Part II.pdf - MTB-MLE Network

More documents

Recommendations

Info

Wright, S. (2002) “Language Education and Foreign Relations in Vietnam,” in J.W. Tollefson (ed.). Language Policies in Education: Critical Issues. Mahwah, NJ: Lawrence Erlbaum Associates, 225-244. Wright, S. (2004) Language Policy and Language Planning: From Nationalism to Globalisation. New York: Palgrave Macmillan. Xiao, H. (1998) “Minority Languages in Dehong, China: Policy and Reality,” Journal of Multilingual and Multicultural Development. Vol. 19(3), 221-235. Yaakub, R. (2003) “Multilingual and Development: Malaysia’s Experience,” a paper presented at the 6 th International Language and Development Conference, Tashkent, Uzbekistan, 15-17 October 2003. Young, C. (2002) “First Language First: Literacy Education for the Future in a Multilingual Philippine Society,” International Journal of Bilingual Education and Bilingualism. Vol. 5(4), 221-232. Zhou, M. (2000) “Language Policy and Illiteracy in Ethnic Minority Communities in China,” Journal of Multilingual and Multicultural Development. Vol. 21(2), 129-148. Zhou, Y. (1992) “Bilingualism and Bilingual Education in China,” International Journal of the Sociology of Language. No. 97, 37-45. 132
APPENDIX 1 Essential Concepts Used in the Article The distinction of language and dialect is seen from the linguistic point of view emphasizing intelligibility. Thus, only if people speaking different speech varieties sufficiently understand each other and can communicate without difficulties, they speak dialects of a same language. If the intelligibility between speakers of different speech varieties is insufficient, they speak different languages. Mother tongue may refer to different situations depending on the definition criteria used (Baker & Prys Jones 1998; Skutnabb-Kangas 1988, 16-18; 2000, 105-108; UNESCO 2003b, 15). Other terms such as or first language (L1), vernacular (language), native language or home language are also used to refer to the mother tongue. Bilingual or multilingual people may have several mother tongues. The mother tongue may refer to at least the following situations: The mother tongue is a language: (a) that one has learnt first; (b) one identifies with or is identified as a native speaker of by others; (c) one knows best; and (d) one uses most. Second language (L2) is a language that is not the mother tongue of a person, but she/he speaks or has to study it. It may be a foreign language or another non-native language of the learner. Second language may also be a language that is not spoken in the immediate environment of the learner, or it may be a language widely spoken outside the home. For ethnolinguistic minorities, the second language usually is the national or the official language that is used in contexts such as schools and interaction with government agencies or in communication with other language groups. Local language is a language (a) without a written form; (b) for which language development is not yet complete; or (c) that is otherwise not considered suitable for education, for example, due to its low status or small number of speakers (CAL 2001; Robinson 1999; Vawda & Patrinos 1999; Walter 2004). In minority settings, the local language is usually the first language of the given ethnolinguistic minority group. Language of Wider Communication (LWC) is a language that speakers of different mother tongues use to communicate with each other. LWC is also called lingua franca or trade language. At the national level, LWC is usually the national or official language. In multilingual situations of South-East Asia, LWCs are usually major regional languages that various ethnolinguistic groups use in communication with each other. Language (or medium) of instruction is a language that is used for teaching and learning the subject matter of the curriculum in a given educational system or a part of it. Bilingual education refers to the use of more than one language in education. In an ideal situation education begins with the learner’s first language (L1) and a second language (L2) is gradually introduced later. Biliteracy refers to the use of two (or more) languages for reading and writing (Hornberger 2003). Benson (2003) provides a useful concept of mother tongue-based bilingual education referring to “a form of schooling that uses the L1 for teaching beginning literacy (reading and writing) and basic concepts such as mathematics, while teaching the L2 as a second or foreign language, ideally using appropriate 133
Page 1 and 2: Myanmar More than 100 languages are
Page 3 and 4: efforts by non-governmental organiz
Page 5 and 6: tongue. Regional LWCs, as well as l
Page 7 and 8: Singapore More than 20 languages ar
Page 9 and 10: and Dong instruction continues thro
Page 11 and 12: Notes to Table 1: 1 ‘Local langua
Page 13 and 14: Table 3 uses the same data as the f
Page 15 and 16: Linguistic Diversity in South-East
Page 17 and 18: determined in successful programmes
Page 19 and 20: Acknowledgements Many thanks to the
Page 21 and 22: Chazée, L. (1999) The Peoples of L
Page 23 and 24: Hornberger, N.H. and López, L.E. (
Page 25 and 26: Leclerc, J. (2004c) “Cambodge,”
Page 27 and 28: Nagai, Y. (2001) “Vernacular Educ
Page 29 and 30: Schliesinger, J. (1998) Hill Tribes
Page 31: UNESCO. (1953) The Use of Vernacula
Page 35 and 36: COUNTRY REPORTS Synthesis of Report
Page 37 and 38: Community consultation and decision
Page 39 and 40: a significant number of minority gr
Page 41 and 42: Representation in elected bodies Ea
Page 43 and 44: e able to absorb much more of the r
Page 45 and 46: • Explore the viability of the pr
Page 47 and 48: Contact with local stakeholders The
Page 49 and 50: Major Project Activities Staff Recr
Page 51 and 52: Present Status of the Action Resear
Page 53 and 54: China Bilingual Literacy Project fo
Page 55 and 56: population distribution, economic d
Page 57 and 58: Based on the results of field surve
Page 59 and 60: 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
Page 73 and 74: upgraded into a district, and North
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
Page 85 and 86:
• Programme implementers must str
Page 87 and 88:
Health and Personal Hygiene: Malari
Page 89 and 90:
- Waste management - Caring for wat
Page 91 and 92:
presentation of the materials. This
Page 93 and 94:
Comments HALAMANG GAMOT • The mod
Page 95 and 96:
The following are among the challen
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 and 112:
youth should be encouraged to work
Page 113 and 114:
Distribution: Limited UNESCO-APPEAL
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
show all

Part II.pdf - MTB-MLE Network

Create successful ePaper yourself

Delete template?

Save as template?