Volume 10, Issue 20 (12-2022)
نظریه و عمل 2022, 10(20): 125-166 |
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yasbolaghisharahi B. (2022). Rereading the ratio of two language backgrounds (standard language and mother tongue) in education based on lived experience of primary teachers. نظریه و عمل. 10(20), 125-166.
URL: http://cstp.khu.ac.ir/article-1-3263-en.html
URL: http://cstp.khu.ac.ir/article-1-3263-en.html
Abstract: (1097 Views)
The purpose of the current research is to review the ratio of two linguistic approaches (standard language and mother tongue) in education based on the lived experience of elementary teachers. The research paradigm is interpretive/constructive, the research approach is qualitative, the research strategy is phenomenology, and the research tactic is latent content analysis. The purposeful sampling method and the intended sample included teachers of Baluch, Lor, Turk, Turkmen, Kurdish and Arab ethnic groups. The data collection tool was a semi-structured interview, and the interviews continued until the theoretical saturation stage, and 31 teachers were interviewed. The data format was in audio format. To analyze the data, two stages of open and axial coding (Strauss and Corbin schools) were used. In total, 385 primary codes, 27 subcategories and 9 main categories were extracted. These categories include: authenticating the mother tongue, crisis bilingualism, the transformation of ethnic languages, strengthening the hegemonic language, the existence of linguistic diversity, revising the language policy, the necessity of implementing Article 15 of the Constitution, the identity function of language, and language policy. In general, the teachers stated that the Persian language is a symbol of national identity and a means of bonding between Iranian ethnic groups, and in parallel, it is necessary to make preparations to solve the language problems of ethnic students in educational and lesson plans.
Type of Study: Research |
Received: 2021/12/23 | Revised: 2023/11/15 | Accepted: 2022/09/14 | Published: 2022/12/1
Received: 2021/12/23 | Revised: 2023/11/15 | Accepted: 2022/09/14 | Published: 2022/12/1
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