL structural adherence to the SL in direct speech, ungrammatical sentences, mistranslation of rhetorical questions, use of idioms, and neglect of discourse factors, etc. The problem of overliteralness extends to information and emotional impact implicit in the SL that is not made explicit in the RL. Reasons for overliteralness include the natural intuitiveness of translating literally, respect for the Word of God (they don’t want to change it), and MTTs’ unawareness of their own language patterns. Since translation consultants are not always familiar with the receptor language, these types of mistakes may escape notice in the checking process. Nonetheless, many MTTs do excellent translation work. We present two major factors that help MTTs avoid overliteralness. Through training and mentoring, they need to absorb the translation principle that gives them “permission” to not be literal. Next, deliberate study of structures of their own language is key, especially contrasting it with structures of the primary source language. Cases where these types of activities are already being done will be presented, and more are encouraged.
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Amir, Dana. "From Mother Tongue to Language." Psychoanalytic Review 97, no. 4 (August 2010): 657–78. http://dx.doi.org/10.1521/prev.2010.97.4.657.

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Mossman, Robert C. "Teaching Demetria Martinez' "Mother Tongue"." English Journal 86, no. 8 (December 1997): 38. http://dx.doi.org/10.2307/821621.

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Locastro, Virginia, Istvan Kecskes, and Tunde Papp. "Foreign Language and Mother Tongue." TESOL Quarterly 35, no. 3 (2001): 501. http://dx.doi.org/10.2307/3588034.

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Berger, Anne Emmanuelle. "Politics of the Mother Tongue." Parallax 18, no. 3 (August 2012): 9–26. http://dx.doi.org/10.1080/13534645.2012.688631.

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38

OKEDARA, J. T., and C. A. OKEDARA. "Mother-Tongue Literacy in Nigeria." ANNALS of the American Academy of Political and Social Science 520, no. 1 (March 1992): 91–102. http://dx.doi.org/10.1177/0002716292520001011.

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39

Boothe, Ken, and Roland W. Walker. "Mother Tongue Education in Ethiopia." Language Problems and Language Planning 21, no. 1 (January 1, 1997): 1–19. http://dx.doi.org/10.1075/lplp.21.1.01boo.

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RESUMEN Educación en lengua materna en Etiopia: De una política a la implementación A pesar de los limitados recursos financieros y humanos, Etiopia esta avanzando rápidamente en la implementación de una política de educación en lengua materna para todos sus ciudadanos en un corto periodo de tiempo. Este artículo es el reporte de un observador participe de los tres primeros años de un ambicioso programa de educación en lengua materna, enfocado en el proceso de creación de materiales en lenguaje materno y en la efectividad del programa. Por décadas las minorías étnicas etíopes fueron dominadas por la política de usar solamente el idioma del emperador en la educación elemental. Luego durante los siguientes 17 años de socialismo el uso de la lengua materna fue permitido solamente en la alfabetización de adultos. Sin embargo desde 1991 el gobierno ha gastado una buena cantidad de recursos para facilitar la educación en lengua materna a los grupos étnicos que asi lo deseen. Diseñar un programa y producir sus materiales es uno de los mayores obstáculos para los paises que tienen varios idiomas y que desean ofrecer un programa universal de educación en lengua madré. En asociación con los grupos locales de individuos y las organizaciones no gubernamentales, el gobierno de Etiopia ha juntado cientos de maestros de escuela para producir materiales en idioma materno en cada una de las areas de estudio, del primero al sexto grado, en los ocho primeros idiomas de los cincuenta hablados en el pais. La estandarización del idioma y el desarrollo de una ortografía han ido de la mano en una forma acelerada. RESUMO Edukado en gepatra lingvo en Etiopio: De politiko gis realigo Spite limigitajn financajn kaj homajn rimedojn, Etiopio rapide transiras el formulado de politiko al ties realigado por liveri al sia tuta popolo edukadon en la gepatra lingvo ene de mallonga tempoperiodo. En tiu ĉi artikolo, partoprenanta observante priskribas la unuajn tri jarojn de la aŭdaca etiopia programo por edukado en la gepatra lingvo, kun fokuso je la procedo por evoluigi materialojn en gepatraj lingvoj, kaj je la efikeco de la programo. Dum jardekoj, la etnaj minoritatoj de Etiopio estis regataj de la politikoj de la Imperiestroj koncerne ekskluzivan utiligon de la amhara lingvo en elementa edukado. Dum la postaj dek sep jaroj da socialismo, la gepatran lingvon oni permesis nur por plenaĝula alfabetigo. Tamen, depost 1991, la Transira Registaro de Etiopio permesas al etnaj grupoj la rajton antaŭenigi la proprajn kulturojn kaj evoluigi siajn lingvojn por elementa edukado. Preterirante politikon al efektiva agado, la registaro elspezas signifajn rimedojn por faciligi edukadon en la gepatra lingvo por ĉiuj etnaj grupoj, kiuj tion deziras. Granda barilo por multlingvaj nacioj, kiuj deziras proponi universalan edukadon en gepatraj lingvoj, estas la kreado de taŭgaj studprogramoj kaj materialoj. Kunlabore kun lokaj enlogantoj kaj neregistaraj organizaĵoj, la registaro de Etiopio jam kunvenigis centojn da instruistoj por krei materialojn por ciu studtemo en la unua gis la sesa klaso, por la unuaj ok el la pli ol kvindek etiopiaj lingvoj. Lingva normigo kaj evoluigo de ortografio okazadas samtempe, ĉiam je granda rapideco.
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40

Brown, Victoria Bissell. "Biography in the Mother Tongue." Journal of Women's History 10, no. 2 (1998): 198–206. http://dx.doi.org/10.1353/jowh.2010.0351.

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Gunew, Sneja, and Uyen Loewald. "The mother tongue and migration." Australian Feminist Studies 1, no. 1 (December 1985): 105–10. http://dx.doi.org/10.1080/08164649.1985.10382908.

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KAMER, ALBERT. "Studies in mother tongue education." Multilingua - Journal of Cross-Cultural and Interlanguage Communication 5, no. 1 (1986): 41–42. http://dx.doi.org/10.1515/mult.1986.5.1.41.

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Forster, P., and C. Renfrew. "Mother Tongue and Y Chromosomes." Science 333, no. 6048 (September 8, 2011): 1390–91. http://dx.doi.org/10.1126/science.1205331.

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Airat Faizrakhmanov. "PRICE OF THE MOTHER TONGUE." Current Digest of the Russian Press, The 70, no. 021 (May 27, 2018): 9. http://dx.doi.org/10.21557/dsp.51396042.

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Starc, Sonja. "Mother-Tongue Education in Slovenia." L1-Educational Studies in Language and Literature 4, no. 1 (2004): 103–15. http://dx.doi.org/10.1023/b:esll.0000033857.50595.57.

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Trillo, Jesús Romero. "Foreign Language and Mother Tongue." Journal of Pragmatics 34, no. 5 (May 2002): 615–18. http://dx.doi.org/10.1016/s0378-2166(02)00029-2.

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Slezak, Michael. "The mother tongue for Eurasia." New Scientist 218, no. 2916 (May 2013): 10. http://dx.doi.org/10.1016/s0262-4079(13)61160-4.

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Stevenson, Deborah. "Mother Tongue by Julie Mayhew." Bulletin of the Center for Children's Books 73, no. 1 (2019): 28–29. http://dx.doi.org/10.1353/bcc.2019.0591.

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Overgaard, Søren. "Movement is our mother tongue." Phenomenology and the Cognitive Sciences 10, no. 1 (October 6, 2010): 139–43. http://dx.doi.org/10.1007/s11097-010-9179-6.

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Cook, Perry. "Eduardo Reck Miranda: Mother Tongue." Computer Music Journal 28, no. 4 (December 2004): 95–96. http://dx.doi.org/10.1162/comj.2004.28.4.95.

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