CULTURAL-ECOLOGICAL THEORY AND THE LANGUAGE EDUCATION OF ROMA CHILDREN
- Autores: Kyuchukov H.1
-
Afiliações:
- Magdeburg-Stendal University of Applied Sciences
- Edição: Volume 14, Nº 3 (2017)
- Páginas: 290-300
- Seção: Articles
- URL: https://journals.rcsi.science/2313-1683/article/view/347535
- DOI: https://doi.org/10.22363/2313-1683-2017-14-3-290-300
- ID: 347535
Citar
Texto integral
Resumo
The paper presents results from language testing of 70 Roma children from Bulgaria - pupils of grade 1, studying in one of the biggest Roma settlement’s schools in Sofia, “Fakulteta” district. The children were tested using the Peabody Picture Vocabulary Test. The test measures language comprehension and language production of the children at the beginning and end of the school year. Between the first and second testing, the teaching methodology in instruction for the children was changed - a Roma assistant teacher whose task was to use the mother tongue of the children as a communicative tool was introduced to the classes. The results of the children during the second testing were substantially better and they are discussed in the light of the theory of the American anthropologist J. Ogbu, who developed his cultural-ecological theory (CE) in the 1980s. The results of the children are analyzed via dispersion analysis using ANOVA. According to Ogbu’s CE theory, the school success of minority children depends on the attitudes of the society at large and the level of community support. The paper also briefly discusses the reason why the de-segregation of the Roma children and their integration into mainstream schools in Bulgaria has largely proved to be a failure.
Palavras-chave
Sobre autores
Hristo Kyuchukov
Magdeburg-Stendal University of Applied Sciences
Email: hkyuchukov@gmail.com
Ph.D., Prof. Dr. Habil., Gest-Professor at Magdeburg-Stendal University of Applied Sciences (Magdeburg, Germany) Breitscheid str., 2, Magdeburg Germany, 39114
Bibliografia
- Akande, J.O. (2007). The practice of community education in Nigeria. Educational Research and Review, 2 (10), 264-270.
- Balvin, J. & Vavrekova, L. (2013) Education of Roma students - always current but controversial topic. In: J. Balvin, L. Kwadrans, H. Kyuchukov (Eds). Roma in Visegrad Countries: History, Culture, Social Integration, Social Work and Education (pp. 325-332). Wroclaw: PROM.
- Brüggemann, C. (2014). Romani culture and academic success: arguments against the belief in a contradiction. Intercultural Education, 25(6), 439-452. doi: 10.1080/14675986.2014.990229
- Cole, M. (1996). Interacting minds in a life-span perspective: a cultural-historical approach to culture and cognitive development. In P.B. Baltes & U.M. Staudinger (Eds.). Interactive Minds: Life-span Perspectives on the Social Foundation of Cognition (pp. 59-87). Cambridge University Press: New York.
- Foster, K.M. (2004). Coming to terms: a discussion of John Ogbu’s cultural ecological theory of minority academic achievement. Intercultural Education, 15(4), 369-384. doi: 10.1080/1467598042000313403.
- Han, W.-J. (2006). Academic achievements of children in immigrant families. Educational Research and Review, 1 (8), 286-318.
- Kaleja, M. & Zazulkova, E. (2012). The Context of Special Educational Needs of Selected Pupils in Primary Education. Ostrava: The University of Ostrava.
- Kyuchukov, H. & New, W. (2016) Diversity vs. equality: Why the education of Roma children does not work. Intercultural Education, 27 (6), 629-634. doi: 10.1080/14675986.2016.1259093.
- Kyuchukov, H. (2014) Acquisition of Romani in a bilingual context. Psychology of Language and Communication, 18 (3), 211-225. doi: 10.2478/plc-2014-0015.
- Kyuchukov, H. (2011) Romani language in the educational system of Bulgaria. International Journal of Romani Language and Culture, 1 (2), 173-187.
- Kwadrans, L. (2010). Roma education - proposal on positive change. In: J. Balvin & L. Kwadrans (Eds.). The Situation of the Roma minority in Czech, Hungary, Poland and Slovakia (pp. 333-342). Wroclaw: PROM.
- Luciak, M. (2004). Minority status and schooling - John U. Ogbu’s theory and the schooling of ethnic minorities in Europe. Intercultural Education, 15 (4), 359-368. doi: 10.1080/1467598042000313395.
- Ogbu, J.U. (1978). Minority Education and Caste: The American System in Cross-Cultural Perspective. New York: Academic Press.
- Ogbu, J.U. (1982). Cultural discontinuities and schooling. Anthropology and Education Quarterly, 13 (4), 290-307. doi: 10.1525/aeq.1982.13.4.05x1505w.
- Ogbu, J.U. (1985). Cultural-ecological influences on minority education. Language Arts, 62(8), 860-869.
- Ogbu, J.U. (1990). Minority status and literacy in comparative perspective. Daedalus, 119(2), 141-168.
- Ogbu, J.U. (2014). From cultural differences to differences in cultural frame of reference. In P.M. Greenfield & R. Cocking (Eds.). Cross-cultural Roots of Minority Child Development (pp. 365-391). New York: Psychology Press.
- Samko, M. & Kapalková, S. (2014). Analýza naratívnej schopnosti rómskeho dieťaťa v rómčine a slovenčine. Psychológia a patopsychológia dieťaťa, 48 (3-4), 372-384.
- Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Arquivos suplementares
