This study was planned to investigate Gonpasingma Lower Secondary School teachers and students’ reflections on a required Dzongkha English language policy. The study was made through the use of notes on observations and expressed concerns which were intended to develop a consensus with regard to the required amendment. Phenomenology was employed since this design helps in knowing abiding concerns regarding the “language policy” and of lived experience.
Data were gathered through formally written answers from all the twenty-four respondents. Earlier language policy was established through strict regulations imposed by the school authority. Soon after withdrawing the existing practice, students returned to their habit of speaking their own vernacular languages. Compared to English, students did feel comfortable to speak Dzongkha (the national language). Our findings are that in spite of well-known difficulties, teachers need to provide adequate guidance by being role model whereby students will understand the correlation of native language and second language, and the adverse effect of avoiding Dzongkha and English.
Table of Contents
- Abstract
- Introduction
- Literature Review
- Language Influence
- Language Sensitivity
- National Language
- English Advantages
- Drawbacks of English Incompetency
- Remedies to Improve Language
- Method
- Findings
- Individual's View on the Introduction of Language Policy
- Language/Dialect Spontaneously Used in the Premises of School
- Help Rendering Practices
- Dzongkha/English Speaking Barriers
- Strategies to Help Children Speak Dzongkha and English
- Reprimand to Language Defaulters
- Viewpoint on Vernacular Language
- Discussion
- Recommendation
Objectives and Key Themes
This study aims to investigate the reflections of teachers and students at Gonpasingma Lower Secondary School regarding a mandated Dzongkha-English language policy. The research employed phenomenology to understand the lived experiences and concerns surrounding this policy, gathering data through written responses from 24 participants. The study seeks to identify challenges and potential improvements to the policy's implementation.
- The effectiveness of a bilingual language policy in a Bhutanese school setting.
- The challenges students face in learning and using both Dzongkha and English.
- The role of teachers in fostering proficiency in both languages.
- The impact of disciplinary measures on language use.
- Students' attitudes and preferences regarding language use.
Chapter Summaries
Introduction: This chapter introduces the study's context, highlighting the observation of inconsistent adherence to a bilingual language policy at Gonpasingma Lower Secondary School since 2010. The existing policy mandates the use of English on certain days and Dzongkha on others, with rewards for consistent English usage and punishments for violations. The chapter notes varying levels of student cooperation and the use of reprimands (e.g., cleaning duties, assembly stand-ins) to enforce the policy. The introduction also mentions the reluctance of some students to use English and their tendency to revert to their vernacular language, Tshangla-lo, despite the emphasis on English due to its prominence in the Bhutanese curriculum. The chapter concludes by outlining the study's guiding questions, setting the stage for investigating the effectiveness and challenges of the implemented language policy.
Literature Review: This section explores existing research on language influence, sensitivity, national language importance, and the advantages and drawbacks of English proficiency. It draws on various sources to demonstrate the multifaceted role of language in societal integration, cultural transmission, and cognitive development. The review highlights the significance of national languages in building national identity and facilitating social and political development, while also acknowledging potential conflicts arising from language dominance and the importance of language rights. Furthermore, it examines the global prominence of English and its impact on education and professional opportunities, contrasted with challenges related to language proficiency and the need for effective language learning strategies.
Keywords
Bilingual education, Dzongkha, English, language policy, Bhutan, language attitudes, student behavior, teacher role, language proficiency, vernacular language, policy implementation.
Frequently Asked Questions: A Study on Bilingual Language Policy at Gonpasingma Lower Secondary School
What is the main focus of this study?
This study investigates the experiences and perspectives of teachers and students at Gonpasingma Lower Secondary School regarding a mandated Dzongkha-English bilingual language policy implemented since 2010. The research aims to understand the effectiveness of the policy, the challenges faced in its implementation, and potential areas for improvement.
What methodology was used in this study?
The study employed a phenomenological approach to explore the lived experiences of participants. Data was collected through written responses from 24 teachers and students.
What are the key themes explored in the study?
Key themes include the effectiveness of the bilingual language policy in a Bhutanese school setting; the challenges students face in learning and using both Dzongkha and English; the role of teachers in fostering language proficiency; the impact of disciplinary measures on language use; and students' attitudes and preferences regarding language use.
What are the main findings of the study (as previewed)?
The preview summarizes findings related to individual views on the language policy, the languages spontaneously used at school, help-rendering practices, language barriers, strategies for language learning, reprimands for language violations, and viewpoints on vernacular languages. Specific details regarding these findings are not provided in the preview.
What is the structure of the full study?
The study is structured into the following sections: Abstract, Introduction, Literature Review (covering language influence, sensitivity, national language, English advantages/drawbacks, and remedies for improvement), Method, Findings, Discussion, and Recommendation.
What are the key objectives of the study?
The study aims to investigate the reflections of teachers and students on the mandated language policy, identify challenges in its implementation, and explore potential improvements. It seeks to understand the effectiveness of the bilingual policy, the challenges faced by students, the role of teachers, and the impact of disciplinary measures.
What languages are involved in the language policy?
The language policy at Gonpasingma Lower Secondary School mandates the use of both Dzongkha (the national language of Bhutan) and English.
What is the role of the vernacular language (Tshangla-lo)?
The study notes that some students revert to their vernacular language, Tshangla-lo, despite the policy emphasizing English and Dzongkha. This highlights a potential challenge in the implementation of the bilingual policy.
What disciplinary measures are mentioned in the study?
The study mentions the use of reprimands such as cleaning duties and assembly stand-ins to enforce the policy's requirements for English usage.
What keywords are associated with this study?
Bilingual education, Dzongkha, English, language policy, Bhutan, language attitudes, student behavior, teacher role, language proficiency, vernacular language, and policy implementation.
- Arbeit zitieren
- Tashi Namgyel (Autor:in), 2012, English as an academic language in Bhutan. Language policy implementation issues, München, GRIN Verlag, https://www.grin.com/document/310992
