بازنمایی تجربه زیسته دانش آموزان دختر دوزبانه (بلوچ) از موانع بهکارگیری زبان مادری در مدرسه از منظر فرهنگی
محورهای موضوعی : روان شناسی
جواد جهاندیده
1
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خدیجه احلال زهی
2
1 - دکتری، گروه برنامهریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران
2 - کارشناسی، گروه آموزش ابتدایی، دانشکده علوم تربیتی و روانشناسی، واحد زاهدان، دانشگاه آزاد اسلامی، زاهدان، ایران
کلید واژه: تجربه زیسته دانش آموزان دختر , دوزبانه (بلوچ) , زبان مادری,
چکیده مقاله :
هدف پژوهش بازنمایی تجربه زیسته دانش آموزان دختر دوزبانه (بلوچ) از موانع بهکارگیری زبان مادری در مدرسه از منظر فرهنگی بود. جامعه پژوهش شامل تمامی دانش آموزان دختر دوزبانه شهرستان سراوان که در سال تحصیلی 04-1403 مشغول به تحصیل بودند. برای انتخاب نمونههای موردمطالعه، از نمونهگیری مبتنی بر هدف از نوع داوطلبانه استفاده شد. حجم نمونهها تا جایی ادامه یافت که دادهها به اشباع رسید و درنهایت، تعداد 18 دانشآموز دوزبانه در این مطالعه شرکت کردند. روش پژوهش، تفسیرگرایی و به شیوه کیفی از نوع پدیدار شناسی صورت گرفت. دادهها به روش مصاحبه نیمه ساختاریافته گردآوریشد. تحلیل دادهها با استفاده از روش تحلیل محتوای مضمونی انجام گرفت. تحلیل یافته های عمیق دیدگاههای دانش آموزان، موجب شناسایی و دستهبندی چهار مضمون سازمان دهنده شامل، موانع آموزشی با پنج مضمون پایه فقدان زمان آموزش، عدم علاقه معلمان به زبان مادری، فقدان منابع آموزشی، متمرکز بودن ساختار نظام آموزشی و استخدام معلمان ناآگاه به زبان مادری؛ موانع فرهنگی - موقعیتی با دو مضمون پایه محدود کردن زبان مادری به خانه و بیتوجهی به نیازهای دانش آموزان مناطق دوزبانه؛ موانع عاطفی با مضمون پایه ذهنیت منفی و موانع اقتصادی با مضمون پایه محدودیت در هزینه و بودجه گردید. طبق یافته ها مهمترین مشکلی که در این زمینه به وجود میآید سردرگمی دانش آموزان در تطابق زبان خود با زبانی است که تاکنون آن را به کار نبردهاند و آشنایی اندکی در حد برنامههای تلویزیون و دیگر رسانهها با آن دارند؛ در نتیجه، در فهمیدن و درک مطالب درسی با مشکل مواجه میشوند.
The aim of the study was to represent the lived experience of bilingual female students (Baluch) of the barriers in using their mother tongue in school from a cultural perspective. The research population included all bilingual female students in Saravan city who were studying in the academic year 1403-04. Voluntary purposive sampling was used to select the study samples. The sample size continued until the data reached saturation and finally, 18 bilingual students participated in this study. The research method was interpretive and qualitative, phenomenological. The data were collected through semi-structured interviews. Data analysis was performed using thematic content analysis. In-depth analysis of the findings of the students' perspectives led to the identification and classification of four organizing themes, including educational barriers with five basic themes: lack of teaching time, teachers' lack of interest in their mother tongue, lack of educational resources, centralized structure of the educational system, and hiring teachers who were unaware of their mother tongue; Cultural barriers - a situation with two basic themes: limiting the mother tongue to the home and ignoring the needs of students in bilingual areas; emotional barriers with the basic theme of negative mindset; and economic barriers with the basic theme of cost and budget constraints. According to the findings, the most important problem that arises in this regard was the confusion of students in adapting their language to a language that they have not used before and have little familiarity with it beyond television programs and other media; as a result, they face difficulties in understanding and comprehending the course material.
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