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The Problems and Possibilities of Multilingual Classrooms in Ethiopia

Received: 13 May 2019     Accepted: 29 June 2019     Published: 13 July 2019
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Abstract

Choosing language of instruction in education is one such concern and often is not free of critics from different perspectives. While students in primary schools come from different language background, it is noted that schools are employing a single language of instruction in classrooms which seems problematic to the students and require investigation. The situation is more worthy in countries like Ethiopia where people live heterogeneously. Hence, the purpose of this study was to assess the problems and possibilities of multilingual classrooms in North and East Shoa zones of Ethiopia. To conduct this research, mixed research method and descriptive survey design was employed. The primary sources of data were 260 teachers, who responded to the questionnaire, 10 teachers and 2 primary school directors who participated in FGD. In addition, various literatures and policy documents were the secondary data sources of the study. Purposive, stratified and simple random sampling techniques were employed to select sampled primary school teachers and directors. Questionnaires were the main data gathering instruments while Focus Group Discussion was employed to enrich the data gathered through questionnaires. Moreover, the collected data were analysed quantitatively by using simple descriptive statistics and qualitatively using descriptive narration. The finding of the study indicates various opportunities and problems of multilingual classrooms. Further, although multilingual classrooms provide an opportunity to get to know each other’s culture, if not properly handled it may also results the promotion of dominant group culture and language, which in turn may result in the extinction of minorities cultural elements. Although the issue of multilingual classroom has its own uniqueness that shall be treated differently, still, it is not given due consideration as expected. Finally, policy related as well as short and long term recommendations related to teacher’s attitude, recruitment and deployment were forwarded as to improve the challenges of multilingual classrooms.

Published in International Journal of Secondary Education (Volume 7, Issue 2)
DOI 10.11648/j.ijsedu.20190702.15
Page(s) 51-60
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Multilingual Classrooms, Problems, Possibilities

References
[1] Alidou, H., Boly, A., Brock-Utne, B., Diallo, Y., Heugh, K., & Wolff, H. (2006,). Optimizing learning and education in Africa-the language factor: A stock taking research on mother tongue and bilingual education in sub-Saharan Africa. Paper presented at the at the ADEA 2006 Biennial Meeting, Libreville, Gabon.
[2] Ball, J. (2010). Educational equity for children from diverse language backgrounds: Mother tongue-based bilingual or multilingual education in the early years. Presentation to UNESCO International Symposium: Translation and Cultural Mediation, Paris: UNESCO, 22/23 February 2010, on the occasion of the 11th International Mother Language Day.
[3] Byrnes, H. (2008). Articulating a foreign language sequence through content: A look at the culture standards. Language Teaching, 41 (1), 103-118. Hardcopy, AUK Library.
[4] Cenoz, J. (2009). Towards Multilingual Education. Basque Educational Research from an International Perspective. Multilingual Matters.
[5] Creswell, J. (2009). Research Design: Qualitative, Quantitative and Mixed Approaches. (3rdEd.). London: Sage Publication Inc.
[6] Dereje Terefe. (2010). The Implementation of a Multilingual Education Policy in Ethiopia: The Case of Afaan Oromoo in Primary Schools of Oromia Regional State. Unpublished PhD Thesis: University of Jyväskylä.
[7] FDRE. (1994). Educational and Training Policy of Ethiopia: St. George Printing Press. Addis Ababa.
[8] Malone, S. (2007). Mother Tongue-Based Multilingual Education: Implications For Education Policy. Presented at the Seminar on Education Policy and the Right to Education: Towards more Equitable Outcomes for South Asia’s Children Kathmandu, 17-20 September 2007.
[9] Schlechty, P. (2005). Creating great schools; Six critical systems at the heart of educational innovation. San Francisco: Jossey-Bass.
[10] Shohamy, E. (2006). Language policy: Hidden agendas and new approaches. New York: Routledge.
[11] UNESCO (2010). Educational equity for children from diverse backgrounds: Mother tongue based bilingual or multilingual education in the early years: Literature Review. http://www.unesco.org/en/languages-in-education/publications/.
[12] Zaidatol, A. & Bagheri, A. (2009). Entrepreneurship as a center choice: An analysis of entrepreneurial self- efficiency and intention of university student. European Journal of social science, 9 (2): 338-346.
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  • APA Style

    Fuad Ali, Desalegn Motbaynor, Yared Mulat. (2019). The Problems and Possibilities of Multilingual Classrooms in Ethiopia. International Journal of Secondary Education, 7(2), 51-60. https://doi.org/10.11648/j.ijsedu.20190702.15

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    ACS Style

    Fuad Ali; Desalegn Motbaynor; Yared Mulat. The Problems and Possibilities of Multilingual Classrooms in Ethiopia. Int. J. Second. Educ. 2019, 7(2), 51-60. doi: 10.11648/j.ijsedu.20190702.15

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    AMA Style

    Fuad Ali, Desalegn Motbaynor, Yared Mulat. The Problems and Possibilities of Multilingual Classrooms in Ethiopia. Int J Second Educ. 2019;7(2):51-60. doi: 10.11648/j.ijsedu.20190702.15

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  • @article{10.11648/j.ijsedu.20190702.15,
      author = {Fuad Ali and Desalegn Motbaynor and Yared Mulat},
      title = {The Problems and Possibilities of Multilingual Classrooms in Ethiopia},
      journal = {International Journal of Secondary Education},
      volume = {7},
      number = {2},
      pages = {51-60},
      doi = {10.11648/j.ijsedu.20190702.15},
      url = {https://doi.org/10.11648/j.ijsedu.20190702.15},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20190702.15},
      abstract = {Choosing language of instruction in education is one such concern and often is not free of critics from different perspectives. While students in primary schools come from different language background, it is noted that schools are employing a single language of instruction in classrooms which seems problematic to the students and require investigation. The situation is more worthy in countries like Ethiopia where people live heterogeneously. Hence, the purpose of this study was to assess the problems and possibilities of multilingual classrooms in North and East Shoa zones of Ethiopia. To conduct this research, mixed research method and descriptive survey design was employed. The primary sources of data were 260 teachers, who responded to the questionnaire, 10 teachers and 2 primary school directors who participated in FGD. In addition, various literatures and policy documents were the secondary data sources of the study. Purposive, stratified and simple random sampling techniques were employed to select sampled primary school teachers and directors. Questionnaires were the main data gathering instruments while Focus Group Discussion was employed to enrich the data gathered through questionnaires. Moreover, the collected data were analysed quantitatively by using simple descriptive statistics and qualitatively using descriptive narration. The finding of the study indicates various opportunities and problems of multilingual classrooms. Further, although multilingual classrooms provide an opportunity to get to know each other’s culture, if not properly handled it may also results the promotion of dominant group culture and language, which in turn may result in the extinction of minorities cultural elements. Although the issue of multilingual classroom has its own uniqueness that shall be treated differently, still, it is not given due consideration as expected. Finally, policy related as well as short and long term recommendations related to teacher’s attitude, recruitment and deployment were forwarded as to improve the challenges of multilingual classrooms.},
     year = {2019}
    }
    

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  • TY  - JOUR
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    AU  - Fuad Ali
    AU  - Desalegn Motbaynor
    AU  - Yared Mulat
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    UR  - https://doi.org/10.11648/j.ijsedu.20190702.15
    AB  - Choosing language of instruction in education is one such concern and often is not free of critics from different perspectives. While students in primary schools come from different language background, it is noted that schools are employing a single language of instruction in classrooms which seems problematic to the students and require investigation. The situation is more worthy in countries like Ethiopia where people live heterogeneously. Hence, the purpose of this study was to assess the problems and possibilities of multilingual classrooms in North and East Shoa zones of Ethiopia. To conduct this research, mixed research method and descriptive survey design was employed. The primary sources of data were 260 teachers, who responded to the questionnaire, 10 teachers and 2 primary school directors who participated in FGD. In addition, various literatures and policy documents were the secondary data sources of the study. Purposive, stratified and simple random sampling techniques were employed to select sampled primary school teachers and directors. Questionnaires were the main data gathering instruments while Focus Group Discussion was employed to enrich the data gathered through questionnaires. Moreover, the collected data were analysed quantitatively by using simple descriptive statistics and qualitatively using descriptive narration. The finding of the study indicates various opportunities and problems of multilingual classrooms. Further, although multilingual classrooms provide an opportunity to get to know each other’s culture, if not properly handled it may also results the promotion of dominant group culture and language, which in turn may result in the extinction of minorities cultural elements. Although the issue of multilingual classroom has its own uniqueness that shall be treated differently, still, it is not given due consideration as expected. Finally, policy related as well as short and long term recommendations related to teacher’s attitude, recruitment and deployment were forwarded as to improve the challenges of multilingual classrooms.
    VL  - 7
    IS  - 2
    ER  - 

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Author Information
  • Department of Curriculum and Instruction, Debre Berhan University, Debre Berhan, Ethiopia

  • Department of Educational Planning and Management, Debre Berhan University, Debre Berhan, Ethiopia

  • Department of Educational Planning and Management, Debre Berhan University, Debre Berhan, Ethiopia

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