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Education Language Policy and its Implementation in Primary Schools: The Case of Wolayta Soddo

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dc.contributor.advisor Seyoum, Bikale
dc.contributor.author Bogale, Wolayte
dc.date.accessioned 2020-12-25T07:35:19Z
dc.date.available 2020-12-25T07:35:19Z
dc.date.issued 2009-10
dc.identifier.uri http://etd.aau.edu.et/handle/123456789/24336
dc.description.abstract The main objective of this study is to study the implementation of the current education language policy in Wolayta Soddo p rimary schools. The study comprises both the first and the second cycles. As a result grade 4 and grade 8 students of each cycle were chosen to p articipate in the study. From these grades 140 students were participated. Besides 22 teachers (6 from the first and 16 from the second cycle), 10 parents and 2 education bureau officials were also participated. Totally in this study 174 subjects were involved. Using questionnaire interview and observation the required data were collected from the subjects. The collected data were analyzed using quantitative and qualitative methods. The findings show that, classroom language use at the first cycle is consistent to the policy whereas at the second cycle not. Amharic and Wolaytato are the de facto mediums at the second cycle. Both teachers and students have English [, roblem. The methods that are used for English teaching in the first cycle do not enable students adequate to be instructed only in English. Except first cycle teachers, students in both cycles, second cycle teachers, parents and education officials understood the use of Wolaytato as the medium of instruction in a wrong way. As a result they have developed negative attitude towards learning in Wolaytato beyond the first cycle. They prefer English to Wolaytato as the best medium cf instruction for success in education. However the students' achievement is not as good as those students who learn in their mother tongue in the whole primary education. Therefore first cycle teachers should be continuously trained in teaching English. Learning in English should wait until students get oral proficiency and literacy skill in English. The concerned government body should work to change attitudes of the stake holders and motivate to participate in the implementation. en_US
dc.language.iso en en_US
dc.publisher Addis Ababa Universiy en_US
dc.subject The current education language policy in Wolayta Soddo p rimary schools. en_US
dc.title Education Language Policy and its Implementation in Primary Schools: The Case of Wolayta Soddo en_US
dc.type Thesis en_US


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