REVIEW RELATED LITERATURE

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,
while the students have additionally acquired skills in their
native language. The conclusion is reached that a quality program
can be effective in meeting the goals of equal educational
opportunity for minority language children, and if a program is
not doing so, something is wrong with the program (though the
locus of the problem may be external to the instructional program
itself). Research on Finnish immigrants in Sweden is cited to
show the effect of social and cultural subordination in producing
subtractive bilingualism unless strong native language
instruction is provided through age 10.