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Conflicting ideologies: When the ideological Meets the Perceived and Operational: - A Study of primary teachers' attitudes, perceptions and practice of Seychelles Creole (Kreol Seselwa) and English as mediums of instruction in the Seychelles Primary Schools
Umeå University, Umeå, Sweden.ORCID iD: 0000-0002-1341-3854
Örebro University, School of Humanities, Education and Social Sciences. (Soris)ORCID iD: 0000-0003-4429-5720
2018 (English)In: Norsk og internasjonal lærerutdanningsforskning: Hvor er vi? Hvor vil vi gå? Hva skal vi gjøre nå? / [ed] Kari Smith, Bergen, Norge: Fagbokforlaget, 2018, p. 129-151Chapter in book (Refereed)
Abstract [en]

This paper builds on Zelime & Deutschmann, 2016, where we examined language ideologies/directives in the Ideological and Formal domains of the curriculum in a multilingual postcolonial context – the Seychelles. Our overall conclusion from this work was that there was a clear mismatch between the roles that different languages were ascribed in these two domains. In this paper we look at manifestations of the Ideological and Formal curricula in the Perceived and Operational domains of the curriculum, more specifically, the language beliefs, attitudes and classroom practices of primary school teachers. We base our findings on questionnaire answers from 142 respondents in 22 primary schools, coupled with classroom observations and teacher interviews. The Seychelles has a fairly typical postcolonial language-in-education system and follows a transitional model of medium of instruction (hereafter MoI). In this system children are taught in Kreol Seselwa (hereafter K.S.), the mother tongue of the vast majority, during the first two years of schooling after which it is replaced by English. Officially, K.S. retains its role as a “support language”, but in reality, controversies surround this practice. Our results indicate that while K.S. plays a central role in the everyday lives of the teachers, they are surprisingly negative to its role in education. The majority want to see it removed altogether and replaced by an English-only model. At the same time most teachers also acknowledge the importance of K.S. as a support language. Using a framework of postcolonial theory, we try to explain this inconsistency.

Place, publisher, year, edition, pages
Bergen, Norge: Fagbokforlaget, 2018. p. 129-151
Keywords [en]
Post-colonialism, Seychelles Creole (Kreol Seselwa), Second Language Medium of Instruction (L2MoI)
National Category
General Language Studies and Linguistics Educational Sciences
Research subject
English
Identifiers
URN: urn:nbn:se:oru:diva-70432ISBN: 9788245022599 (print)OAI: oai:DiVA.org:oru-70432DiVA, id: diva2:1267796
Available from: 2018-12-04 Created: 2018-12-04 Last updated: 2018-12-04Bibliographically approved

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Deutschmann, Mats

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Citation style
  • apa
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  • Other locale
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Output format
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