Academic attainments and cultural values:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Abschlussarbeit Buch |
| Sprache: | English |
| Veröffentlicht: |
München
LINCOM
2003
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| Schriftenreihe: | LINCOM Studies in second language teaching
1 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXIV, 308 S. |
| ISBN: | 389586711x |
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iii
CONTENTS
ABSTRACT .)
ACKNOWLEDGEMENTS "
CONTENTS v»;
Glossary viü
1. Glossary for methodology
2. Glossaiy of historical usage
3. Glossary of educational terms
4. Glossary of socio-cultural terms
5. Glossary ofacronyms
5.1 General Acronyms xix
5.2 Acronyms for the Names of schools ^
5.3 Questionnaire notations
LISTOFF1GURES .
L1STOFTABLES
Chapter 1: Introduction . .
1.1 Fijian and Indian socio-cultural expectations of education and their diflerential ^
attainments in English j
1.2Substantiationofthethesis g
1.3 Justifications of the study g
1.3.1 Professional justification 9
1.3.2 Academicjustification 10
1.4 Overview of the thesis structure and its development ^ ^
1.4.1 Placemem of the study , j
1.4.2 Three stages of increasingly-focused research l4
1.4.3 Outcomesof the study ,s
1.5 Indications oflimitations on presentation and the applicabihty of the results
18
Chapter 2: Literature review 19
2.1 Global and politieal support for the English Language Pohcy (ELF) ^
2.1.1 Historical background to the implementation of the ELP ^
2.1.2 Fosteringacivic Fijian identity through a common language
2.1.3 Spurring international trade and tourism by implementmg the tLf ^
2.1.4 English as the medium of instruction - a colomal hentage ^ i
2.1.5 Disinterest in vernacular language policies in education - (
2.2 Literature review of relevant curriculum theories 22
2.2.1 Global teaching methodologies for English 23
2.2.2 Conceptions of curriculum 24
2.2.3 Local interpretation of the English curriculum 25
2.2.4 Backwash effect of examinations in Fiji 26
2.3 Teaching of English in Fiji p„„iich tparhine 26
2.3.1 Geographic/economic environments and their relevance to bnghsh teachmg ^
2.3.1.1 Geographie characteristics of the Fiji Isles „finotniction 27
2.3.1.2Fiji-sethnolinguisticdiversitynecessitatingEngl,shasthelanguageofmstract1on 27
2.3.1.3EnforcingELPineducationforeconomieprospenty
2.3.2HistoricalenvironmentsandtheirrelevancetoEnghshteachmg(1830-1999) £
2.3.2.1 Missionary education 30
2.3.2.1.1 Evangelisingbyestablishing Methodist schools ^
2.3.2.1.1.1 Teaching the basies 31
2.3.2.1.1.2 lntroducing literaey to an oral eulture 3 ^
2.3.2.1.1.3 Promoting literaey in the vernacular 32
2.3.2.1.1.4 Teaching Christianity
iv
2.3.2.1.2 Roman Catholic (RC) missionary education 32
2.3.2.1.2.1 Instituting an academic education 32
2.3.2.1.2.2 RC use of Bnglish for instruction 33
2.3.2.2 Early colonial education 1874 to 1928 33
2.3.2.2.1 Influences from education decision-making in early colonial times 33
2.3.2.2.2 Ad hoc educational planning in early colonial times 34
2.3.2.2.2.1 Delivering an academically-oriented curriculum in government schools 35
2.3.2.2.2.2 Using English as the language of instruction 35
2.3.2.2.3 Widening educational provisions 35
2.3.2.2.2.1 Instituting compulsory education for native children 35
2.3.2.2.2.2 Revoking compulsory schooling for all native children 36
2.3.2.2.2.3 Extending educational facilities for chiefly Fijian boys 36
2.3.2.2.2.4 Withholding educational provisions from Indian children 37
2.3.2.2.2.5 Instating schooling for Indian children 37
2.3.2.2.2.6 Initiating govemment participation in education 38
2.3.2.3 Late colonial education 1929 - 1970 39
2.3.2.2.1 The expansion of educational provisions for all children 40
2.3.2.2.2 Educational planning in the 1940s and 1950s 40
2.3.2.2.3 The emeigence of secondary education 40
2.3.2.2.4 Determining entry to teacher training: the Fiji Junior Certificate 41
2.3.2.2.5 Implementing the English language policy 41
2.3.2.2.6 The growth of secondary education prior to independence 42
2.3.2.3 Post colonial education 42
2.3.2.3.1 Changes to curriculum content: the UNDP project 43
2.3.2.3.2 Changes to secondary school examination: restructuring the Fiji
Junior Certificate 43
2.3.2.3.3 Expansion of secondary education: swelling educational resources 44
2.3.2.3.4 Promoting equal ethnic representation in secondary and tertiary education 44
2.3.2.3.5 Diversifying secondary course options 44
2.3.3 English curriculum in Forms III and IV since 1983 45
2.4 Literature related to the target construct and explanatory constructs 46
2.4.1 Influence of socio-cultural expectations on teaching 47
2.4.2 EH - Event Horizon 48
2.4.3 SURA - the Social Unit of Resource Allocation 49
2.4.4 DoA - Degree of Autonomy 53
Chapter 3: Strncturing methods and processing methods S*
3.1 An Historical Grounded Theory developed towards quantitative generalisation 56
3.1.1 Using an historical Grounded Theory research paradigm 57
3.1.2 Extenuating Grounded Theory methodological weaknesses 60
3.2 Structure and composition of the data sets 63
3.2.1 Description of the data sets 63
3.2.2 School data sets and their sampling methods 66
3.2.2.1 Interviews in schools 67
3.2.2.2 Classroom observations of English teaching 74
3.2.3 Data management 78
3.3 Methodological limitations of the study 7^
Chapter 4: Description of the data and the data collection for the exploratory
ethnography 81
4.1 Fiji College of Advanced Education (FCAE) 81
4.1.1 FCAE English Head of Department (HOD) 82
4.1.2 FCAE Vice-principal (VP) 82
4.1.3 Teachers and English courses 82
V
4.2 Institute of Fijian Language and Culture and Fijian Affairs Board (FAB) 83
4.3 Parliament of Fiji library and National Archives - primary documents 84
4.4 Bureau of Statistics and Institute of Education (IOE) - Documents 86
4.5 Minister of Fijian Affairs and two Permanent Secretaries for Education - Interviews 88
Chapter 5: Research instruments and methodology for the exploralory ethnography 90
5.1 Emic chain - gaining entry to key informants 90
5.2. Topical and cultural interviews with informants and conversation partners 91
5.2.1 Constructions of the interviews 94
5.3 Methods for collecting and analysing classroom data 95
5.4 Historical research methods 95
Chapter 6 Description of data and data collection for the development and
verification of differential themes 97
6.1 Major relevant social-cultural structures - Interviews, observations, documents 97
6.1.1 Fijian social-cultural structures 97
6.1.1.1 Visit to the Fijian NLTB 98
6.1.1.2 Interview with Professor Ravuvu 98
6.1.1.3 UN Conference on the draft resolution on the rights of indigenous peoples 99
6.1.1.4 South Pacific Commission Conference on health education 99
6.1.2 Indian social-cultural structures 100
6.1.2.1 Indian religious influences 101
6.1.2.2 Interviews with Principals, VP, teachers and administrators 102
6.2 Rural schools and communities - Interviews, observations, documents 103
6.2.1 Geographie Situation of schools, communities and homes 104
6.2.2 Rural Fijian schools and communities 104
6.2.2.1 Boarding at Fijian rural schools 105
6.2.2.2 Scarce curriculum resources in Fijian rural schools 106
6.2.2.3 Disregard for written school rales in Fijian rural schools 107
6.2.2.4 Homework avoidance in Fijian rural schools 107
6.2.2.5 Fulfilling social obligations in Fijian rural communities 108
6.2.3 Rural Indian schools and communities 109
6.2.3.1 Meticulous school maintenance 110
6.2.3.2 HOD control over English teachers 110
6.2.3.3 Parental monitoring of children's school work 111
6.2.3.4 School support for education 111
6.2.4 Educational meetings on differential attainments 112
6.2.4.1 Principals' meeting - administrative proeeedings 112
6.2.4.2 Sevusevu - traditional meeting 1 • 5
6.2.5 Interviews with regional education officers 116
6.2.5.1 Fijian regional education officers 116
6.2.5.2 The Indian regional education officer 117
6.2.6 English Workshop for regional education officers 118
6.2.7 Post-Form IV rural education - examination irregularities 118
6.3 Urban schools and communities - Interviews, observations, documents 119
6.3.1 Description of the urban Fijian secondary schools in the data set 120
6.3.2 Description of the urban Indian secondary schools in the data set 121
6.3.3 The bi-ethnic urban schools 123
6.4 Post-census verification of construets ' 24
Chapter 7: Research instruments and methodology for the development and
verification of differential themes •2S
7.1 Methodology guiding data collection and analysis 125
7.1.1 Chosen methods of analysis and reporting 126
vi
7.1.2 Original ethnographic reporting '28
7.2 Structuring qualitative data using interviews and text analysis J M
7.2.1 Semi-structured topical and evaluative interviews ' M
7.2.2 Methods oftext analysis used j f|
7.2.3 Coding, transcripts and documents on-line and off-line j *j
7.2.4 Video recording iib
7.2.5 Photographic recording "°
7.3 Use of Software for structuring the qualitative data "'
Chapter 8: Description of data and data collection for the generalisation of the
differentialthemes }??
8.1 Data for ethnographic generalisation from rural and urban schools j jr
8.2 Data from mixed methods generalisation Jf?
8.3 Data from generalisation by final questionnaire '*,
8.3.1 Sampling design process for quantitative generalisation by survey jjj
8.3.2 Strategie quantitative data collection by survey '*'
8.4 Interview data validating final questionnaire j*r
8.5 Data for testing reliability of final questionnaire l4i
Chapter 9: Methodology for the generalisation of differential themes 144
9.1 Methods for ethnographic generalisation VY,
9.1.1 Methods oftextual coding and analysis lr™
9.1.2 Video analysis {1*
9.1.3 Use of Stimulus photographs |?5
9.2 Process methods for mixed methods generalisation /l
9.2.1 Design of pilot questions {**
9.2.2 Pilotformatconsiderations l.l
9.2.3 Quantitative coding and Computer input for pilot ' ^
9.2.4 Quantitative data verifications ;?,
9.2.5 Coding of qualitative pilot data J ^'
9.2.6 Qualitative pilot data verifications ' A
9.3 Methods for generalisation by questionnaire [^
9.3.1 Design of final questionnaire .Jl
9.3.2 Coding and Computer input .„
9.3.3 Data verifications }^*
9.3.4 Reliability tests l5y
9.4 Verification of questionnaire responses by classroom observations and from
interviews with final questionnaire respondents '
Chapter 10: Socio-cultural influences on the teaching of English in Fiji 16"
10.1 The development of the Cultural Constructs as an illustrative example of
quantitative exploration.
10.2 The development of the Cultural Index as an illustrative example of .
quantitative exploration \Lj-
10.2.1 The need for a measure of Cultural Identity JZ£
10.2.2 Calculating the CI ]''
10.2.3 Reliability and validity of the Cultural Index \'Q
10.2.3.1 Test-retest reliability ofthe Cultural Index }',
10.2.3.2 Construct validity ofthe Cultural Index !?'
10.2.3.3 Predictive Validity ofthe CI } °i
10.2.4 Sensitivity ofthe Primary and Relative Cultural Indices compared to Ethnicity J »*
10.2.5 Uses ofthe Cultural Index Ya.
10.2.6 Potential usesofCl ;£
10.3 Illustrative example of mixed quantitative and qualitative exploration '-J'
10.4 Comparative grounded composite description of Fijian and Indian rural schools 2(w
10.4.1 Rural Fijian schools and communities ,!Q
10.4.1.1 Composite school environments of Koronivuli Lomolomo (KL) ^"7
10.4.1.2 KL school management practices and objeetives ,fj,
10.4.1.3 Operationalising the FJC English curriculum at KL z]£
10.4.1.3.1 Comparhnentalised language use at KL rjS
10.4.1.3.2 Teaching EFL in Forms III and IV at KL M
vii
208
10.4.1.4 KL students 209
10.4.1.5 KL students' homes 209
'Yo^TÄ^ 22!o
10.4.2.2 SJSS school management practices and objectives %yl
10.4.2.3 OperationalisingtheFJCEnglishcurncuumatSJSb
10.4.2.4 SJSS students 215
10.4.2.5 SJSS students' homes 216
10.5BiographiesofcompositeHODs 220
10.5.1 The Fijian HOD: A modal grounded composite 221
10.5.2 The Indian HOD: A modal grounded composite 22]
10.6 Descriptionsof Urban schools from rural Fiiian secondary schools 223
10.6.1 How urban Fijian secondary schools differ^frorn rural^ia° ^ , 225
10.6.2 How urban Indian secondary schools differ from otner secomury ^
10.6.3 The bi-ethnic urban schools 233
10.7 Culture, Gender and Ethnicity 237
10.7.1 Relative cultural indices 239
10.7.2 The third culture - Westemess 241
10.7.3 Fractionalised Fijian culture
243
Chapter 11: Cultural constructions of English teaching 243
11.4 Integrated stracture of target constract and v*******™*?* 256
11.4.1 Cultural indicators comprising the conceptualframework 256
11.4.2 Explanation of construct ^rdeP^e"CJcative cultura] community indicators 257
11.5 Explanatory constract of Event Honzon - In*^Y« c"™_ indicative cultural
11.6 Explanatory construct SocialUnrtof ResourceAllocation m" 25g
community indicators Antonomv - Indicative cultural Community indicators 258
Teaching indicators , . , th„:q 258
11.9 Empirical verification of the explanatory model ancl^thes s .g 259
n.9.1Teachingandcommunitybehavmursusedfoca^^^^ 259
11.9.2 The canonical teaching and commuf^ana„fnfo^ model 262
11.9.3 Empirical verification and support for the explanatory model
264
Chapter 12: Conclusions and implications 265
12.1 Fractionalisation of Fijian Culture 268
12.1.1 Marginalisationof the Fijian male -,oficjencv 269
12.2 Subtractive vs additive cultural routes to English P?«c'^ 272
12.3Theoreticalgeneralisationofthefoursocio-culturalconstructs m
12.4 Summary implications
278
Bibliography
Appendix 1: Geography and Demograpby of Fiji 305
1.1 Maps of the Fiji Islands 306
1.2 Fiji demographic facts and figures 306
1.3 Fiji background Information
308
Appendix 2: Final questionnaire |
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| discipline | Pädagogik Soziologie Anglistik / Amerikanistik |
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| genre | (DE-588)4113937-9 Hochschulschrift gnd-content |
| genre_facet | Hochschulschrift |
| geographic | Fidschi (DE-588)4017063-9 gnd |
| geographic_facet | Fidschi |
| id | DE-604.BV019811180 |
| illustrated | Not Illustrated |
| indexdate | 2024-08-10T01:15:23Z |
| institution | BVB |
| isbn | 389586711x |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-013136592 |
| oclc_num | 54081054 |
| open_access_boolean | |
| owner | DE-12 DE-19 DE-BY-UBM DE-521 |
| owner_facet | DE-12 DE-19 DE-BY-UBM DE-521 |
| physical | XXIV, 308 S. |
| publishDate | 2003 |
| publishDateSearch | 2003 |
| publishDateSort | 2003 |
| publisher | LINCOM |
| record_format | marc |
| series | LINCOM Studies in second language teaching |
| series2 | LINCOM Studies in second language teaching |
| spelling | Boufoy-Bastick, Béatrice Verfasser aut Academic attainments and cultural values Béatrice Boufoy-Bastick München LINCOM 2003 XXIV, 308 S. txt rdacontent n rdamedia nc rdacarrier LINCOM Studies in second language teaching 1 Zugl.: Diss. Englisch English philology Study and teaching Fiji English language Study and teaching Fiji Educational anthropology Fiji Soziolinguistik (DE-588)4077623-2 gnd rswk-swf Inder (DE-588)4026711-8 gnd rswk-swf Fremdsprachenlernen (DE-588)4071461-5 gnd rswk-swf Englisch (DE-588)4014777-0 gnd rswk-swf Grounded theory (DE-588)4395694-4 gnd rswk-swf Muttersprache (DE-588)4040962-4 gnd rswk-swf Fidschi-Sprache (DE-588)4154315-4 gnd rswk-swf Fidschi (DE-588)4017063-9 gnd rswk-swf (DE-588)4113937-9 Hochschulschrift gnd-content Englisch (DE-588)4014777-0 s Fremdsprachenlernen (DE-588)4071461-5 s Fidschi (DE-588)4017063-9 g Grounded theory (DE-588)4395694-4 s DE-604 Soziolinguistik (DE-588)4077623-2 s Fidschi-Sprache (DE-588)4154315-4 s Muttersprache (DE-588)4040962-4 s Inder (DE-588)4026711-8 s LINCOM Studies in second language teaching 1 (DE-604)BV019784608 1 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=013136592&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Boufoy-Bastick, Béatrice Academic attainments and cultural values LINCOM Studies in second language teaching Englisch English philology Study and teaching Fiji English language Study and teaching Fiji Educational anthropology Fiji Soziolinguistik (DE-588)4077623-2 gnd Inder (DE-588)4026711-8 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd Englisch (DE-588)4014777-0 gnd Grounded theory (DE-588)4395694-4 gnd Muttersprache (DE-588)4040962-4 gnd Fidschi-Sprache (DE-588)4154315-4 gnd |
| subject_GND | (DE-588)4077623-2 (DE-588)4026711-8 (DE-588)4071461-5 (DE-588)4014777-0 (DE-588)4395694-4 (DE-588)4040962-4 (DE-588)4154315-4 (DE-588)4017063-9 (DE-588)4113937-9 |
| title | Academic attainments and cultural values |
| title_auth | Academic attainments and cultural values |
| title_exact_search | Academic attainments and cultural values |
| title_full | Academic attainments and cultural values Béatrice Boufoy-Bastick |
| title_fullStr | Academic attainments and cultural values Béatrice Boufoy-Bastick |
| title_full_unstemmed | Academic attainments and cultural values Béatrice Boufoy-Bastick |
| title_short | Academic attainments and cultural values |
| title_sort | academic attainments and cultural values |
| topic | Englisch English philology Study and teaching Fiji English language Study and teaching Fiji Educational anthropology Fiji Soziolinguistik (DE-588)4077623-2 gnd Inder (DE-588)4026711-8 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd Englisch (DE-588)4014777-0 gnd Grounded theory (DE-588)4395694-4 gnd Muttersprache (DE-588)4040962-4 gnd Fidschi-Sprache (DE-588)4154315-4 gnd |
| topic_facet | Englisch English philology Study and teaching Fiji English language Study and teaching Fiji Educational anthropology Fiji Soziolinguistik Inder Fremdsprachenlernen Grounded theory Muttersprache Fidschi-Sprache Fidschi Hochschulschrift |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=013136592&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV019784608 |
| work_keys_str_mv | AT boufoybastickbeatrice academicattainmentsandculturalvalues |