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All Journal Journal of English Language and Pedagogy Indonesian Journal of English Language Teaching and Applied Linguistics
Nsengiyumva, Dominique Savio
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Education Languange, Linguistic, Communication & Media Other

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Cross-Linguistic Transfer and Language Proficiency in the Multilingual Education System of Burundi: What has the Existing Literature so far Discovered? Nsengiyumva, Dominique Savio; Oriikiriza, Celestino; kalyango, Sarah
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 5, No 2 (2021): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v5i2.770

Abstract

This paper discussed Cross-Linguistic Transfer (CLT) and Language Proficiency in multilingual education in general and highlighted samples of CLT in Burundi as the existing literature reveals. As there exist CLT on all linguistic levels, this discussion has provided examples of phonological (including phonetics), lexical and semantic, and syntactic transfer. It has been realized that there exist a limited number of publications related to CLT among languages studied in the multilingual education system of Burundi. Yet analyses of CLT would supply interesting samples of linguistic features that are likely to be transferred. This would be useful for both language curriculum designers and language policymakers in deciding which language features to supply in language curriculum materials. Furthermore, teachers would find ways of helping learners to improve their language proficiency based on samples of CLT analysis.
Evaluating reading preparatory class for the regional assessment in junior high school with CIPP Model Suarman, Allan; Nsengiyumva, Dominique Savio; Sumekto, Didik Rinan
Journal of English Language and Pedagogy Vol 8 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v8i1.15367

Abstract

This research is proposed to evaluate an afterschool program called Reading Preparatory Class (RPC) for the ninth graders in order to prepare them to face the regional assessment called ASPD (Asesmen Standardisasi Pendidikan Daerah) with CIPP model. This research uses a descriptive qualitative approach and employs interview, questionnaires and content analysis in data collection. The findings show that there are strengths and shortcomings in the context, input, process and product of the program. In the context, the program has met needs of the students and been part of curriculum development. In the input, the materials have reflected the blueprint of the assessment although the source, author, and time of writing or publishing in the texts should be inserted. In the process, some students were still confused in word derivation, grammar and connectors for micro skills and identifying main idea, literal and implied meaning for macro skills, still needed to practice skimming to get main idea and scanning to know inferred sentences. In the product, the students’ achievement was still low in average but higher than almost schools in the regency. It is concluded that CIPP model is a thorough approach to assess the program from the planning to the result.
Co-Authors Didik Rinan Sumekto kalyango, Sarah Oriikiriza, Celestino Suarman, Allan