Mother Tongue Education in Ethiopia: From Policy to Implementation  

Oleh:

Boothe, Ken ; Walker, Roland

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Problems and Language Planning vol. 21 no. 1 (1997), page 1-19.

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LPL/21 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

In spite of limited financial and human resources, Ethiopia is moving rapidly from policymaking to implementation in the provision of mother tongue education (MTE) for all its people within a short period of time. This article is a participant observer's description of the first three years of Ethiopia's bold program for MTE, focusing on the process for developing mother tongue materials and on the effectiveness of the program. For decades, Ethiopia's ethnic minorities were dominated by the emperors' Amharic-only policies for formal primary education. During the ensuing seventeen years of socialism, the mother tongue was only allowed for programs involving adult literacy. Since 1991, however, the Transitional Government of Ethiopia has given ethnic groups the right to promote their cultures and develop their languages for primary education. Going beyond policy to action, the government has spent significant resources to facilitate MTE for all ethnic groups that desire it. Developing curricula and materials are major hurdles for nations with many languages who desire to offer universal MTE. In partnership with the local people and nongovernmental organizations, the government of Ethiopia has already brought hundreds of schoolteachers together to develop mother tongue materials for grades one through six, in each subject area, for the first eight of their more than fifty mother tongues. Language standardization and orthography development have gone on concurrently, all at a rapid pace.

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