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production, from production and sending from NFE Central Office to grass-root production by teachers and learners, themselves. This is considered to be the new paradigm of material production. However, the full outcomes of the project will take more time. We published documentation about the bilingual project in the NFE journal, disseminated it on the website of the NFE Northern Regional Centre, sent the research document to the National Research Council and have presented the project to the public many times. This heightens the public’s interest and affects policy development. There are indicators and trends that suggest the project will expand to other areas: Por-Nor School in the south: The project idea and all literacy materials were already presented to three directors of NFE centres in Yala, Pattani and Narathiwat Provinces, together with the other 15 NFE educators who were assigned to initiate the new approach for Por-Nor School in the south. Those three directors will get financial support to take teachers for a study visit to Omkoi District, stay at Nong Ung Tai to learn with the Pwo teachers, and then apply the idea in the south. This Por-Nor Project is now supported by the former NFE Director General, Dr. Arthorn Chantarawimon. Highland Development Project in the north: There was a meeting among NFE administrators in Chiang Rai Province in the north from 27-28 April 2004. Under Her Majesty the Queen’s initiative, it is necessary for anyone who works with hilltribes to start learning their language. 212
Distribution: Limited UNESCO-APPEAL/RWMother/INF.3 Bangkok, 16 May 2004 Original: English UNESCO Asia-Pacific Regional Bureau for Education Asia-Pacific Programme of Education for All (APPEAL) Bangkok, Thailand Regional Workshop on Mother Tongue/Bilingual Literacy Programme for Ethnic Minorities (17-22 May 2004, Kunming, China) WORKSHOP PROGRAMME Date/Time Agenda/Activities Facilitators DAY 1: 17 May (Monday) 0900-0930 Registration 0930-1000 Opening • Opening speech by Yunnan Provincial Department Chinese.Nat.Com of Education • Speech by Chinese National Commissions for UNESCO • Speech by APPEAL, UNESCO Bangkok DR 1000-1040 • Overview of the project and brief orientation of the DR Workshop by APPEAL • Introduction of participants and resource persons MT • Selection of chairpersons and rapporteurs MT • Group photo 1040-1100 Tea break 1100-1230 Agenda 1: Situation of Minority Language Communities in Asia and the Pacific • Brief overview by APPEAL (15 min) DR • Presentation by Ms. Anne Thomas (30 min) AT • Presentation by Ms. Catherine Young (30 min) CY • General discussion on situation (15 min) DR/MT 1230-1330 Lunch break 1330-1500 • Group discussion on situation of minorities and DR/MT literacy programmes for minorities • Group reports 1500-1530 Tea break 213
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Myanmar More than 100 languages are
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efforts by non-governmental organiz
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tongue. Regional LWCs, as well as l
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Singapore More than 20 languages ar
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and Dong instruction continues thro
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Notes to Table 1: 1 ‘Local langua
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Table 3 uses the same data as the f
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Linguistic Diversity in South-East
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determined in successful programmes
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Acknowledgements Many thanks to the
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Chazée, L. (1999) The Peoples of L
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Hornberger, N.H. and López, L.E. (
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Leclerc, J. (2004c) “Cambodge,”
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Nagai, Y. (2001) “Vernacular Educ
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Schliesinger, J. (1998) Hill Tribes
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UNESCO. (1953) The Use of Vernacula
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APPENDIX 1 Essential Concepts Used
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COUNTRY REPORTS Synthesis of Report
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Community consultation and decision
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a significant number of minority gr
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Representation in elected bodies Ea
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e able to absorb much more of the r
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• Explore the viability of the pr
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Contact with local stakeholders The
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Major Project Activities Staff Recr
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Present Status of the Action Resear
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China Bilingual Literacy Project fo
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population distribution, economic d
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Based on the results of field surve
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The target communities and their la
Page 61 and 62: have difficulties when they use Chi
Page 63 and 64: - learners will be able to read sim
Page 65 and 66: For both communities, the director
Page 67 and 68: 9. Challenges and Strategies for th
Page 69 and 70: ix) Environment: The pressure on th
Page 71 and 72: Figure 1. Background of Project Sit
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Page 75 and 76: literacy, this project was targeted
Page 77 and 78: manuscripts on various issues. The
Page 79 and 80: Bilingual materials were produced (
Page 81 and 82: Policy and expansion of the project
Page 83 and 84: • Establishment/strengthening of
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Page 87 and 88: Health and Personal Hygiene: Malari
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Page 93 and 94: Comments HALAMANG GAMOT • The mod
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Page 97 and 98: Thai people so that they will be ab
Page 99 and 100: 2002 statistics from the Ministry o
Page 101 and 102: King - which was operating in 18 pr
Page 103 and 104: Concerning strengths, the following
Page 105 and 106: Background information on the proje
Page 107 and 108: Pwo Karen. Three NFE Pwo Karen teac
Page 109 and 110: Process of a Writer Workshop The ou
Page 111: youth should be encouraged to work
Page 115 and 116: 1645-1715 Orientation to the Field
Page 117 and 118: Distribution: Limited UNESCO-APPEAL
Page 119 and 120: No. Country Name Position, Organiza
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