تحلیل کیفی تجارب معلمان از چالش‌ها و فرصت‌های آموزش زبان مادری در مدارس

هدف: هدف پژوهش حاضر به بررسی جامعه ایران که متشکل از مجموعه ای از اقوام، فرهنگ ها و زبان های مختلفی است که هر کدام نیاز به نظام تعلیم و تربیت و الزامات ویژه خود را دارند؛ با این حال نظام آموزش و پرورش مرکزی هنوز موفق نشدهاست به طور جامع و مانع پاسخگوی این نیازها باشد.روش: بر این اساس پژوهش حاضر براساس روش پدیدارشناسی می کوشد تجربه تعدادی از معلمان را درباره چالش ها وفرصت های مربوط به زبان مادری مورد بررسی قرار دهد. میدان تحقیق شامل کلیه معلمان مقطع ابتدایی شهر دیواندره است که 9 نفر از آنها براساس اصل اشباع نظری دعوت به مصاحبه شده اند. ابزار گردآوری داده ها مصاحبه نیمه ساختار یافته ای استکه محقق براساس آن می تواند اطلاعات کافی را گردآوری نماید.یافته ها: مضامین به دست آمده در قالب دو بخش چالش ها و فرصت ها تحلیل شدند. نتایج اولیه مربوط به این بخش ها حاکی از آن است که در وهله نخست معلمان اذعان داشتند که چارچوب فکری غالب، ترویج هویت ملی مشترک و زبانی و طراحی برنامه درسی جامع از اساسی ترین چالش های آموزش زبانی مادری محسوب می شود؛ بر این اساس، برخی از نظرات در رابطه با فرصت های موجود شامل احترام به میراث فرهنگی زنده، آموزش از طریق یادگیری ضمنی و در نهایت مشارکت خانواده- مدرسه مطرح شد. نتایج نشان می دهد که در مجموع به ندرت ردپایی از آموزش زبان مادری در برنامه درسی رسمی وجود دارد وهرگونه تعلیمات درباره زبان مادری در قالب راه های پنهان و یا غیر رسمی انجام می شود.

teaching mother tongue as a dual concept in iranian education:challenges and opportunities

iranian society consists of a collection of different ethnicities, cultures and languages, each of which needs its own education system and special requirements; however, the central education system has not yet managed to comprehensively respond to these needs; based on this, the present research, based on the phenomenological method, tries to investigate the experience of a number of teachers about the challenges and opportunities related to the mother tongue. the field of research includes all primary school teachers of divandera city, 9 of them were invited to be interviewed based on the principle of theoretical saturation. the data collection tool is a semi-structured interview based on which the researcher can collect sufficient information. the themes obtained were analyzed in the form of two sections, challenges and opportunities. the preliminary results related to these sections indicate that, in the first place, the teachers acknowledged that the governance of the educational ideological system, cultural and linguistic integration, and the design of a uniform curriculum are among the most fundamental challenges of mother tongue education; based on this, some opinions regarding the available opportunities including holding local festivals, teaching through hidden curriculum and finally family-school partnership were raised. the results show that there is no trace of mother tongue teaching in the official curriculum and any teaching about mother tongue is done in the form of hidden or informal ways.iranian society consists of a collection of different ethnicities, cultures and languages, each of which needs its own education system and special requirements; however, the central education system has not yet managed to comprehensively respond to these needs; based on this, the present research, based on the phenomenological method, tries to investigate the experience of a number of teachers about the challenges and opportunities related to the mother tongue. the field of research includes all primary school teachers of divandera city, 9 of them were invited to be interviewed based on the principle of theoretical saturation. the data collection tool is a semi-structured interview based on which the researcher can collect sufficient information. the themes obtained were analyzed in the form of two sections, challenges and opportunities. the preliminary results related to these sections indicate that, in the first place, the teachers acknowledged that the governance of the educational ideological system, cultural and linguistic integration, and the design of a uniform curriculum are among the most fundamental challenges of mother tongue education; based on this, some opinions regarding the available opportunities including holding local festivals, teaching through hidden curriculum and finally family-school partnership were raised. the results show that there is no trace of mother tongue teaching in the official curriculum and any teaching about mother tongue is done in the form of hidden or informal ways.iranian society consists of a collection of different ethnicities, cultures and languages, each of which needs its own education system and special requirements; however, the central education system has not yet managed to comprehensively respond to these needs; based on this, the present research, based on the phenomenological method, tries to investigate the experience of a number of teachers about the challenges and opportunities related to the mother tongue. the field of research includes all primary school teachers of divandera city, 9 of them were invited to be interviewed based on the principle of theoretical saturation. the data collection tool is a semi-structured interview based on which the researcher can collect sufficient information.