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Title Page

Abstract.

Contents

List of Acronyms 11

Chapter Ⅰ. Introduction. 12

1.1. Background of the study. 12

1.2. Statement of the problem. 16

1.3. Purpose of the study. 19

1.4. Research questions. 19

1.5. Definition of Terms. 20

1.6. The significance of the study. 21

Chapter Ⅱ. Literature Review. 23

2.1. Global perspective of the National languages in education. 23

2.2. Status of national languages in the Senegalese Education System. 27

2.3. Obstacles of the introduction of National Languages. 31

2.4. Successful cases: Kyrgyzstan, Ethiopia, Tanzania... 33

Chapter Ⅲ. Research Methods. 39

3.1. Research design. 39

3.2. Location of study. 40

3.3. Target Population. 41

3.4. Sampling technique. 41

3.5. Sample size. 41

3.6. Research instrument. 42

3.7. Data analysis. 44

3.8. Validity and reliability. 45

3.9. Ethical considerations. 45

Chapter Ⅳ. Results. 46

Part 1. Results of the questionnaire. 46

4.1. Advantages of National Languages. 55

4.2. Reasons for the obstacles of the introduction. 59

4.3. Solutions. 66

Part 2. Results related to the research questions. 71

Chapter Ⅴ. Discussion and Conclusion. 75

Discussion. 75

5.1. Reasons for the obstacles to the introduction. 75

5.2. Solutions. 82

Conclusion. 91

Recommendations, limitations, and areas for further research 93

References. 96

Appendix: questionnaire for teachers. 100

List of Tables

Table 1. Response rate. 47

Table 2. Degrees [General Education/Professional] 48

Table 3. Years of teaching experience 48

Table 4. Gender. 49

Table 5. Yes or No for the use introduction of national languages. 50

Table 6. Official curriculum for teaching National Languages 51

Table 7. The MoE has the human capital to train teachers. 52

Table 8. Availability of the learning and teaching materials. 53

Table 9. Bilingual students can properly read, write and calculate in French. 54

Table 10. Students in your school show interest in learning. 55

Table 11. Facilitating the learning of instrumental disciplines. 57

Table 12. Reduction of the dropping out. 59

Table 13. The country is part of the Francophonie 60

Table 14. the status of French as the administrative language of the country. 62

Table 15. The multilingual setting of the country. 64

Table 16. There is no language policy for National Languages. 65

Table 17. A serious language policy by policy-makers. 68

Table 18. Learning National Languages as Independent subject matters. 69

Table 19. Obliging students to have a successful Certificate. 70

초록보기

 Mother tongue-based education is the most efficient method of education for children. Unfortunately, in Senegal, students are hit at an early age of schooling by a conflicting linguistic situation between French as the official language and the language of instruction. Despite an enactment in the 1970s and several other decisions to introduce mother tongues (National Languages) into the education system, the initiative is not effective yet.

The objective of this study is to identify the obstacles that prevent this project from being a reality in primary education in the capital city of Ziguinchor, Senegal. Moreover, some solutions are formulated to overcome them and make the initiative operational for the profit of the other regions. The study itself concerned six languages that are recognized by the constitution as national languages (Wolof, Joola, Serer, Peulh, Malinke, and Soninke).

To do so, a total of 143 elementary teachers responded to the online survey making 58% of the estimated sample from the targeted population (250 teachers). A 5-1 Likert scale questionnaire was used to collect data. Results were analyzed using SPSS version 26 and presented in tables. The findings of the studies had shown that 131 or (91.6%) teachers agreed with the use of National Languages in the education system compared to 12 or (8.3%) teachers who were against it. It had also been proved that the obstacles to the use of national languages range from the multilingual setting of the country, a lack of language policy, human capital, textbooks, etc. To overcome these hindrances, some solutions had been propounded. One of the most important of them is an audacious language policy. Policymakers have to plan a set of ideas, laws, regulations, rules, and practices intended to promote National languages. In addition, a strategy of communication to disseminate the project is a need. Last but not least, policymakers have to make sure that human capital is available to implement the project, as well as textbooks for the teaching and learning practices of these languages.

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