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Type :thesis
Subject :PL Languages and literatures of Eastern Asia, Africa, Oceania
Main Author :Kandasamy Parthipan
Title :Tamil education in Switzerland:practices,challenges and recommendations
Place of Production :Tanjong Malim
Publisher :Fakulti Bahasa dan Komunikasi
Year of Publication :2021
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
Objective of this study is to identify the system, explain the process, analyze the challenges of Tamil Education and to recommend guidelines for the improvement of Tamil Education in Switzerland. This study conducted based on the Offer-and-Use Model, introduced by Andreas Helmke. Case study design is used in this study. This study was conducted among 56 teachers, 36 school administrators, 40 former students and 28 parents in 107 Tamil schools in Switzerland. Interviews, observations, focus group discussions and document analysis as research instruments were analyzed qualitatively. Thematic analysis approach is used in this qualitative study. The results of the study show that 107 formal Tamil schools with 4305 students and 412 teachers are functioning under Tamil Education Service Switzerland. Instructions in the classes are done for two to three hours per week by using their own syllabus and textbooks for Tamil Education throughout the country. The researcher has also identified that teaching and learning in Tamil schools is based on traditional teacher-centered method. Most of the students attend the Tamil classes due to parental pressure rather than of their own volition, particularly at the secondary level. The main challenges are; most of the Tamil teachers are not competent enough to select suitable methods of teaching for they are untrained teachers. Income from teaching of Tamil Language is insufficient and due to that these teachers look for other jobs. Moreover, the opportunities for higher studies and professional development in Tamil education are unavailable for Tamil teachers in Switzerland. Finally, a guideline is recommended to explain the linkage between the elements, such as teaching, learning, outcomes and contexts, that are necessary for the improvement of Tamil education in Switzerland. In conclusion, in terms of solving challenges such as lack of student interest and teacher incompetence in teaching should be given due attention and emphasis in order to improve Tamil education in Switzerland. The implication of this study is that the guidelines produced would help in improving Tamil education especially in Switzerland and generally in other European countries.

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