Description
Mother tongue education plays a tremendous role in enhancing learners understanding if the language is capable enough to express necessary academic concepts. Even if Amharic has served as a medium of instruction in primary education for more than half a century, issues that come from the dynamic nature of terminology needs serious follow up and investigation. Thus, the study, specifically, examined term development approach; terminology development, standardisation and implementation mechanisms; term formation methods, stakeholders’ attitudes towards primary education Amharic terminologies (PEAT) as well as challenges that affect the development, standardisation and implementation of PEATs. The study has been conducted using embedded design of mixed research. Quantitative and qualitative data were collected through questionnaires from textbook writers, teachers, students and parents. Besides, interviews and focus group discussions were conducted with experts and students, respectively. Textbooks were also reviewed to gain data. Then, the data were analysed using thematic and statistical techniques. The study revealed that textbook writers and curriculum experts are traditionally tend to use primarily puristic approach in order to coin transparent terms. Besides, the implementation of terminology development and advocacy mechanisms is not at a required level. Drawbacks were also observed when textbook writers and curriculum experts apply term implementation mechanisms. The study also discovered several challenges that hinder the development, standardisation and implementation of PEATs. However, in relation to the efforts made to develop Amharic terms the study indicated that different term formation methods can be used in developing Amharic terms. Besides, the study disclosed that the attitude of students, teachers, parents and textbook writers towards Amharic terminologies is positive though there are some inappropriate terms that require revision. Lastly, in order to maintain stakeholders’ positive attitudes towards PEATs as well as to overcome the challenges that face in developing, standardising and implementing terms, the study, among other things, recommended planned execution of Amharic terminologies based on research, training, publicity and cooperation.
About the author
Sefa Meka Hussen, PhD, is an assistant professor at Bahir Dar University, College of Education, School of Teacher Education, Bahir Dar city, Ethiopia. His research interests are language planning and education.
Table of contents
TABLE OF CONTENTS
Abstract …………………………………………………………………………………………………….. i
Acknowledgements …………………………………………………………………………………. iii
Table of Contents ………………………………………………………………………………………. v
Symbols, Abbreviations and Acronyms …………………………………………………… xiii
CHAPTER ONE :
INTRODUCTION
1.1 Background of the Study ……………………………………………………………………. 1
1.2 Statement of the Problem ………………………………………………………………….. 4
1.3 Objectives of the Study ………………………………………………………………………. 7
1.4 Significance of the Study ……………………………………………………………………. 7
1.5 Delimitation of the Study …………………………………………………………………… 8
1.6 Limitations of the Study …………………………………………………………………….. 9
1.7 Operational Definitions of Key Terms and Concepts …………………………. 9
CHAPTER TWO :
REVIEW OF LITERATURE AND THEORETICAL AND
CONCEPTUAL FRAMEWORKS
2.1 Review of Literature………………………………………………………………………….11
2.1.1 Language Policy and Language Planning …………………………………. 11
2.1.2 Terminology Advocacy ……………………………………………………………. 27
2.1.3 Language Attitudes ………………………………………………………………….. 28
2.1.4 Language in Education ……………………………………………………………. 30
2.1.5 Terminology in Primary Education Textbooks ………………………… 32
2.1.6 The Development of Amharic …………………………………………………. 34
2.1.7 Context of the Study Area ……………………………………………………….. 55
2.1.8 Review of Related Studies …………………………………………………………65
2.2 Theoretical and Conceptual Frameworks …………………………………………. 74
2.2.1 Specialized Communication and Terminology ………………………… 74
2.2.2 Survey of Theories of Terminology …………………………………………..75
2.2.3 Communicative Theory of Terminology ………………………………….. 82
CHAPTER THREE :
RESEARCH METHODOLOGY
3.1 Research Design ……………………………………………………………………………….89
3.2 Corpus of the Research …………………………………………………………………….89
3.3 Participants of the Research …………………………………………………………….. 90
3.4 Sampling Procedures ………………………………………………………………………..90
3.4.1 Students’ Sample ……………………………………………………………………… 91
3.4.2 Teachers’ Sample ……………………………………………………………………… 92
3.4.3 Parents’ Sample ……………………………………………………………………….. 93
3.4.4 Textbook Writers’ Sample …………………………………………………………94
3.4.5 Experts’ Sample ………………………………………………………………………..94
3.5 Data Collection Instruments ……………………………………………………………. 95
3.5.1 Document Review ……………………………………………………………………96
3.5.2 Questionnaires ………………………………………………………………………… 98
3.5.3 Interviews ………………………………………………………………………………101
3.5.4 Focus Group Discussions ……………………………………………………….102
3.6 Methods of Data Analysis ……………………………………………………………….103
CHAPTER FOUR :
RESULTS AND DISCUSSIONS
4.1 Results ……………………………………………………………………………………………105
4.1.1 Term Development Approach ………………………………………………..105
4.1.2 Terminology Development, Advocacy and
Implementation Mechanisms …………………………………………………114
4.1.3 Term Formation Methods ………………………………………………………141
4.1.4 Attitudes towards PEATs ………………………………………………………..156
4.1.5 Challenges of Developing, Standardizing and
Implementing PEATs ……………………………………………………………..167
4.2 Discussions …………………………………………………………………………………….197
CHAPTER FIVE :
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Summary ………………………………………………………………………………………..217
5.2 Conclusions ……………………………………………………………………………………229
5.3 Recommendations ………………………………………………………………………….234
5.4 Further Research Areas …………………………………………………………………..238
REFERENCES …………………………………………………………………………………………241
APPENDICES …………………………………………………………………………………………263
Appendix 1: Terminology Excerption Rating Scale ………………………………….263
Appendix 2: The Students Questionnaire…………………………………………………264
Appendix 3: The Teachers Questionnaire ………………………………………………..285
Appendix 4: The Parents Questionnaire …………………………………………………..298
Appendix 5: The Textbook Writers Questionnaire …………………………………..309
Appendix 6: The Curriculum Experts Interview Guide ……………………………316
Appendix 7: The Concerned Government Institutions
Experts Interviw Guide ……………………………………………………….319
Appendix 8: Consent of the Interviewees ………………………………………………..321
Appendix 9: The FGDs Guide for Students………………………………………………322
Appendix 10: The Consent of the FGDs Particpants ………………………………..324
Appendix 11: Identified Terminologies from the Textbooks …………………….326
Appendix 12: Parents that Support their Children Academically …………….403
Appendix 13: Interview Transcripts …………………………………………………………404
Appendix 14: FGDs Transcripts ………………………………………………………………513
