CHAPTER 11

REVIEW OF RELATED LITERATURE

This chapter presents the review of related literature or additional information to help researchers
fully understand their studies.

Mother tongue Based Education

Mother Tongue in the learning process. This lack of urgency in coming to grips with the
problem may arise from the shift of emphasis in language teaching which has been going on during
the same period. The shift I mean is from a concern with the formal properties in language. That
is the acquisition of the language system, toward a functional standpoint, where the emphasis is
placed on communicative skills. This shift has been identified as a concern more with fluency that
with accuracy in language use. It is becoming increasingly doubtful that the formal corrective
teaching has a significant effect, and there is an increasing belief (Dulay and Burt 1973} that the
knowledge of a language develops largely autonomously of specific teaching.

Pupil Achievement
Our study affirms that the relative influence of classes and schools on achievement is much
higher than on well-being. We find that schools and classes have main and interaction effects on
both outcomes. However, the interaction effects on well-being are limited to a few class-pupil
interactions. Our results indicate that achievement and well-being can be considered as two
different, distinctive school and class outcomes and that the school characteristics investigated act
differently on these outcomes. Some school characteristics are always effective independent of the
outcome criterium, while the effectiveness of other school characteristics depends on the criterium
considered.

Effectiveness of Mother Tongue Based Instruction

Although over half a billion dollars has been spent on Mother Tongue Based Instruction
since 1968, less than one-half of one percent has been spent for research. Criticisms of the
effectiveness of bilingual programs should take into account the lack of basic and operational
research needed to improve program quality. Despite the need for research, funds appropriated for
this purpose have been reallocated. The present study provides evidence from 12 programs
attesting to the effectiveness of Mother Tongue Based Instruction in several instances, student
achievement in Mathematics has risen to or above national norms.