Doorka Afka Hooyo Ka Qaato Waxbarista Ubadka- W/Q: Guleed Maxamed yaasiin (Dalxa)

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DalxaGuud ahaanb caalamka waxa haatan la ogyahay in ka badan 57 milyan oo carruur ah oo aan dugsiyada la diiwaan galin. Aqoonyahannada bartay cilmiga waxbarashada(Education) waxay isku waafaqsan yihiin in carruurta yar-yar wakhtiga ay dhiganayaan dugsiyada hoose/dhexe inay luuqaddooda(afkooda hooyo) wax ku bartaan. Daraasado badan ayaa arrintaas caddeeyay sida daraasaddii ay UNESCO soo saartay sannadkii 2008 dii taas oo daaha ka rogtay in akhriska iyo qoraalka carruurta yaryari si toos ah ugu xidhan yahay luuqadda ay wax ku baranayaan. UNESCO waxay sheegtay in carruurtu sida ugu fiican wax ugu bartaan luuqaddooda hooyo(Mother language).

Khubaro madax bannaan oo ku takhasusay waxbarashada carruurta isla markaana ah ragga dunida arrintaas wax laga weydiiyo ayaa iyaguna tibaaxay in hab-akhriska iyo hab-qoraalka carruurta dhigata dugsiyada hoose/dhexe ay sida ugu fiican wax ugu fahmaan luuqaddooda.( Arnold, Bartlett, Gowani, & Merali, 2006)

Cilmibaadhisyo kale ayaa sheegaya in haddii aad carruurta lagula dedaalin inay luuqaddooda hooyo wax ku bartaan ay halis ku tahay hannaanka ay u gaadhsiin karaan bulshadooda macluumaad. Waxa la ogaaday in arday aad u badan oo aan luuqaddooda wax ku baran ay ku dhacaan imtixaannada sababtoo ah fahan yaraan ay maaddada kala kulmaan iyagoo ay ugu wacan tahay luuqadaha qalaad.

Waddanka Phillipene ayaa noqday mid ka mid ah waddammadii ugu horreeyay ee ku dhaqmay cilmi-baadhistii ay samaysay UNESCO sannadkii 2008 dii taas oo ay ku talisay in carruurta yar yar ee dhigata dugsiyada hoose/dhexe afkooda hooyo wax lagu baro si looga badbaado mugdi ku yimaadda musqabalkooda.

Si kasta oo ay ahaataba hay’adda Qaramada Midoobay u qaabilsan waxbarashada ee UNESCO waxay illaa 1953 dii tilmaamaysay faa’idada ay leedahay carruurta oo afkooda hooyo wax lagu baro. Si guul weyn waxbarashada looga gaadho, waa in carruurta loo wax lagu baraa afkooda hooyo(Kosonen, 2005). Haddii carruurta lagu daro dugsi ay wax ku baranayaan luuqad aan afkooda ahayn, waxay la kulmayaan carqalado badan oo xagga fahanka ah taas oo sababi karta in muddo dheer ay ku sii jiraan dugsiyada isla markaana aanay waxba korodhsan, weliba ay darajo hoose ku gudbaan(Hovens, 2002; UNESCO Bangkok, 2005)

Isku soo wada xooriyoo, sida ku cad manhajka waxbarashada dunida isla markaana ay caddeeyeen khubarada waxbarashada(educationists), dadka luuqaddooda wax ku baray carruurta waxay heleen faa’idooyin badan:

  1. Faham dhaw oo carruurtu guud ahaan maaddooyinka ka gaadhaan
  2. Carruurta oo natiijo fiican ka soo hoysa imtixaanaadka shahaadiga ah ee dugsiga hoose/dhexe fasalka siddeedaad
  3. Carruurta oo noqota qaar aad u maskax badan sababtoo carruurta maskaxdooda ayaa koritaan dheeri ah samaysa iyagoo hab-fekerkooduna fiicnaado haddii ay luuqaddooda wax ku bartaan. Tani waa sababta keentay in dalal badan oo dunida ka mid ahi helaan carruur si yaab leh u fekeraysa(critical thinking).

Akhri raad-raacyadan aan hoos kuugu soo gudbiyay kuwaas oo dhammaan ka hadlaya carruurta dunida oo afkooda wax ku barta saamaynta ay ku leedahay dalka, dunida iyo mustaqbalkooda ba.

Tix-raac

Arnold, C., Bartlett, K., Gowani, S., & Merali, R. (2006). Is everybody ready? Readiness, transition and continuity: Reflections and moving forward. Background paper for EFA Global Monitoring Report 2007.

Benson, C. (2002). Real and potential benefits of bilingual progammes in developing countries. International Journal of Bilingual Education and Bilingualism, 5 (6), 303-317.

Benson, C., & Kosonen, K. (Eds.) (2013). Language issues in comparative education: Inclusive teaching and learning in non-dominant languages and cultures. Rotterdam: Sense Publishers.

Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. Cambridge: Cambridge University Press.

Cummins, J. (2000). Language, power and pedagogy. Clevedon, UK: Multilingual Matters.

Hovens, M. (2002). Bilingual education in West Africa: Does it work? International Journal of Bilingual Education and Bilingualism, 5 (5), 249-266.

King, K., & Mackey, A. (2007). The bilingual edge: Why, when, and how to teach your child a second language. New York: Collins.

Kosonen, K. (2005). Education in local languages: Policy and practice in Southeast Asia. First languages first: Community-based literacy programmes for minority language contexts in Asia. Bangkok: UNESCO Bangkok.

Malone, D. L. (2003). Developing curriculum materials for endangered language education: Lessons from the field. International Journal of Bilingual Education and Bilingualism, 6(5), 332.

UNESCO (1953). The use of the vernacular languages in education. Monographs on Foundations of Education, No. 8. Paris: UNESCO.

UNESCO (2003). Education in a multilingual world. UNESCO Education Position Paper. Paris: UNESCO.

UNESCO Bangkok (2005). Advocacy brief on mother tongue-based teaching and education for girls. Bangkok: UNESCO.

UNESCO (2007). Strong foundations: Early childhood care and education. Paris: Author.

UNESCO (2008a). Mother Tongue Matters: Local Language as a Key to Effective Learning. Paris: UNESCO.

UNESCO (2008b). Mother tongue instruction in early childhood education: A selected bibliography. Paris: UNESCO.

Yiakoumetti, A. (Ed.) Harnessing linguistic variation to improve education. Rethinking Education Vol. 5. Bern: Peter Lang.

Guuleed Maxamed Yaasiin “Dalxa”

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