The Impact of Learning Kurdish ‘Mother-Tongue’ in London on Mainstream Education
This study investigates the impact of a group of Kurdish children learning their mother-tongue, in two Kurdish Saturday schools in North London, and particularly the impact on the children’s integration into mainstream schooling. There are some historical issues surrounding ethnic mi...
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| Format: | Article |
| Language: | English |
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University of Kurdistan Hewler
2021-06-01
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| Series: | UKH Journal of Social Sciences |
| Subjects: | |
| Online Access: | https://journals.ukh.edu.krd/index.php/ukhjss/article/view/326/237 |
| _version_ | 1818655860904165376 |
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| author | Sheelan Shakir Kadir |
| author_facet | Sheelan Shakir Kadir |
| author_sort | Sheelan Shakir Kadir |
| collection | DOAJ |
| description | This study investigates the impact of a group of Kurdish children learning their mother-tongue, in two Kurdish Saturday schools in North London, and particularly the impact on the children’s integration into mainstream schooling. There are some historical issues surrounding ethnic minority children’s education that have been labelled as problematic towards their educational achievements in the United Kingdom. The responsibility of teaching the mother-tongue to those children takes place formally in supplementary or Saturday schools in their community rather than in mainstream schools. Many researches have revealed that learning their mother tongue is beneficial for children in general. In particular, this research focuses on the impacts on Kurdish children in mainstream education, since the number of children from diverse backgrounds is increasing, including the number of children from the Kurdish community. Mixed method research has been undertaken to examine this issue, including a semi-structured questionnaire and group interview used to collect data, as this research depended on students’ as well as parents’ views in integrating their child in some state schools. The findings revealed that learning the mother-tongue is beneficial for children from diverse backgrounds and that supplementary schools play a vital role in learning the mother-tongue on children’s attitude in mainstream education. |
| first_indexed | 2024-12-17T03:16:24Z |
| format | Article |
| id | doaj.art-4cb5d696829e4b1a960a929aa3c62555 |
| institution | Directory Open Access Journal |
| issn | 2520-7806 |
| language | English |
| last_indexed | 2024-12-17T03:16:24Z |
| publishDate | 2021-06-01 |
| publisher | University of Kurdistan Hewler |
| record_format | Article |
| series | UKH Journal of Social Sciences |
| spelling | doaj.art-4cb5d696829e4b1a960a929aa3c625552022-12-21T22:05:38ZengUniversity of Kurdistan HewlerUKH Journal of Social Sciences2520-78062021-06-017381https://doi.org/10.25079/ukhjss.v5n1y2021.pp73-81The Impact of Learning Kurdish ‘Mother-Tongue’ in London on Mainstream EducationSheelan Shakir Kadir0Department of General Education, College of Education and Languages, Lebanese French University, Erbil, IraqThis study investigates the impact of a group of Kurdish children learning their mother-tongue, in two Kurdish Saturday schools in North London, and particularly the impact on the children’s integration into mainstream schooling. There are some historical issues surrounding ethnic minority children’s education that have been labelled as problematic towards their educational achievements in the United Kingdom. The responsibility of teaching the mother-tongue to those children takes place formally in supplementary or Saturday schools in their community rather than in mainstream schools. Many researches have revealed that learning their mother tongue is beneficial for children in general. In particular, this research focuses on the impacts on Kurdish children in mainstream education, since the number of children from diverse backgrounds is increasing, including the number of children from the Kurdish community. Mixed method research has been undertaken to examine this issue, including a semi-structured questionnaire and group interview used to collect data, as this research depended on students’ as well as parents’ views in integrating their child in some state schools. The findings revealed that learning the mother-tongue is beneficial for children from diverse backgrounds and that supplementary schools play a vital role in learning the mother-tongue on children’s attitude in mainstream education.https://journals.ukh.edu.krd/index.php/ukhjss/article/view/326/237mother-tonguesupplementarymainstream educationcommunitycultural studies |
| spellingShingle | Sheelan Shakir Kadir The Impact of Learning Kurdish ‘Mother-Tongue’ in London on Mainstream Education UKH Journal of Social Sciences mother-tongue supplementary mainstream education community cultural studies |
| title | The Impact of Learning Kurdish ‘Mother-Tongue’ in London on Mainstream Education |
| title_full | The Impact of Learning Kurdish ‘Mother-Tongue’ in London on Mainstream Education |
| title_fullStr | The Impact of Learning Kurdish ‘Mother-Tongue’ in London on Mainstream Education |
| title_full_unstemmed | The Impact of Learning Kurdish ‘Mother-Tongue’ in London on Mainstream Education |
| title_short | The Impact of Learning Kurdish ‘Mother-Tongue’ in London on Mainstream Education |
| title_sort | impact of learning kurdish mother tongue in london on mainstream education |
| topic | mother-tongue supplementary mainstream education community cultural studies |
| url | https://journals.ukh.edu.krd/index.php/ukhjss/article/view/326/237 |
| work_keys_str_mv | AT sheelanshakirkadir theimpactoflearningkurdishmothertongueinlondononmainstreameducation AT sheelanshakirkadir impactoflearningkurdishmothertongueinlondononmainstreameducation |