International Journal of Educational Development ( IF 1.873 ) Pub Date : 2021-01-09 , DOI: 10.1016/j.ijedudev.2020.102328 Kari Iren Spernes , Rose Ruto-Korir
This study is part of a larger project related to multilingualism and education in rural Kenya. We examine how Grade 8 learners use their three languages (Nandi, Swahili, and English) when they discuss experiences elicited by two short video clips representing happiness and sadness as basic emotions. Previous research indicates that use of the mother tongue is preferred for expressing feelings; however, we find that learners neither prefer their indigenous language nor convey the most fluent emotional stories in this language. We problematise this finding, and further discuss the connection between school languages and intention within the national curriculum.
中文翻译:
多种语言和课程:关于肯尼亚农村的多种语言学习者如何使用其语言表达情感的研究
这项研究是肯尼亚乡村与多语种教育相关的更大项目的一部分。我们讨论了八年级学习者在讨论由两个将幸福和悲伤作为基本情感的简短视频片段所激发的体验时,他们如何使用他们的三种语言(南迪语,斯瓦希里语和英语)。先前的研究表明,母语是表达情感的首选。然而,我们发现学习者既不喜欢他们的母语,也不表达这种语言中最流利的情感故事。我们对这一发现提出了质疑,并进一步讨论了国家课程中学校语言与意图之间的联系。