semantic representation of the lived experiences of bilingual (Baluch) students of Persian language education: a phenomenological study

 The phenomenon of multilingualism has long been one of the main problems of Iranian society. In our country, every year a large number of students enter primary school with fluency in their ethnic and mother tongue and with little knowledge of Persian. But from the past until now, our educational system has treated all children in the same language and considers them all Persian-speaking. The aim of the present study was to semantically represent the lived experiences of bilingual (Baluch) primary school students in Persian language education.

The approach of the present study is a qualitative research and phenomenological method has been used in it and its data have been collected through semi-structured interviews. Data analysis was performed using thematic content analysis method. Participants in this study were primary school students in Saravan who were selected by purposive sampling method from the fourth, fifth and sixth grades of elementary school who were studying in 2019-2020.

In-depth analysis of students 'perspectives leads to the identification and categorization of seven organizing themes, including: students' attitudes toward school with three basic themes: educational place, emotional-social place and educational place; Effects of mother tongue application in school with three basic themes of meaningful learning, deep perception and strong feeling; Barriers to using the mother tongue in school with the basic theme of costing mother tongue education; The position of the mother tongue in school with four basic themes: informal use, insignificant use, compulsion to use the official language and ignoring the mother tongue; The initial feeling of entering school with two basic themes of negative emotions and defense mechanisms; The effects of not using mother tongue in school with three basic themes of superficial learning, weakness in learning and negative emotions and the position of mother tongue with two basic themes were respected and identified.