Educational vulnerability of children on gold panning sites in the rural commune of Sadiola in the Republic of Mali
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The teaching methods practised in bilingual classes, particularly in Mali, are still struggling to achieve the results of the expected functional plurilingualism. It is from this point of view that this book focuses on the teaching practices used by teachers in these classes to make the transition from L1 to L2. The aim is to propose an alternative didactic approach to the current plurilingual practices in bilingual schools. To this end, surveys have been conducted in some schools in the Mopti Region. The data collected during these surveys required the use of the mixed method (quantitative an...
The teaching methods practised in bilingual classes, particularly in Mali, are still struggling to achieve the results of the expected functional plurilingualism. It is from this point of view that this book focuses on the teaching practices used by teachers in these classes to make the transition from L1 to L2. The aim is to propose an alternative didactic approach to the current plurilingual practices in bilingual schools. To this end, surveys have been conducted in some schools in the Mopti Region. The data collected during these surveys required the use of the mixed method (quantitative and qualitative) as a means of analysis. The results of the analyses showed that translation is the main strategy used by teachers to transfer knowledge from L1 to L2. However, the use of translation as a didactic means has the risk of leading the teacher to do all his or her teaching in L1.
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