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Lookup NU author(s): Dr Nikhat Shameem
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Multilingualism implies the use of two or more languages by a society, community, family, or individual to fulfil certain purposes. This study determined language proficiency among multilingual Indo-Fijian primary school children who have the languages, Fiji Hindi, Standard Hindi, Urdu, English, Fijian and Fiji English in their speech repertoire. Policy states that Fiji has a transitional education system with English replacing the mother tongue as the medium of instruction from Class 3 (age 8-9). However while Standard Hindi and the Bauan Fijian dialects have been designated as the vernacular languages of Indo-Fijian and Fijian children respectively, children may have little knowledge of these languages. Both languages have been imposed by force of circumstances because they are vehicles for literacy while Fiji Hindi and the other Fijian dialects are pre-literate. This research determines primary school language proficiencies specifically for Indo-Fijian children whose mother tongue; Fiji Hindi is a non-standard language of low internal status in the community. It identifies the variables which affect multilingual proficiency in this group and determines whether classroom practice reflects educational policy. This research has implications in the quest for mother tongue education in societies where there is classical diglossia or substantial differences between the standard and non-standard dialects.
Author(s): Shameem N
Publication type: Article
Publication status: Published
Journal: Journal of Multilingual and Multicultural Development
Year: 2002
Volume: 23
Issue: 5
Pages: 388-407
Print publication date: 29/03/2010
ISSN (print): 0143-4632
ISSN (electronic): 1747-7557
Publisher: Routledge
URL: http://dx.doi.org/10.1080/01434630208666476
DOI: 10.1080/01434630208666476
Notes: This article looks at self-reported language proficiency of multilingual primary school children (Aged 6-12) in Fiji. It compares student self-reports with teachers perceptions to verify that teachers are aware of the language of greatest strength among the primary school children and that these competencies are being used as resources for learning. Research was undertaken with 8 primary schools, 4 multiracial and 4 Indo-Fijian schools. 48 student participants, 24 teachers, 8 school headteachers, permanent secretary for education, curriculum development advisors in Hindi, English & Urdu. Research instruments used: self report questionnaires, structured interviews, transcripts of classroom observation, videoed data and audiotaped classroom data of 72 research respondents
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