การรับรู้ของพ่อแม่และครูที่มีต่อการศึกษาภาษาแม่: กรณีศึกษา BIDAYUH ในประเทศมาเลเซีย
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เม.ย. 29, 2022
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บทคัดย่อ
ภาษาถิ่นเป็นภาษาพูดและภาษาถิ่นส่วนใหญ่ไม่เป็นภาษาทางการความมีชีวิตชีวาของภาษาถิ่นหลายภาษาถูกคุกคามเนื่องจากจำนวนผู้พูดที่ลดลงและการขาดความรู้นักวิจัยได้ศึกษาการรับรู้ของผู้ปกครองและครูต่อการศึกษาโดยใช้ภาษาแม่ในโรงเรียนเตรียมอนุบาลและโรงเรียนอนุบาล ที่จัดการเรียนการสอนด้วยภาษา Bidayuh ข้อมูลงานวิจัยถูกรวบรวมจากครู 9 คนและผู้ปกครอง 24 คนจากหมู่บ้าน Benuk, Sinjok, Apar และ Pasir Hilir ซึ่งตั้งอยู่ในชนบทห่างไกลของ Kuching การวิเคราะห์ข้อมูลจากการสัมภาษณ์แบบกึ่งโครงสร้างแสดงให้เห็นว่าผู้ปกครองและครูมีความคิดเห็นที่คล้ายคลึงกันเกี่ยวกับประโยชน์ของโรงเรียนเตรียมอนุบาล และโรงเรียนอนุบาลที่ใช้ภาษา Bidayuh ผู้ปกครองรายงานว่าบุตรหลานมีพัฒนาการส่วนบุคคล ได้รับผลประโยชน์ด้านวิชาการ มีความสามารถในการช่วยในการเรียนของบุตรหลานและได้อนุรักษ์ภาษา Bidayuh และวัฒนธรรม Bidayuh จากมุมมองของครูเห็นว่าโรงเรียนเตรียมอนุบาลและอนุบาลที่ใช้ภาษา Bidayuh ได้เตรียมพร้อมเด็กนักเรียนสำหรับโรงเรียนชั้นประถมศึกษา ส่งเสริมการเรียนภาษา Bidayuh และวัฒนธรรม Bidayuh สำหรับคนรุ่นต่อไปและช่วยให้เด็กนักเรียนมีการพัฒนาตนเองและจิตวิญญาณ อย่างไรก็ตามครูยังได้ให้ข้อคิดเห็นไว้ว่ายังมีผู้ปกครองที่มีไม่เข้าใจวัตถุประสงค์การจัดการเรียนการสอนโดยใช้ภาษาแม่ ปัญหาด้านการเงินโรงเรียนเตรียมอนุบาลและอนุบาลที่ใช้ภาษา Bidayuh และปัญหาในการเขียนเอกสาประกอบการสอน การศึกษานี้แสดงให้เห็นถึงความยั่งยืนที่ไม่แน่นอนของโปรแกรมการศึกษาที่ใช้ภาษาแม่ซึ่งริเริ่มโดยชุมชน
Article Details
ประเภทบทความ
Research articles
เอกสารอ้างอิง
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Benson, C. (2004). The importance of mother tongue-based schooling for educational quality. Commissioned study for EFA Global Monitoring Report. Retrieved from https://mlephil.wordpress.com/2009/09/26/the-importance-of-mother-tongue-based-schooling-for-educational-quality/
Bongarrá, M., & Siam, J. (2017). The Bidayuh language development and preservation project: A review. In M. Bongarrá, M. Arritt, & F. Kayad (Eds.), Selected Papers of the Bidayuh Language and Development Project (2003-2017) (pp. 79-94). Kuching, Malaysia: Dayak Bidayuh National Association.
Clark, N. (2014). Education in Malaysia. World Education News and Reviews. https://wenr.wes.org/2014/12/education-in-malaysia
Coluzzi, P., Riget, R., & Wang, X. (2013). Language vitality among the Bidayuh of Sarawak (East Malaysia). Oceanic Linguistics, 52, 375-395. DOI: 10.1353/ol.2013.0019.
Dayak Bidayuh National Association (DBNA). 2020. DBNA, Objectives. https://dbna.org.my/about-us/objectives/
Department of Statistics Malaysia. (2017). Sarawak population by district, 2017. https://data.sarawak.gov.my/home/data/resource/d8336af5-4667-463f-aa61-441edad63d08
Dumatog, R., & Dekker, D. E. (2003, November 6-8). First language education in Lubuagan, Northern Philippines. Paper presented at the Conference on Language Development, Language Revitalization and Multilingual Education in Minority Communities in Asia, Bangkok, Thailand.
Fishman, J. (1991). Reversing language shift: Theoretical and empirical foundations of assistance to threatened languages. Clevedon: Multilingual Matters.
Ghani, Abd. (2014, November 26-28). The teaching of indigenous Orang Asli language in Peninsular Malaysia. Paper presented at 3rd International Conference on Linguistics, Literature and Culture (ICLLIC 2014) USM, Penang, Malaysia. DOI: 10.1016/j.sbspro.2015.11.201.
Hanawalt, C. (2015, July 19). Responses in Indonesia and Malaysia to a new planning tool for language communities: A guide for planning the future of our language. Paper presented at 13th Annual Conference on Austronesian Linguistics. Taipei, Taiwan.
Hovens, M. (2002). Bilingual education in West Africa: Does it work? International Journal of Bilingual Education and Bilingualism, 5(5), 249-266.
Joyik, I. P., Siam, S., Tan, G., Bongarrá, M., & Simpson, S. E. (2017). The Bidayuh first language-based multilingual education programme. In M. Bongarrá, M. Arritt, & F. Kayad (Eds.), Selected Papers of the Bidayuh Language and Development Project (2003-2017) (pp. 67-78). Kuching, Malaysia: Dayak Bidayuh National Association.
Kroeger, P. (2009). The dialects in Biatah. In P. Martin & P. Sercombe (Eds.), Languages in Borneo: Diachronic and synchronic perspectives (pp. 111-144). Williamsburg, Va.: Borneo Research Council.
Lewis, M. P., & Simons, G. (2009). Assessing endangerment: expanding Fishman’s GIDS. Revue Romaine de Linguistique, 55(2), 103-120.
McNamara, D. S., Roscoe, R., Allen, L., Balyan, R., & McCarthy, K. S. (2019). Literacy: From the perspective of text and discourse theory. Journal of Language and Education, 5(3), 56-69. https://doi.org/10.17323/jle.2019.10196
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Moinian, F., Kjällander, S., & Dorls, P. (2016). Mother tongue language teaching with digital tablets in early childhood education: A question of social inclusion and equity. He Kupu, 4(3), 19-29.
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Norahim, N. (2010). Language choice of Bidayuh graduates in Kuching-Samarahan division (PhD dissertation). Universiti Malaya, Malaysia. http://studentsrepo.um.edu.my/id/eprint/3274
Siam, J., & Smith, J. (2013, November 6-8). Walking among durians: The Malaysia Bidayuh schools’ journey. Paper presented at 4th International Conference on Language and Education, Multilingual Education for All in Asia and the Pacific, Bangkok, Thailand.
Stringer, M. (2006). Literacy acquistion and diffusion among pre-literate adults: effects of two methods of instruction in non-industrialized communities in Papua New Guinea. SIL E-books, SIL International. https://www.sil.org/resources/publications/entry/9265
Songan, P. (2004, August 21). Importance of education: The Bidayuh perspective. Seminar Pendidikan Anjuran Biro Pendidikan DBNA Serian, Malaysia.
Thomas, W. P., & Collier, V. P. (1997). School effectiveness for language minority students. (NCBE Resource Collection Series, No. 9). Washington, DC: National Clearinghouse for English Language Acquisition. http://www.ncela.gwu.edu/ncbepubs/resource/effectiveness/index.htm
Ting, S. H., & Campbell, Y. M. (2007). Bahasa Melayu sebagai bahasa komunikasi keluarga: Kajian kes sebuah keluarga Bidayuh di Sarawak.[Bahasa Melayu as a language of family communication: Case study of a Bidayuh family in Sarawak]. In Nor Hashimah Jalaluddin, Imran Ho Abdullah & Idris Aman (Eds.), Linguistik teori dan aplikasi [Linguistics theory and application] (pp. 278-293). Malaysia: Penerbit Universiti Kebangsaan Malaysia.
Trudell, B., & Young, C. (Eds.) 2016. Good answers to tough questions in mother tongue-based multilingual education. SIL International. https://www.sil.org/literacy-education/good-answers-tough-questions-mother-tongue-based-multilingual-education
Tupas, R., & Martin, I. P. (2017). Bilingual and mother tongue-based multilingual education in the Philippines. In O. Garcia, A. Lin, & S. May (Eds.), Bilingual and multilingual education (pp.247-258). New York: Springer. https://doi.org/10.1007/978-3-319-02324-3_18-1
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2003). Education in a multilingual world. Paris: UNESCO. http://unesdoc.unesco.org/images/0012/001297/129728e.pdf
Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes. Cambridge: Harvard University Press.
Walter, S. (2010). The mother tongue instructional model: In search of insights. Dallas, Texas: SIL International. https://www.sil.org/system/files/reapdata/10/90/41/109041987787319837031630587354878698602/SW_World_Bank_powerpoint_on_MLE.pdf
Ball, J. (2011). Enhancing learning of children from diverse language backgrounds: Mother tongue-based bilingual or multilingual education in early childhood and early primary school years. Paper commissioned for UNESCO. Paris, France: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000212270
Benson, C. (2004). The importance of mother tongue-based schooling for educational quality. Commissioned study for EFA Global Monitoring Report. Retrieved from https://mlephil.wordpress.com/2009/09/26/the-importance-of-mother-tongue-based-schooling-for-educational-quality/
Bongarrá, M., & Siam, J. (2017). The Bidayuh language development and preservation project: A review. In M. Bongarrá, M. Arritt, & F. Kayad (Eds.), Selected Papers of the Bidayuh Language and Development Project (2003-2017) (pp. 79-94). Kuching, Malaysia: Dayak Bidayuh National Association.
Clark, N. (2014). Education in Malaysia. World Education News and Reviews. https://wenr.wes.org/2014/12/education-in-malaysia
Coluzzi, P., Riget, R., & Wang, X. (2013). Language vitality among the Bidayuh of Sarawak (East Malaysia). Oceanic Linguistics, 52, 375-395. DOI: 10.1353/ol.2013.0019.
Dayak Bidayuh National Association (DBNA). 2020. DBNA, Objectives. https://dbna.org.my/about-us/objectives/
Department of Statistics Malaysia. (2017). Sarawak population by district, 2017. https://data.sarawak.gov.my/home/data/resource/d8336af5-4667-463f-aa61-441edad63d08
Dumatog, R., & Dekker, D. E. (2003, November 6-8). First language education in Lubuagan, Northern Philippines. Paper presented at the Conference on Language Development, Language Revitalization and Multilingual Education in Minority Communities in Asia, Bangkok, Thailand.
Fishman, J. (1991). Reversing language shift: Theoretical and empirical foundations of assistance to threatened languages. Clevedon: Multilingual Matters.
Ghani, Abd. (2014, November 26-28). The teaching of indigenous Orang Asli language in Peninsular Malaysia. Paper presented at 3rd International Conference on Linguistics, Literature and Culture (ICLLIC 2014) USM, Penang, Malaysia. DOI: 10.1016/j.sbspro.2015.11.201.
Hanawalt, C. (2015, July 19). Responses in Indonesia and Malaysia to a new planning tool for language communities: A guide for planning the future of our language. Paper presented at 13th Annual Conference on Austronesian Linguistics. Taipei, Taiwan.
Hovens, M. (2002). Bilingual education in West Africa: Does it work? International Journal of Bilingual Education and Bilingualism, 5(5), 249-266.
Joyik, I. P., Siam, S., Tan, G., Bongarrá, M., & Simpson, S. E. (2017). The Bidayuh first language-based multilingual education programme. In M. Bongarrá, M. Arritt, & F. Kayad (Eds.), Selected Papers of the Bidayuh Language and Development Project (2003-2017) (pp. 67-78). Kuching, Malaysia: Dayak Bidayuh National Association.
Kroeger, P. (2009). The dialects in Biatah. In P. Martin & P. Sercombe (Eds.), Languages in Borneo: Diachronic and synchronic perspectives (pp. 111-144). Williamsburg, Va.: Borneo Research Council.
Lewis, M. P., & Simons, G. (2009). Assessing endangerment: expanding Fishman’s GIDS. Revue Romaine de Linguistique, 55(2), 103-120.
McNamara, D. S., Roscoe, R., Allen, L., Balyan, R., & McCarthy, K. S. (2019). Literacy: From the perspective of text and discourse theory. Journal of Language and Education, 5(3), 56-69. https://doi.org/10.17323/jle.2019.10196
Ministry of Education, Malaysia. (2013). Malaysia Education Blueprint 2013-2025: Preschool to secondary education. Putrajaya, Malaysia: Ministry of Education.
Moinian, F., Kjällander, S., & Dorls, P. (2016). Mother tongue language teaching with digital tablets in early childhood education: A question of social inclusion and equity. He Kupu, 4(3), 19-29.
Noeb, J., & Ridu, R. (2012). Language development in Bidayuh: Past, present, and future. In C. R. Rensch, C. M. Rensch, J. Noeb & R. S. Ridu (Eds.), The Bidayuh language, yesterday, today, and forever. Kuching, Malaysia: Dayak Bidayuh National Association. https://www.sil.org/resources/publications/entry/48010
Norahim, N. (2010). Language choice of Bidayuh graduates in Kuching-Samarahan division (PhD dissertation). Universiti Malaya, Malaysia. http://studentsrepo.um.edu.my/id/eprint/3274
Siam, J., & Smith, J. (2013, November 6-8). Walking among durians: The Malaysia Bidayuh schools’ journey. Paper presented at 4th International Conference on Language and Education, Multilingual Education for All in Asia and the Pacific, Bangkok, Thailand.
Stringer, M. (2006). Literacy acquistion and diffusion among pre-literate adults: effects of two methods of instruction in non-industrialized communities in Papua New Guinea. SIL E-books, SIL International. https://www.sil.org/resources/publications/entry/9265
Songan, P. (2004, August 21). Importance of education: The Bidayuh perspective. Seminar Pendidikan Anjuran Biro Pendidikan DBNA Serian, Malaysia.
Thomas, W. P., & Collier, V. P. (1997). School effectiveness for language minority students. (NCBE Resource Collection Series, No. 9). Washington, DC: National Clearinghouse for English Language Acquisition. http://www.ncela.gwu.edu/ncbepubs/resource/effectiveness/index.htm
Ting, S. H., & Campbell, Y. M. (2007). Bahasa Melayu sebagai bahasa komunikasi keluarga: Kajian kes sebuah keluarga Bidayuh di Sarawak.[Bahasa Melayu as a language of family communication: Case study of a Bidayuh family in Sarawak]. In Nor Hashimah Jalaluddin, Imran Ho Abdullah & Idris Aman (Eds.), Linguistik teori dan aplikasi [Linguistics theory and application] (pp. 278-293). Malaysia: Penerbit Universiti Kebangsaan Malaysia.
Trudell, B., & Young, C. (Eds.) 2016. Good answers to tough questions in mother tongue-based multilingual education. SIL International. https://www.sil.org/literacy-education/good-answers-tough-questions-mother-tongue-based-multilingual-education
Tupas, R., & Martin, I. P. (2017). Bilingual and mother tongue-based multilingual education in the Philippines. In O. Garcia, A. Lin, & S. May (Eds.), Bilingual and multilingual education (pp.247-258). New York: Springer. https://doi.org/10.1007/978-3-319-02324-3_18-1
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2003). Education in a multilingual world. Paris: UNESCO. http://unesdoc.unesco.org/images/0012/001297/129728e.pdf
Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes. Cambridge: Harvard University Press.
Walter, S. (2010). The mother tongue instructional model: In search of insights. Dallas, Texas: SIL International. https://www.sil.org/system/files/reapdata/10/90/41/109041987787319837031630587354878698602/SW_World_Bank_powerpoint_on_MLE.pdf
