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

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