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Introduction
This study emerged from the interest in children who speak only Afaan Oromoo, and who have migrated from Oromia with their families to settle in Addis Ababa, Ethiopia’s capital city. At the beginning of this research in 2015, there were no schools which offered Afaan Oromoo as LoLT (Language of Learning and Teaching) in Addis Ababa. At the time, only Amharic was used as LoLT in all primary schools in Addis Ababa.
Contextualisation of the research
The Ethiopian language-in-education policy calls for L1-based teaching and learning for eight years of primary schooling, whereas the national language Amharic (L2) and the international language English (L3) are taught as subjects.
Background to the study
It is important for every child to have access to quality education in order to uphold the cultural values and literature of that society. Language serves as an instrument for economic, social, scientific and political development in every nation. Children also develop cognitively, build their self- confidence and do have a sense of belonging to a society when they speak and understand the LoLT in the classroom (Orman, 2008:116).
Statement of the research problem
Language-in-education practices still constitute some of the most detrimental factors contributing to present-day educational predicaments in most African countries (Wiley 2006, Wolff 2003, Kamanda 2002). Africa is still facing challenges of inequality linked to issues such as race, class, language, religion, and gender. Many schools have learners from a variety of cultural, racial, religious, and socio-economic backgrounds, who often speak different home languages and who may have special educational needs.
DECLARATION
ABSTRACT
CHAPTER 1 AN INTRODUCTION TO THE STUDY
1.1 Introduction
1.2 Contextualisation of the research
1.3 Background to the study
1.4 Statement of the research problem
1.5 Aims and objectives
1.6 Research questions
1.7 Rationale
1.8 Definitions of key terms used in this study
1.9 Outline of the thesis
1.10 Procedures and ethical considerations
CHAPTER 2 THE HISTORICAL AND SOCIO-POLITICAL BACKGROUND TO THE LANGUAGE-IN-EDUCATION POLICY IN ETHIOPIA
2.1 Introduction
2.2 Afaan Oromoo language
2.3 Historical background of Ethiopia
2.3.1 Abyssinia
2.3.2 End of Abyssinia/ the Ethiopian Empire
2.4 Sociolinguistic Overview
2.4.1 Historical development of language-in-education in Ethiopia
2.4.2 Multilingual language-in-education policy from 1994
2.4.3 Language-in-education implementation strategies since 1994
2.4.4 Child-to-Child readiness programme
2.5 The educational structure
2.6 Curriculum
2.7 Recent efforts by the Ethiopian government to include Afaan Oromoo as LoLT2 in Addis Ababa
2.8 Conclusion
CHAPTER 3 REVIEW OF RELATED LITERATURE
3.1 Introduction
3.2 An overview of language, its importance and language-in-education policies “Language is not everything in education, but without language, everything is nothing in education” (Wolff, 2006).
3.3 First language/mother tongue: an important cognitive instrument
3.4 The importance of mother tongue education (MTE)
3.5 Mother tongue and bilingual or multilingual education
3.5.1 A global perspective on mother tongue and multilingual education
3.5.2 Regional perspective
3.6 LoLT and MLE in Primary Schools
3.7 Language-in-education policy and planning
3.7.1 Top-down language-in-education planning
3.7.2 Bottom-up language-in-education planning
3.7.3 Challenges in language-in-education policy and planning
3.8 Frameworks of mother tongue based and multilingual education
3.8.1 Spolsky’s theory of language policy (supported by Ricento and Hornberger’s language planning and policy)
3.8.2 Cummins’ threshold and interdependence theories
3.8.3 Bi/multilingual education programmes (Bilingual education models by Skuttab-Kangas and Garcia)
3.8.4 Additive and subtractive bilingualism
3.9 Conclusion
CHAPTER 4 RESEARCH DESIGN AND METHODOLOGY
4.1 Introduction
4.2 Research Methodology
4.3 Basic design of study
4.4 Research Design
4.4.1 The concurrent/ triangulation research design
4.5 Sampling
4.5.1 Sampling techniques
4.5.2 Sample size
4.6 Methods of Data Collection
4.6.1 Interviews
4.6.2 Classroom Observations
4.6.3 Questionnaires
4.6.4 Focus Group Discussions
4.7 Limitations of this research
4.8 Reliability and validity of the study
4.9 Procedures and ethical considerations
4.10 Conclusion
CHAPTER 5 DATA PRESENTATION
5.1 Introduction
5.2 Interviews with experts from education bureaus in Addis Ababa
5.2.1 Interviews with experts from the Addis Ababa education bureau
5.2.2 Interviews with experts from the Bole sub-section education bureau
5.2.3 Interviews with experts from Oromia education bureau
5.3 Synopsis of the three education bureaus in Addis Ababa
5.3.1 Similarities
5.3.2 Differences
5.4 Interviews with Afaan Oromoo speaking learners in Marie and Cheffie Schools
5.4.1 Learners’ interviews: Marie School
5.4.2. Learners’ interviews: Cheffie School
5.5. Classroom observations: Marie and Cheffie primary schools
5.5.1. Classroom observations: Marie school
5.5.2 Classroom observations: Cheffie School
5.6 Questionnaires: teachers
5.7. Focus group discussions
5.7.1. MTE in Ethiopia and the policy of using only Amharic as LoLT in selected schools in Addis Ababa.
5.7.2. How easily do Afaan Oromoo learners understand subject
content and what are some challenges they face in the classroom?
5.7.3. The policy of Free Promotion and its effects on Afaan Oromoo speaking learners in selected schools in Addis Ababa.
5.7.4. Short term in-service training for teachers who teach multilingual classes
5.7.5. The possibility of introducing Afaan Oromoo or any other language as LoLT in selected schools in Addis Ababa.
5.7.6. Summing up
CHAPTER 6 DATA ANALYSIS AND INTERPRETATION
6.1 Introduction
6.2 Challenges faced by immigrant learners who speak only Afaan Oromoo in selected primary schools in Addis Ababa
6.2.1 Introduction
6.2.2 The inability of Afaan Oromoo learners to communicate with teachers and with their peers in the classroom
6.2.3 The inability of Afaan Oromoo learners to participate actively during lessons
6.2.4 Low self-esteem and lack of confidence
6.2.5 LoLT: a barrier for Afaan Oromoo learners to acquire reading and writing skills?
6.2.6 The inability of Afaan Oromoo learners to do homework
6.3 Teaching strategies currently employed by teachers of multilingual classes
6.3.1 Introduction
6.3.2 Learner Translation
6.3.3 Code Switching
6.3.4 Reading
6.3.5 Group and Pair work
6.3.6 Teaching aids and classroom demonstrations
6.4 Does MTE policy favour/serve the interests of learners whose primary language is not Amharic?
6.4.1 Introduction
6.4.2 MTE policy favours learners who speak languages other than Amharic through an additive approach to education
6.4.3 MTE policy does not serve/favour learners who speak
languages other than Amharic through a subtractive approach to education
6.5 What are the feasibility constraints of introducing Afaan Oromoo or any other language as LoLT in selected schools in Addis Ababa?
6.5.1 Introduction
6.5.2 Lack of a political will
6.5.3 The presence of too many languages and the dominance of Amharic
6.5.4 Lack of Funding
6.5.5 Political Tensions between Amhara and the Oromia Regional State
6.6 Conclusion
CHAPTER 7 FINDINGS, RECOMMENDATIONS AND CONCLUSION
7.1 Introduction
7.2 Findings
7.2.1 Challenges faced by immigrant children from the Oromia region studying in selected schools in Addis Ababa
7.2.2 Teaching strategies used by teachers in multilingual classes
7.2.3 How does the MTE policy serve/favour the interests of learners who speak only Afaan Oromoo in selected schools in Addis Ababa?
7.2.4 Feasibility constraints of introducing Afaan Oromoo or any other language as LoLT in selected schools in Addis Ababa
7.3. Summary of the research findings
7.4 Contribution
7.5 Limitations of the study
7.6. Recommendations
7.7. Conclusion
REFERENCES
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USING AFAAN OROMOO AS PRIMARY LANGUAGE OF LEARNING AND TEACHING IN SELECTED SCHOOLS IN ADDIS ABABA: POLICY, PROBLEMS AND STRATEGIES
