بازنمایی معنایی تجارب زیسته دانش‌آموزان دوزبانه (بلوچ) از آموزش به زبان فارسی: یک مطالعه پدیدارشناسی

نوع مقاله : علمی - پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه‌ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران

2 دانشیار برنامه‌ریزی درسی،گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران

3 دانشیار برنامه‌ریزی توسعه آموزش عالی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران

چکیده

هدف: پدیده چند زبانی از دیرباز یکی از مسائل اصلی جامعه ایرانی بوده است. در کشور ما هر ساله تعداد زیادی از دانش‌آموزان با تسلط به زبان قومی و مادری‌شان و با آشنایی اندک به زبان فارسی وارد دبستان می‌شوند؛ اما از گذشته تاکنون نظام آموزشی ما با این ‌همه کودک برخورد زبانی واحدی داشته است و همه آنان را فارسی‌ زبان می‌داند. هدف پژوهش حاضر، بازنمایی معنایی تجارب زیسته دانش‌آموزان دوزبانه (بلوچ) ابتدایی از آموزش به زبان فارسی بود.
مواد و روش‌ها: رویکرد حاکم بر پژوهش حاضر از نوع پژوهش کیفی بوده و روش پدیدارشناسی در آن به کار گرفته‌ شده است. داده‌های پژوهش به روش مصاحبه نیمه‌ساختاریافته گردآوری‌ شده‌اند و تحلیل داده‌ها با استفاده از روش تحلیل محتوای مضمونی انجام گرفت. شرکت‌کنندگان در این پژوهش، دانش‌آموزان مقطع ابتدایی شهرستان سراوان بوده است که با روش نمونه‌گیری هدفمند از بین پایه‌های چهارم، پنجم و ششم ابتدایی که در سال ۹۹-۱۳۹۸ مشغول به تحصیل بودند، انتخاب شدند.
بحث و نتیجه‌گیری: تحلیل عمیق دیدگاه‌های دانش‌آموزان، موجب شناسایی و دسته‌بندی هفت مضمون سازمان‌دهنده شامل؛ نگرش دانش‌آموزان نسبت به مدرسه (با سه مضمون پایه مکان پرورشی، مکان عاطفی-اجتماعی و مکان آموزشی)؛ اثرات کاربرد زبان مادری در مدرسه (با سه مضمون پایه یادگیری معنادار، ادراک عمیق و احساس قوی)؛ موانع به‌کارگیری زبان مادری در مدرسه (با مضمون پایه هزینه‌بری آموزش زبان مادری)؛ جایگاه زبان مادری در مدرسه (با چهار مضمون پایه استفاده غیررسمی، استفاده ناچیز، اجبار بر استفاده زبان رسمی و نادیده گرفتن زبان مادری)؛ احساس اولیه ورود به مدرسه (با دو مضمون پایه احساسات منفی و مکانیسم‌های دفاعی)؛ اثرات عدم استفاده زبان مادری در مدرسه (با سه مضمون پایه یادگیری سطحی، ضعف در یادگیری و هیجانات منفی) و جایگاه زبان مادری (با دو مضمون پایه محترم شمردن و هویت بخشی) گردید.

کلیدواژه‌ها


عنوان مقاله [English]

Semantic Representation of the Lived Experiences of Bilingual (Baluch) Students of Persian Language Education: A Phenomenological Study

نویسندگان [English]

  • Javad Jahandideh 1
  • Arefi Mahboubeh 2
  • Abasalat Khorasani 3
1 PhD Student of Curriculum Planning, Faculty of Educational Sciences and Psychology, University of Shahid Beheshti, Tehran, Iran
2 Associate Professor of Curriculum Planning, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Shahid Beheshti, Tehran, Iran
3 Associate Professor of Higher Education Development Planning, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Shahid Beheshti, Tehran, Iran
چکیده [English]

Objective: The phenomenon of multilingualism has been one of the main problems of Iranian society. In our country, every year a large number of students enter primary school with fluency in their ethnic and native language and with little knowledge of Persian. But from the past up to now, our educational system has treated all children in the same language and has considered them all Persian-speaking. The present study aimed to semantically represent the lived experiences of bilingual (Baluch) primary school students in Persian language education.
Materials and Methods: The approach of the present study is qualitative research and phenomenological method has been used and its data have been collected through semi-structured interviews. Data analysis was performed using the thematic content analysis method. Participants in this study were primary school students in Saravan who were selected by purposive sampling method from the fourth, fifth, and sixth grades of elementary school who were studying in 2019-2020.
Discussion and Conclusion: In-depth analysis of students’ perspectives leads to the identification and categorization of seven organizing themes, including: students' attitudes toward school with three basic themes: educational place, emotional-social place and educational place; effects of native language application in school with three basic themes of meaningful learning, deep perception and strong feeling; barriers to use the native language in school with the basic theme of costing native language education; the position of the native language in school with four basic themes: informal using, insignificant using, compulsion to use the official language and ignoring the native language; The initial feeling of entering school with two basic themes of negative emotions and defense mechanisms; the effects of not using native language in school with three basic themes of superficial learning, weakness in learning and negative emotions and the position of native language with two basic themes were respected and identified.

کلیدواژه‌ها [English]

  • Persian Language Education
  • Bilingualism
  • Qualitative Approach
  • Primary Schools
Abbasi, F. Hejazi, A., & Hakimzadeh, R. (2020). The lived experience of elementary school teachers of the opportunities and challenges of teaching in the student education network (SHAD): a phenomenological study. Journal of Research in Teaching, 8(3): 1-23. [In Persian].
Abidogun, B.G., & Adebule, O.I. (2013). Contributions of mother tongue education in early childhood education. In 1st Annual International Interdisciplinary Conference, Portugal Proceedings, 267-272.
Afshari, A. Sadeghi, N., Henareh, R. (2016). Effect of feedback in native and formal Language on advancing reading and writing of bilingual students. Journal of Education and Evaluation, 9 (24): 111-126. [In Persian]
Ahmad Khani, M. R. Najafian, A., & Kamri, M.R. (2014). A comparative study of the status and use of Persian and Kurdish languages in bilingual people in Shirvan Chardavol. Bimonthly of Linguistic Essays, 5(21). [In Persian].
Ajepe, I. (2014). Investigating the Attitude of Undergraduate Students Towards the Use of Mother Tongue. International Journal on Studies in English Language and Literature, 2(7): 122-130.
Alidou, H., Boly, A., Brock-Utne, B., Diallo, Y.S., Heugh, K., & Wolff, H.E. (2006). Optimizing learning and education in Africa: The language factor. Paris: ADEA.
Alizadeh, H. (2016). Psychology and education of students with special needs. Tehran: Arasbaran Publications, fifth edition. [In Persian].
Allahkarami, A., Sahraei, M. (2020). Comparing the attitudes of teachers and educational administrators about the use of mother tongue in education, Quarterly Journal of Teaching Research, 8(1): 38-58. [In Persian].
Arabi1, A., & Soltani, A. (2018). Explaining the Characteristics of Desired Teaching and Learning Methods of Elementary Curriculum in Bilingual Regions from Teachers' Point of Views. Journal of Research in Teaching, 6(1): 79-98.
Asgharzadeh, N., Khorasani, A., & Farasatkhah, M. (2017). Consequences of Internationalization and Using Farsi as the Only Language of Instruction in Iran’s Higher Education System: Content Analysis. Journal of Management and Planning in Educational Systems, 9 (17): 159-179.
Azizi, N., & Kohzadi, M. (2014). Analysis of writing errors among bilingual grade-5 students of primary schools in Sanandaj. Journal of Research in Teaching, 2(1): 19-32. [In Persian].
Babaci-Wilhite, Z. (2010). Why is the choice of the language of instruction in which students learn best seldom made in Tanzania? In: Brock-Utne, B. Desai, Z. & Qorro, M. (Eds.), Educational Challenges in Multilingual Societies: LOITASA Phase Two Research (pp. 281–305). Cape Town, South Africa: African Minds.
Bachore, M.M. (2014). Mother Tongue Based (MTB) Classroom Instruction: The Attitudes and Perceptions of School Community in Sidama Zone. International Journal of Sociology of Education, 3(2): 118-135.
Baibordi, E., & Karimian, A. (2015). The Globalization of culture and its impact on national identity. Journal of International Relations, 7(28): 77-101. [In Persian].
Baker, C. (2001). Foundation of bilingual education and bilingualism (3rd. edition). Clevedon: Multilingual Matters.
Bismilla, V. (2011). Creating Space for Students' Mother Tongues in College Classrooms. Journal of Global Citizenship & Equity Education, 1(1): 1-27.
Chambers, J.K., & Trudgill, P. (2004). Dialectology. Cambridge. Cambridge University Press.
Cooke, J., & Williams, E. (2002). Pathways and labyrinths: Language and education in development. TESOL Quarterly, 36: 297–322.
Ehteshami, T., & Mousavi, S.G. (2009). Comparison of academic achievement of students in bilingual areas with monolingual students in Isfahan province in the academic year 2008-2009. Educational Research Monthly Educational Research Paper, Vol. 119. [In Persian].
Fahami, F., Hoseini Ghochani, S., Ehsanpour, S., & Zargham, A. (2010). The lived experience of infertile women from female infertility. The Iranian Journal of Obstetrics, Gynecology and Infertility, 13(4): 45-53. [In Persian].
Fazli, R. (2010). Why do children not like school?. Tehran: Kourosh Publications, first edition. [In Persian].
Freire, P. (2000). Pedagogy of the oppressed. Bloomsbury Publishing.
Gampe, A., Wermelinger, S., & Daum, M.M. (2019). Bilingual Children Adapt to the Needs of Their Communication Partners, Monolinguals Do Not, Child Development. January/February, 90(1): 98–107.
Hajiani, I. (2010). Sociology of Iranian Identity. Tehran: Strategy Research Institute. [In Persian].
Hamidizadeh, K., Fathivajargah, K., Arefi, M., & Mehran, G. (2019). Multicultural education: Reflection on the Best Practice of successful teachers in schools. Journal of School Administration, 7(1): 163-181. [In Persian].
Hansia, A. (2014). Language Attitudes of First and Second Generation Afghan- Americans and Iranian-Americans towards Dari and Persian. Master Thesis, New Mexico: University of New Mexico.
Hasanzade, R. (2014). Research methods in behavioral sciences. 16th Pub. Tehran: Savalan. [In Persian].
Iraqi, S.M., & Hatami, S.A. (2012). Investigating the Literacy Problems of Bilingual Students in Primary School. National Conference on Bilingualism (Challenges and Solutions). [In Persian].
Izadi, S. (2010). Comparison of the performance of bilingual and monolingual students in the second grade of elementary school. Proceedings of the National Conference on Bilingualism and Education: Challenges, Prospects and Solutions. Research Institute of Education, Tabriz Applied Education Research Center. [In Persian].
Jansen, E.A. (2019).navigating internal and external borderlands: the experience of emergent bilingual cape Verdean middle school students. ProQuest Number: 13807312.
Kalan, A. (2019). Who is afraid of multilingual education?. Translated by Hiva Weiss, 13: 978-1-78309-61, USA. [In Persian].
Karimi, A.A., & Kabiri, M. (2010). Comparison of bilingual and monolingual students in reading status based on the international study of PIRLS reading progress. Proceedings of the Bilingual and Educational Conference: Challenges, Perspectives and Solutions. Institute for Educational Studies. [In Persian].
Lumby, J., & Coleman, M. (2007). Leadership and diversity: Challenging theory and practice in education. Sage.
MacLeod, A.A., Ryan, N.C., Parent, S., Jacques, S., & Seguin, J.R. (2019). Modelling vocabulary development among multilingual children prior to and following the transition to school entry. Intrernational journal of bilingual education and bilingualism, 22(4).
Mangila, B.B. (2019). Institutionalizing a Mother Tongue-Based Approach in Teaching Multicultural Classrooms: A Closer Look at Elementary Teachers’ Experiences. Asia Pacific Journal of Education, Arts and Sciences, 6(2): 34-39.
McVeigh, C., Wylie, J., & Mulhern, G. (2019).Verbal and visuospatial working memory in immersion-educated bilingual children. Intrernational journal of bilingual education and bilingualism, 22(4).
Modarressi, Y., & Bashir Nejad, H. (2010). Why and How Languages Die?. Journal of Literary Text Research, 10(30): 83-106. [In Persian].
Mohammadi, A., Askarkhani, A.M., & Mir Abbasi, S.B. (2020). The effect of the right to education in the mother tongue as a fundamental right on the vitality and social adjustment of bilingual students. Journal of Teaching Research, 8(1): 26-242. [In Persian].
Naom, N., & Sarah, A. (2014). Mother Tongue in Instruction: The Role of Attitude in the Implementation. International Journal of Research In Social Sciences, 4(1): 77-87.
Nesaj, H. (2010). Globalization and Ethnic Identity in Iran. Journal of Theoretical Policy Research, No. 5. [In Persian].
Poushaneh, K., Nobakht, M.B., & Hoseinzadeh, M. (2020). The Realization of Equal Educational Opportunities in Tehran Elementary Schools Based On the Law of Fifth National Development Plan. Journal of Management and Planning in Educational Systems, 12 (2): 157-180.
Rostami, F., Gravandi, Sh., & Zarafshani, K. (2011). Phenomenology of students' experiences in establishing business (Case study: Students of agricultural and natural resources campus of Razi University in Kermanshah). Journal of Entrepreneurship Development, 4(14): 87-105. [In Persian].
Sadeghi, A. (2012). Characteristics and requirements of formulating a multicultural curriculum in Iran; investigating changes and offering guidelines. Quarterly of strategy and culture. 17 (18): 93-121. [In Persian].
Shadman, K., & Baikan, A. (2019). Bilingualism in the Iranian educational system. Pooyesh Quarterly in Humanities Education, 3(10): 45-63. [In Persian]
Sharif, M., Norouzi, R.A., & Mousavizadeh, M.M. (2013). Feasibility Study of Bilingual Curriculum in Primary Education: A Case Study of East and West Azerbaijan Provinces. Curriculum Research Quarterly, No.1: 33-58. [In Persian]
Skutnabb-Kangas, T. (2000). Linguistic human rights and teachers of English: In: Hall, J. K & Eggington, W. G (Eds.), The Socio Politics of English Language Teaching (pp. 22–44). Clevedon: Multilingual Matters Ltd.
Wang, M.T., & Holcombe, R. (2010). Adolescents perceptions of classroom environment, school engement, and academic achievement. American Education Research Journal, 47: 633-662.
Wangombe, J.G., Wambui, T.W., Muthura, M.W., Kamau, A.W., & Jackson, S.M. (2013). Managing Workplace Diversity: A Kenyan Pespective. International Journal of Business and Social Science, 4(16): 199-218.
Yazdani, S., & Hemini, M. (2005). Cognitive, Educational and Emotional Consequences of Bilingualism. Khabar Pooyesh Journal, No. 3, Applied Research Institute of Education, Tabriz. [In Persian].
Yousefi, N., Ebadi, S., & Saedi, M. (2017). Investigating the L2 motivation of the undergraduate students from the perspective of the “L2 motivational self system”. Journal of Research in Teaching, 5 (3): 1-21, [In Persian].
Zahed Babalan, A., Karimianpour, G., & Dashti, A. (2018). The relationship between quality of life in school and students' academic motivation with regard to the mediating role of academic self-concept. Quarterly Journal of Educational Studies, 3. [In Persian].
Zia Hosseini, M. (2009).Fundamentals of Linguistics. Tehran: Rahnama Publications. [In Persian].