Part II.pdf - MTB-MLE Network

Process of a Writer Workshop
The outputs of this workshop were small books written by learners.
• Introduction to workshop/importance of literature
• Writing Experience 1 (What makes a good story)
• Writing Experience 2 (Writing Skill 1 – Writing a well known folk-tale in their own
language)
• Writing Experience 3 (Writing Skill 2 – Basic writing skills while writing a personal
experience story)
• Writing Experience 4 (Writing Skill 3 – Developing writing skills while writing
a personal experience story)
• Writing Experience 5 (Writing for new readers)
• Stages of writing:
– Discuss ideas together
– Tell a story to a friend
– Write it down, skipping every
other line
– Read it to someone else and
let other people read it
– Edit the story yourself and let
other people read it
– Type it on the computer
(or write it)
– Print it out
– Check it once again (for
spelling, spacing, pagination)
– Make into book
6. Outcomes of the Project
From our observation and interviews with teachers, we found that the bilingual project can help to
improve literacy programmes for minorities, motivate learning, empower learners and build capacity.
• The project started with the current limited knowledge of the target people, so it was
challenging for them to participate and help to initiate a literacy programme. Nonetheless,
they were confident to participate in the activities.
• Pwo Karen teachers played active roles in the project. They participated in planning
the activities, played key roles in orthography development, produced teaching/learning
materials and organized a bilingual literacy class at the CLC.
• Material production was shifted from production by outsiders to teacher/learner production
at the village level.
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