Part II.pdf - MTB-MLE Network

– learners will be able to read simple articles, write practical notes, and do some
simple calculation using written Lahu. Lahu people will be encouraged to use
written Lahu as much as possible and build their confidence in their written language;
– learners will learn new income generating techniques and some basic marketing
skills through using the La-Han bilingual learning materials;
– dependent on the community context, local learning resources will be mobilized
and community bilingual teachers will be encouraged to develop La-Han bilingual
learning materials closely related to the daily life of Lahu illiterate learners.
Teaching/learning content
The teaching/learning content is closely connected with the learners’ lives and was chosen after
a thorough analysis of the felt needs of the learners and the potential contribution of the learning
materials to the development of the target communities. The localised learning materials are the
main content of learning and teaching. Of course, the teaching may not necessarily follow the
sequence of the materials, and can be responsive to the context. For example, if there are many
people suffering from diarrhoea in a special period of the year, lectures on diarrhoea prevention
and treatment can be held for the learners.
Learning materials
The main learning materials have been developed in response to the needs of the target communities.
The literacy teachers will also use pictures, audio-visual materials on farming technology and some
materials developed by local educational agencies.
Teaching patterns
Class teaching is the main approach of the literacy class. There are other techniques practiced
such as site teaching, field visits, using VCD’s, case teaching, group work, discussion, recreation
and sports activities.
Like other ethnic groups in China, Lahu people like singing and dancing, especially during their
traditional festivals. The community learning centres have organized many recreational and sports
activities, and the target learners are willing to come and learn. Some of the literacy activities in
Nanuoke and Banli are integrated with the activities mentioned above. Local traditions, legends,
folk songs and dancing have been adapted and adopted into the literacy programme. This can improve
their personal identity, as the teaching resource originates from a world with which they are familiar.
7. Innovative Bilingual Literacy Activities
La-Han bilingual learning material
Without mastering the writing system of the Lahu language, it is difficult for the Lahu people to
learn Chinese. In order to solve this problem, the research group thought that it was important to
develop Lahu-Han bilingual functional literacy materials that put particular stress on Lahu. Before
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