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- W2403085017 abstract "This article examines how the national characteristics (political, economic and cultural) affect the time allocation of language subjects (national language and foreign language) in the primary school curriculum. First, it reviews two rival models (the functionalist/modernization theory and the world system/dependency theory) which have been developed to explain the expansion of primary education throughout the world. Then, it shows mean percentages and variations in the time allocation rate (percentage of instructional time devoted to each subject) for two periods (1950-55 and 1980-85). Finally, a series of multivariate analyses shows that some of the national characteristics become significant for the 1980-85 period.The major findings can be summarized as follows;(1) For the national language subject, the mean percentage is large (30%) and the standard deviation relatively small in the two periods. This universality of time allocation in the national language subject across diverse countries (regions) of the world would seem to provide little support for the idea that the national language reflects national patterns.(2) For the foreign language subject, the mean percentage is very small (5%) but the standard deviation very large. Relatively new countries such as many in Africa show more time in the foreign language subject. These results support the view that incorporation of a foreign language in the primary school curriculum is dependent on the former colonizers of the country concerned.(3) In the 1950-55 period, the effects of national characteristics become insignificant for both languages. So after omitting extreme values, the presence of a large labor force in agriculture expects a negative influence on the national language.(4) In the 1980-85 period, the effects of national patterns become significant for both languages. The results indicate that countries that had a low parcentage oftheir labor force in agriculture and a high degree of ethnolinguistic fractionalization are most likely to increase the distribution of the national language subject. And those countries that became independent during 1900-44 and after 1960 are likely to institutionalize a foreign language in the primary school curriculum.These results confirm the functionalist/modernization theory for the national language subject and the world system/dependency theory for the foreign language subject." @default.
- W2403085017 created "2016-06-24" @default.
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- W2403085017 date "1992-01-01" @default.
- W2403085017 modified "2023-09-26" @default.
- W2403085017 title "A Cross-national Study of Time Allocation in Language Subjects" @default.
- W2403085017 doi "https://doi.org/10.5998/jces.1992.115" @default.
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