Table 3 - uploaded by Stephen L. Walter
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Comparative assessments in Grade 3 math from research sites in two countries (data from Walter and Dekker, 2007; Walter and Trammell, 2010).
Source publication
Executive Summary Language is an integral feature of educational practice in the classroom. Teachers communicate content and instructions via language. Learners listen and interact via language in the process of learning. The normal assumption is that the language of the classroom is either well-known to or quickly learned by students so that educa...
Contexts in source publication
Context 1
... there evidence that mother tongue instruction has any potential to address such systematic deficits? The data in Table 3 report differential performance on math assessments in two different countries for children in second language medium classrooms versus those in mother tongue medium classrooms. The performance gains are substantial ranging from 54 to 127 percent in the case of the Cameroonian ...
Context 2
... the end of the year, children in both programs take the same assessment of proficiency in oral English which is administered one-on-one by trained test administrators. The results of this testing are provided in Table 3 for all children in Grades 1 and 2 from the inception of the experimental program. Much to the surprise of local parents and educators, the children in the mother tongue schools (Kom language medium) outperformed their peers in the English-medium classrooms where they were listening to English 20+ hours a week. ...
Citations
... The different responses that emerged from the two contexts warrant differential models based on detailed contextual analysis instead of top-down policies that are motivated by global trends. After examining the education models from a range of developing countries, Walter (2011) suggested that given the linguistic landscapes of the different regions, the impact of L1-based ...
... Furthermore, Vela's (2015) study revealed that teaching in the mother tongue resulted in improved science performance, implying that the learners' everyday language is an active mode of education. Walter (2011) also proposed that the effects of mother tongue instruction are significant and measurable both in the short and long Linguistic mapping of Bago language: The case of selected upland speech communities in Ilocos Sur ...
... This program seeks to address the "high functional illiteracy of Filipinos" where language plays a significant factor (Nolasco, 2009). Walter (2011) argued that the use of mother tongue education is essential because it is "capable of producing proficient readers in 2-3 years" and can benefit learners who have an average ability and potential. Walter warned, however, that not all sociolinguistic patterns are suitable for the use of mother tongue education. ...
... However, Walter (2011) proposed that the impacts of English as medium of instruction in teaching Mathematics are substantial and are measurable both in the short term and in the long term via more global measures such as access to higher education and more advanced career opportunities with greatest benefits to those of average ability and potential. ...
This study determined the relationships between medium of instruction and learning outcomes in Mathematics. Using the mixed methods of research with 44 Grade 3 teachers and 36 Grade 4 teachers as respondents of the study, findings showed that Grade 3 teachers agreed that they perceived Kapampangan as effective medium of instruction in teaching Mathematics. Meanwhile, these teacher respondents moderately agreed that they encountered some difficulties or barriers in using Kapampangan in teaching Mathematics. Further, these teachers agreed that they frequently used Kapampangan as medium of instruction in teaching Mathematics. Grade 4 teacher respondents agreed that they perceived English as effective medium of instruction in teaching Mathematics. On the other hand, these teacher respondents moderately agreed that they encountered some difficulties or barriers in using English in teaching Mathematics. Meanwhile, these teachers agreed that they frequently used English as medium of instruction in teaching Mathematics. Based on the findings of the study, the following conclusions were drawn: There is a significant relationship between medium of instruction and pupils’ learning outcomes in Mathematics. Kapampangan and English were found positively correlated to pupils’ performance in Mathematics. Kapampangan was found more effective than English as medium of instruction in teaching Mathematics.
... Most countries opt for a bilingual language policy, teaching first in the mother-tongue (L1) and then introducing the foreign/second language (L2), often as the destination language (Eberhard et al., 2020;Kosonen, 2017;Walter & Benson, 2012). This is based on education theory recommending that schooling should begin in the language a child knows best (Ouane & Glanz, 2010;UNESCO, 2003;Walter, 2010;Walter & Benson, 2012). But policymakers wrestle with reconciling this with the strong demand from parents for their children to be taught in the international language, 1 given the economic returns and associated job opportunities vested in these languages (Casale & Posel, 2011;Giliomee, 2004;Gordon & Harvey, 2019;Wright, 2002). ...
... Adults and children differ in how they learn pronunciation, accent, and syntax. When to introduce L2 and how efficient this will be is more substantially affected by contextual factors such as whether learners are exposed to the L2 outside the classroom, the number of hours of L2 teaching, and teacher competency in teaching L2 (Cummins, 1980;Dutcher & Tucker, 1995;Ginkel, 2014;Walter, 2010). ...
... Language, on the other hand, is the method of human communication, either spoken or written, consisting of the use of words in a structured and conventional way. It is an integral feature of educational practice in the classroom (Walter, 2010). The harmonious interaction between teachers and learners is based on the effective communication of ideas, beliefs, emotions, and thoughts (Zhou, 2021). ...
This study aimed to examine the impacts of Filipino-based Learning Activity Sheets (LAS) on Grade 10 students' conceptual understanding of plate boundaries and earthquakes in science under the modular distance learning modality. Using a pre-experimental one-group pretest-posttest design, 30 students from Tomas V. Rivera National High School in Cawayan, Masbate were randomly selected to participate in the study. The results showed a significant improvement in students' conceptual understanding of plate boundaries and earthquakes, with a positive mean gain of 6.8 and 7.1, respectively, from the pretest to the posttest scores. Specifically, the students' level of conceptual understanding improved from 23.7% to 96.8%, with a 97% correct response rate on the posttest results. Moreover, paired sample t-test analysis revealed that the posttest scores of the students were significantly higher than their pretest scores at the 5% level of significance. These findings suggest that Filipino-based LAS significantly enhances students' conceptual understanding and mastery of concepts related to plate boundaries and earthquakes in Grade 10 Science under modular distance learning mode.
... It is essential to educational practices since it allows for transmitting information and ideas. Using language, students listen and interact meaningfully (Walter, 2011). Indeed, the importance of language in all social circumstances motivates people to learn about the world and teach students in school (Vela, 2011). ...
Language and education are inextricable. They are effective tools for making sense of the world, especially in obtaining professional knowledge and economic success. My study identified higher education teachers' employment of English as a language of instruction in teaching culturally diverse students. Through descriptive research, eighty-six faculty participated through simple random sampling. The research instrument was based on the Content and Language Integrated Learning Model, centered on language, content, learning, and culture dimensions. Descriptive statistics was employed to analyze and present the results. My findings revealed that English has multidimensional uses and has significant value in education, language proficiency, professionalism, cultural development, language repertoire, and personal empowerment. For the teachers, the state of utilizing English revealed its superiority and strong recognition. However, it is inevitably supplemented with Filipino and the native language to obtain as well as sustain meaningful learning.
... According to Walter (2014) and Creswell (2013) content analysis is a generic approach not necessarily linked to a particular or any theoretical perspective. All or parts of the data are coded, that is, identified as representing something of potential interest and this is labeled. ...
... Codes and themes occurring in the data can be determined inductively from reviewing the data and or relevance to the research questions, or theoretical considerations. The themes, according to Walter (2014) then serve as a basis for further data analysis and interpretation. Thematic content analysis makes substantial summaries of the themes that emerge when the data are read several times. ...
This paper sought to establish teachers' perceptions on the use of the mother tongue as a medium of instruction in the lower grade levels of primary school, grade 1-4. The paper adopted a qualitative approach where a case study research design was utilized. Data were collected from eight (8) grade 1-4 teachers in one primary school in the Manzini region of the Kingdom of Eswatini. The school was randomly selected and purposive sampling was used to select the teachers who participated. One on one interviews and questionnaires containing open-ended questions were used to collect data from the sampled teachers. The paper was based on the following research questions: what are teachers' perceptions of using the mother tongue as a medium of instruction in the lower grade levels of primary school? How is teaching and learning affected by the use of the mother tongue as a medium of instruction in the lower grade levels of primary school? Data were analysed using thematic content analysis. The findings of the study revealed that there were challenges of using the mother tongue as a medium of instruction, as siSwati language is not developed or rather standardized so that every Liswati speaks the same dialect. Emaswati sometimes interpret one word in different ways. Again most schools admit multi-racial learners and these have a problem in understanding the siSwati. In addition, some learners are from English speaking environments as both their parents are educated and so are their siblings and friends. English is also a global language and therefore has a significant impact on students' employment prospects when they grow up, the same thing cannot be said about siSwati. If learners learn in siSwati from the time they begin primary school, they are likely to struggle to learn in English at a later stage. Emphasis during teacher training is on the use of English as a medium of instruction. Based on the findings, the study recommends that teachers should be trained at college level to teach the subjects at primary school, in the mother tongue. Curriculum materials, teaching and learning materials should be written in the mother tongue. P a g e | 229
... It is an integral feature of educational practices since contents and ideas are communicated. Through language, learners listen and meaningfully interact in the process of learning (Walter, 2011). Indeed, the indispensability of a language in all social environments drives people to understand the world and educate learners in school (Vela, 2011). ...
The study identified the place of English as Language of Instruction (ELI) from the perspective of Culturally-diverse Students (CDS). It was conducted to shed light on the neglected use and low proficiency in English. A Descriptive Research Design was employed. The 275 CDS served as respondents from Sultan Kudarat State University, College of Teacher Education, in the Philippines. Results revealed that CDS recognized ELI with prime significance. However, the support of Fil-English and Filipino language inevitably substantiating better comprehension of the subject matter. Though English was challenging to learn, CDS acknowledged English as a potent tool in learning content areas and as a language for intercultural communication. English was extensively employed inside the classroom; however, it was occasionally used in the school environment. It is recommended to conduct ELI among teachers and mainstream students, mechanize sustainable English usage, and include ELI in the faculty assessments.
... According to Walter (2014) and Creswell (2013) content analysis is a generic approach not necessarily linked to a particular or any theoretical perspective. All or parts of the data are coded, that is, identified as representing something of potential interest and this is labeled. ...
... Codes and themes occurring in the data can be determined inductively from reviewing the data and or relevance to the research questions, or theoretical considerations. The themes, according to Walter (2014) then serve as a basis for further data analysis and interpretation. Thematic content analysis makes substantial summaries of the themes that emerge when the data are read several times. ...
This paper sought to establish teachers' perceptions on the use of the mother tongue as a medium of instruction in the lower grade levels of primary school, grade 1-4. The paper adopted a qualitative approach where a case study research design was utilized. Data were collected from eight (8) grade 1-4 teachers in one primary school in the Manzini region of the Kingdom of Eswatini. The school was randomly selected and purposive sampling was used to select the teachers who participated. One on one interviews and questionnaires containing open-ended questions were used to collect data from the sampled teachers. The paper was based on the following research questions: what are teachers' perceptions of using the mother tongue as a medium of instruction in the lower grade levels of primary school? How is teaching and learning affected by the use of the mother tongue as a medium of instruction in the lower grade levels of primary school? Data were analysed using thematic content analysis. The findings of the study revealed that there were challenges of using the mother tongue as a medium of instruction, as siSwati language is not developed or rather standardized so that every Liswati speaks the same dialect. Emaswati sometimes interpret one word in different ways. Again most schools admit multi-racial learners and these have a problem in understanding the siSwati. In addition, some learners are from English speaking environments as both their parents are educated and so are their siblings and friends. English is also a global language and therefore has a significant impact on students' employment prospects when they grow up, the same thing cannot be said about siSwati. If learners learn in siSwati from the time they begin primary school, they are likely to struggle to learn in English at a later stage. Emphasis during teacher training is on the use of English as a medium of instruction. Based on the findings, the study recommends that teachers should be trained at college level to teach the subjects at primary school, in the mother tongue. Curriculum materials, teaching and learning materials should be written in the mother tongue. P a g e | 229
... Being smart, funny, or possessing a decent comical tendency is considered to be psychological or scholarly righteousness, while power, empathy, and reasonableness reflect character temperance. [1] As suggested by the Mean tenet of Aristotle, values are a qualified mean (and not impartial or numerical uncaring) between the two insufficiency limits from one point of view and abundance from the other. At this point of view temperance means equilibrium. ...
This manuscript explores the relations between ethical education from one point of view, and on the other, society, legislative problems, destitution and religion in Africa. This develops by looking at the theory and experience of good teaching, before considering principles of proper training and uprightness. The paper analyzes the moral formation in African communities and in religion from that point on. Finally, from one viewpoint, it challenges the connection between moral teaching in Africa, and legislative and destitution problems on the other. The paper presumes that there is a need for another world request given anything, in which the properties of the planet are truly widely and uniformly transmitted. We have the undertaking to use policy concerns, culture and faith to promote moral teaching to help all, so that we can understand the purpose. Young learner approaches, academics in African societies had a variety of tools at their disposal for effective ethical education, for example, we get the replication method, reiterate after us technique. We have several other strategies including such fictional stories, aphorisms, and warning and restriction. Multiple variables impacting children's spiritual education, e.g. in Nigeria, became parents' traditions, beliefs and spiritual beliefs. The concluded that each and every learning which would be stripped of ethics is inadequate therefore pointless since it is founded on human existence.
