Factors Contributing to Language Endangerment of Minority Languages in Rural Communities Near Mine Towns of Zambia: A Case Study of Lamba and Swaka Languages
Issue:
Volume 7, Issue 2, June 2018
Pages:
23-27
Received:
22 May 2018
Accepted:
12 June 2018
Published:
5 July 2018
Abstract: The Zambian linguistic landscape is deliberately designed in such a way that each of the ten provinces of Zambia has a dominant language accorded the status of regional official language with speakers of other minority languages mandated to use it for all local official transactions. This paper examines the factors contributing to language endangerment and loss of vitality of minority languages, specifically the indigenous languages of Zambia whose native speakers live in the close proximity to the cities. A case study was conducted in the local villages on the outskirts of two cities of Zambia; Kabwe and Ndola. Around Kabwe town Swaka native speakers were selected while in Ndola on the Copperbelt, Lamba language speakers were equally selected for this study. This study was conducted to find out the language attitudes, domains of language use and mother tongue and regional lingua franca proficiency of these native speakers. A questionnaire was used to elicit the participants’ language proficiency, preference and domains of language use. Interviews and observations were used to find out language attitudes and reasons for language choice by participants. The results of this study show that the regular contact of native speakers of the minority languages with the city has negatively affected the vitality of the local languages in villages around these cities. Increase in mobility of people from other regions in search of employment, exchange of goods and information coupled with entertainment to and from cities has driven a powerful trend towards the extinction of native languages in the villages closer to big cities. The study has also revealed that if the owners of industries, mines and other multinational investors do not give employment priorities to locals and continue employing and recruiting workers from other regions, local languages within the investment areas will gradually go into total extinction.
Abstract: The Zambian linguistic landscape is deliberately designed in such a way that each of the ten provinces of Zambia has a dominant language accorded the status of regional official language with speakers of other minority languages mandated to use it for all local official transactions. This paper examines the factors contributing to language endanger...
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Research on the Construction of Regional Lifelong Special Education Service System of Changning District, Shanghai
Issue:
Volume 7, Issue 2, June 2018
Pages:
28-35
Received:
24 August 2018
Accepted:
20 September 2018
Published:
22 October 2018
Abstract: The 38th general council of UNESCO presented the idea of "ensuring inclusive and equal quality education and promoting lifelong learning for all". Since 1965, when Mr. Paul Lengrand introduced the concept of lifelong education, countries all over the world have unceasingly carried on some practices. Since 1990s, the construction of lifelong education system has been regarded as an important subject of education reform and development in China. However, on the whole, only the important measures to construct the lifelong education system has been heard so far, and few concrete practices has been seen. And the lifelong special education service system is even more a kind of "ideal" that can not be reached.Special Education Promotion Plan (2014-2016) issued by the General Office of the State Council of the people’s Republic of China proposes to actively develop special education in non-compulsory education stages. From the perspective of lifelong learning for all, based on lifelong learning for disabled people and diversified needs of special students, lifelong special education practices, which lasted 15 years with three phases of action research has been carried out in Changning District of Shanghai. The government of Changning District has set up a substantive regional special education guidance center, established a multi-disciplinary resource platform for regional medical education, developed a regional off-campus lifelong special education curriculum, built a regional transition service mechanism for special students and constructed a life-long special education service system for disabled people from 0 to 3 years old and even the elderly. Three research conclusions have been drawn: based on a multi-disciplinary comprehensive service system, the construction of a life-long special education service system is a process of continuous progress towards an ideal state to remove obstacles in administrative system and mechanism.
Abstract: The 38th general council of UNESCO presented the idea of "ensuring inclusive and equal quality education and promoting lifelong learning for all". Since 1965, when Mr. Paul Lengrand introduced the concept of lifelong education, countries all over the world have unceasingly carried on some practices. Since 1990s, the construction of lifelong educati...
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Correlates of Early Reading Skills among Pre-School Children in Nigeria
Awopetu Anna,
Ossom Ossom
Issue:
Volume 7, Issue 2, June 2018
Pages:
36-39
Received:
22 September 2018
Accepted:
5 October 2018
Published:
1 November 2018
Abstract: This study was carried out to examine some of the factors influencing early reading skills among pre-school children in selected nursery schools in Ondo State, Nigeria. Descriptive research design of the correlation type was used. A self-developed questionnaire was administered to identify and measure reading skills and factors influencing their development. Randomly selected 100 teachers and 200 parents (a total number of 300 respondents) from 10 purposively selected private and public nursery schools participated in the study. The results obtained revealed significant factors associated with early reading skills. The findings also indicated the significant correlation between learning environment in the classroom and early reading skills (r=0.29; p<0.05), the significant correlation between home learning environment and early reading skills (r=0.29; p<0.05), and the significant correlation between peer group influence and early reading skills of pre-school age children (r=0.22; p<0.05). The study concluded that conducive learning environment in school and at home are important factors that can significantly improve development of reading skills at early childhood period. It was also established that children with higher abilities can positively challenge and influence another child’s skills development. Based on the above findings, the study recommended that educators and parents should always remember to take care of conducive learning environment for pre-school children by providing stimulating atmosphere that enhances all-round development. Peer group influence should be also considered as it may play a positive role in child’s development of early reading skills.
Abstract: This study was carried out to examine some of the factors influencing early reading skills among pre-school children in selected nursery schools in Ondo State, Nigeria. Descriptive research design of the correlation type was used. A self-developed questionnaire was administered to identify and measure reading skills and factors influencing their de...
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