Mother‐tongue teaching: A case study

Abstract

This paper looks at some of the key issues in mother‐tongue teaching in Britain by means of a case‐study of a Gujarati mother‐tongue class. It considers the organisation of the classes and the linguistic background of the pupils. It describes the methods of teaching, the materials used and their reception by the pupils with reference to their more general implications. It also discusses the attitudes of teacher, parents and pupils towards the classes, showing that there was a lack of congruence in their expectations and experiences which influenced the classes’ progression.

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