Literaturnachweis - Detailanzeige
| Autor/in | Wilmot, Eric Magnus |
|---|---|
| Titel | Improving Achievement or Constructing Marginality? Pupil Performance and Classroom Language Use in Ghana. |
| Quelle | (2002), (15 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Bilingual Education; Developing Nations; Elementary Education; Elementary School Students; Foreign Countries; Language Minorities; Language of Instruction; Minority Group Children; Public Policy; Ghana |
| Abstract | This study examined the impact of implementation of the Ghanaian government's mother tongue language policy, noting whether bilingual/mother tongue education would lead to improved academic achievement of elementary school students or would reinforce the marginalized position of linguistic minority children in developing countries. Data came from the Improving Educational Quality (IEQ) study and from student assessments at three elementary schools. Data were collected as students progressed through the second, third, and fourth grades. Overall, most third graders outperformed their second grade counterparts. Also, each class generally improved on their previous year's performance. Compared to the two schools that were implementing the language policy, the third school had better performance. The school with the worst performance had poorly trained teachers and used the Ghanaian language for instruction, which was not the students' first language. (Contains 10 references.) (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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