Native Language versus National Language Literacy: Choices and Dilemmas in School Instruction Medium.

Abstract

The notion of national unity through a single official language is defended by policy makers, who point out the practical and financial drawbacks involved in teaching in the vernacular in multilingual nations. Findings from grassroots-level case studies in Senegal, Zimbabwe, Ethiopia, Malawi, Thailand, Papua New Guinea, and Sri Lanka attest to the complexity of the participants' perceptions and desires. Additional comparative data from other countries echo these studies and underscore the recurring themes of and social advancement on the one hand, and national unity and progress on the other. A colossal gap exists between what theorists proclaim as ideal, and the real-life empirical world of schools in very poor multilingual countries. Practical problems of teaching in the mother tongue are those of alphabet, transcriptions, phonetics, paucity of vocabulary, lack of resources for programs and trained teachers, and a shortage of textbooks and other printed matter in the new literate languages. The diverse case studies tend to show that parents and pupils are satisfied with school instruction being in a dominant language if they see that dominant language as a possible vehicle for social advancement. The Zimbabwe model seems to work for many rural schools: basic literacy in the first three grades in the native language, especially if there is printed reading material available. When the numerous variables and viewpoints are considered, usefulness emerges as the most important factor in predicting whether a choice of literacy instruction medium will be successful. (Contains 11 references.) (NKA) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** LITERACY. gi NA; -tit

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