Educational Practitioners’ Perceptions on the Role and Contribution of Dialects for the Learning and Achievement of Students
Keywords:
Achievement, Dialects, Educational Practitioners, Learning, Perception, StudentsAbstract
The attitudes towards dialects and their speakers have been a topic of discussion in academic setting. Specifically, the perception of educational practitioners on the role of dialects for education is important as it can affect the practices of the practitioners in their respective work place. Besides, the perceptions of the practitioners have significant implications for the use of dialects in the schools as it can determine the value and emphasis given to the dialects in education. Hence, the perception of educational practitioners towards dialects can affect their use in education and can have an impact on students’ learning and achievement. Based on this fact, the current study is intended to explore the perceptions of educational practitioners on the role and contribution of dialects for the learning and achievement of students. To achieve this objective, data were collected from teachers, educational authorities and textbook and exam writers using questionnaire and interview. The analysis of the collected data revealed that the majority of the teachers reported that dialects have a great role in education and support the consideration of dialects in academic setting. Similarly, the textbook and exam writers, and educational authorities considered in this study replied that dialects have a great roles in education and the concern of dialects needs attention in educational context. This could mean
that the majority of the respondents had positive perception towards the role of dialects for education and could treat dialects positively in educational setting.
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Copyright (c) 2017 Journal of Equity in Sciences and Sustainable Development
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