Silenced by an Unknown Language? Exploring Language Matching during Transitions from Complementary Education to Government Schools in Ghana

Autor/inn/en	Daly, Kieran; Carter, Emma; Sabates, Ricardo
Titel	Silenced by an Unknown Language? Exploring Language Matching during Transitions from Complementary Education to Government Schools in Ghana
Quelle	In: Compare: A Journal of Comparative and International Education, 53 (2023) 4, S.585-602 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Daly, Kieran) ORCID (Carter, Emma) ORCID (Sabates, Ricardo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2021.1941772
Schlagwörter	Foreign Countries; Language of Instruction; Native Language; Official Languages; Barriers; Language Classification; Multilingualism; Literacy; Language Acquisition; Early Childhood Education; Language Usage; Student Characteristics; Family Environment; Reading Habits; Reading Skills; Public Schools; Ghana + Suchen Sie Ihr Suchwort? Ausland; Teaching language; Unterrichtssprache; Office language; Amtssprache; Sprachtypologie; Mehrsprachigkeit; Multilingualismus; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachaneignung; Spracherwerb; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Sprachgebrauch; Familienmilieu; Reading habit; Lesegewohnheit; Reading skill; Lesefertigkeit; Public school; Öffentliche Schule
Abstract	Mother tongue-based education has been central to the promotion of early literacy skills in many multilingual contexts of the Global South. However, learners in such environments may face significant linguistic challenges when changing language of instruction during schooling. In particular, the linguistic distance between mother tongue and official language may be a significant barrier to learners. This paper provides an empirical approach to this issue by employing language matching based on linguistic distance between languages to explore changes in literacy scores for learners who change language of instruction. Findings show that the greater the linguistic distance between two languages, the larger the loss in foundational literacy. We conclude that language matching could be introduced as a tool to identify at-risk learners during transitions and, if possible, as a tool for linguistic allocation of students who have the possibility of selecting between schools with different languages for instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01