Beschreibung
The foregoing literature review highlights specific challenges often faced in minority and Indigenous language-based bi/multilingual education initiatives. Key challenges include: Students, parents, and teachers may resist schooling in L1. A multiplicity of languages in the community may exacerbate the challenge of providing mother tongue schooling for all children. People may disagree about which one of several different trade languages should be taught as the majority language. The minority language community may have low status and be subject to discrimination and prejudice, making acceptance of mother tongue instruction difficult to win and creating reluctance among mother tongue learners to use and demonstrate proficiency in the language. Appropriately trained teachers may be in short supply, and there may be few speakers of the language who are proficient for academic instruction who can be recruited to teach. Lack of incentives for teachers. Educational resources in the language may be lacking.
Autorenporträt
The author was born in January, 1982 in HumboTebela, Wolaita Zone in SNNPR of Ethiopia. He attended his primary education in Tebela and his secondary school in Soddo Comprehensive High School. He completed his B.Ed and MA degree in English at Haramaya University. He is currently a lecturer and researcher at Wolaita Sodo University of Ethiopia.
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