Ideologies of language and schooling in Guinea-Conakry: An exploratory study of teachers' perspectives about mother-tongue education

Persistent Link:
http://hdl.handle.net/10150/280351
Title:
Ideologies of language and schooling in Guinea-Conakry: An exploratory study of teachers' perspectives about mother-tongue education
Author:
Gerente, Efstathia
Issue Date:
2003
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
In this study, I examine ideologies of language and schooling in the Republic of Guinea (West Africa). The focus of this study is a specific language policy that favored the use of African languages in the schools as media of instruction for more than 15 years (1968--1984). I discuss this policy from the standpoint of elementary teachers using a methodological approach that combines classroom micro-ethnography, interviews, and historical research. The research questions that guided my inquiry are as follows: How do teachers remember their personal experiences with the use of African languages as means of instruction in the past? What are the themes of those who express positive experiences and how do they relate with the themes of those who express negative experiences? Do age, gender, level of education, and place of residency/work make a difference in the perspectives of teachers? This is an exploratory study that approaches teachers' perspectives as flexible meaning-making processes influenced by time, space, and audience. The theoretical framework that guides this research is informed by historical approaches to the study of language ideologies (Bloomaert, 1999; Ricento, 2440; Ruiz, 1984). The findings of this study suggest that personal experiences and memories affect teacher beliefs and practices about language choice in the schools. For example, in this study teachers with experience in the classroom before 1984 appeared to be more sympathetic toward the use of African languages as means of instruction than their younger colleagues who lacked professional experience as teachers before 1984, Guinean teachers would have to confirm these findings for themselves through systematic research in formal and informal settings. This dissertation study makes a modest contribution toward this end by focusing on the beliefs and practices of elementary teachers. Also, this dissertation study highlights the importance of including historical and interpretive approaches to the study of language ideologies in language policy studies and in teacher education programs.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Bilingual and Multicultural.; Education, Teacher Training.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Language Reading and Culture
Degree Grantor:
University of Arizona
Advisor:
Ruiz, Richard

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleIdeologies of language and schooling in Guinea-Conakry: An exploratory study of teachers' perspectives about mother-tongue educationen_US
dc.creatorGerente, Efstathiaen_US
dc.contributor.authorGerente, Efstathiaen_US
dc.date.issued2003en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractIn this study, I examine ideologies of language and schooling in the Republic of Guinea (West Africa). The focus of this study is a specific language policy that favored the use of African languages in the schools as media of instruction for more than 15 years (1968--1984). I discuss this policy from the standpoint of elementary teachers using a methodological approach that combines classroom micro-ethnography, interviews, and historical research. The research questions that guided my inquiry are as follows: How do teachers remember their personal experiences with the use of African languages as means of instruction in the past? What are the themes of those who express positive experiences and how do they relate with the themes of those who express negative experiences? Do age, gender, level of education, and place of residency/work make a difference in the perspectives of teachers? This is an exploratory study that approaches teachers' perspectives as flexible meaning-making processes influenced by time, space, and audience. The theoretical framework that guides this research is informed by historical approaches to the study of language ideologies (Bloomaert, 1999; Ricento, 2440; Ruiz, 1984). The findings of this study suggest that personal experiences and memories affect teacher beliefs and practices about language choice in the schools. For example, in this study teachers with experience in the classroom before 1984 appeared to be more sympathetic toward the use of African languages as means of instruction than their younger colleagues who lacked professional experience as teachers before 1984, Guinean teachers would have to confirm these findings for themselves through systematic research in formal and informal settings. This dissertation study makes a modest contribution toward this end by focusing on the beliefs and practices of elementary teachers. Also, this dissertation study highlights the importance of including historical and interpretive approaches to the study of language ideologies in language policy studies and in teacher education programs.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Bilingual and Multicultural.en_US
dc.subjectEducation, Teacher Training.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineLanguage Reading and Cultureen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorRuiz, Richarden_US
dc.identifier.proquest3106991en_US
dc.identifier.bibrecord.b44660376en_US
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