The current situation, pending problems and possibilities of Uyghur mother tongue schools in Western countries The current situation, pending problems and possibilities of Uyghur mother tongue schools in Western countries

The current situation, pending problems and possibilities of Uyghur mother tongue schools in Western countries

The current situation, pending problems and possibilities of Uyghur mother tongue schools in Western countries

After the 1990s, with the increase in the number of Uyghurs in Western democratic countries, Uyghur mother tongue schools were gradually built in these countries. In particular, after the ban on English education in Uyghur land in 2017, Uighurs abroad began to pay more attention to strengthening mother-tongue education, and the number of Uyghur mother-tongue schools in various countries increased rapidly, reaching more than 70. However, due to the lack of teachers and financial resources, by 2023, the number of Uighur mother tongue schools in foreign countries will decrease to 20.

Abdur Wali Ayup, a mother tongue advocate who currently lives in Norway, has conducted a special survey of Uyghur mother tongue schools established in the Western world in recent years. He shared with us some of the problems he found in the process.

Abdur Wali Ayup said that in 2019, the number of native language schools established by the Uyghur community in various countries has increased to 70. However, due to the 3-year-long quarantine during the Corona virus epidemic, it was impossible to hold classes in English mother tongue schools on Saturday and Sunday. During this time, there has been a proliferation of online courses and teachers who teach native languages ​​online for a fee. By 2022, almost half of the mother tongue schools in Turkey and European countries will have closed. By 2023, the number of Uighur mother tongue schools offering actual classes will drop to 20.

So, what are the reasons for the closure of foreign language schools? What practical problems does this avoid?

Abdur Wali Ayup believes that the lack of fixed funding and income sources to provide mother tongue schools is one of the main reasons for this. Teaching in mother-tongue schools is mostly made up of unpaid volunteer teachers who, for various reasons, are not retained for long periods of time. In addition, the teaching programs and methods of Uyghur mother tongue schools are not compatible with the education and pedagogic methods of various countries. Many factors such as the confusion and inadequacy of the textbooks, the lack of a unified curriculum, and the failure of the teaching manual to fall into the scientific system have caused the teaching effect of mother tongue schools to be so poor.

Abdul Wali Ayoub mentions "South Australia Uyghur Mother Tongue School" in Adelaide, Australia, "Mehriban Ana" Uyghur Mother Tongue School in Virginia, USA, and "Uyguriya" Uyghur Mother Tongue School in Munich, Germany as examples, and the reasons for the long-term existence of the above mother tongue schools Analyzed. He said that the continuous efforts of the teachers in the schools over the years, the cooperation of the local Uyghur community, as well as the support of Uyghur organizations, local government agencies and other units in those countries played a motivating role in the achievement of these schools.

Malekezat Ghairat, a teacher at the Uyghur Mother Tongue School in Adelaide, Australia, also received our interview and expressed her views on this matter.

He said that it is important to get the support of local governments and organizations, complement and unify curriculum materials, and train native language teachers in Western countries to teach mother tongue. More importantly, it is necessary to gain the support of the local Uyghur community in every way.

Mr. Abdur Wali Ayup said that the educational environment created by schools that have succeeded in teaching Uyghur mother tongue in western democratic countries and the financial support they have received are possible anywhere in the western world. He emphasized that Norway, where he lives, has investigated the possibilities of immigration policy and culture and education, and emphasized the great potential of all immigrant peoples in Western countries based on North America and Europe to apply for state aid funds in teaching their mother tongue.

1 Comments

Previous Post Next Post

Everything Search Here πŸ‘‡πŸ‘‡πŸ‘‡