"Mon respe tou lezot lalang!": A Case Study of Native Teacher Attitudes towards Creole-Mediated Multilingual Education in Seychelles

Autor/inn/en	Fleischmann Schwarz, Christina Tamaa; Nick, I. M.
Titel	"Mon respe tou lezot lalang!": A Case Study of Native Teacher Attitudes towards Creole-Mediated Multilingual Education in Seychelles
Quelle	In: Current Issues in Language Planning, 19 (2018) 2, S.183-197 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2017.1353340
Schlagwörter	Foreign Countries; Case Studies; Teacher Attitudes; Creoles; Language of Instruction; Multilingualism; Bilingual Education; Mixed Methods Research; Official Languages; Educational Policy; Teacher Background; Teacher Surveys; Elementary School Teachers; Secondary School Teachers; Experienced Teachers; Beginning Teachers; Seychelles + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Lehrerverhalten; Kreole; Teaching language; Unterrichtssprache; Mehrsprachigkeit; Multilingualismus; Bilingual teaching; Bilingualer Unterricht; Office language; Amtssprache; Politics of education; Bildungspolitik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Seychellen
Abstract	In January 1982, the Republic of Seychelles became the first country to make its Creole, Seselwa, an official medium of instruction in its multilingual education system. Overall, this innovative language policy has positively affected student levels of personal motivation and academic success. Nevertheless, the nation's continued use of Creole-mediated multilingual education (CMME) has not been without critics. Chief among them have been the expected purveyors of the CMME policy--teachers. Using a mixed-method survey research design, this study investigated teacher attitudes towards the nation's three official languages: Seselwa, English, and French; and the Seychelles' CMME policy. The overall research result was as sobering as it was clear. Despite the government's 30-year commitment to CMME, the majority of the teachers polled still questioned the efficacy of this policy. Importantly, as this investigation demonstrates, a primary source of this doubt may be found in the teachers' own language profiles. The implications of these research findings for the future of CMME in Seychelles are discussed and recommendations for future investigations of vernacular instruction are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01