There are between 30-40 ethnic groups found in Cambodia, and the minority population numbersapproximately 443,000. Ethnolinguistic minorities can be found in the provinces of Ratanakiri,Kratie, Stung Treng, Mondulkiri and Prey Vihear. The average income of the minorities is lessthan US $1 per day. The Cambodian minorities’ primary livelihood sources are slash and burnfarming, hunting, fishing, and collecting resin.These minority communities use both Khmerand their indigenous minority languages.Mother tongue/bilingual education occurswithin the non-formal system. Since 1996,there have been 152 teachers. During the year2003-2004, there were 54 classes running with2,246 students. The languages of instructioninclude Bunong, Krung, Kavet, Tampoun,Brao, and Khmer. These classes are beingheld in two northeastern provinces, Mondulkiriand Ratanakiri. NGO’s participating in the13
non-formal bilingual education programmes include International Cooperation for Cambodia (ICC),EMU, Non-Timber Forest Products (NTFP), YWAM and CARE. There are plans to research otherethnic minority languages – including Kuy, Cham, Jarai – so that they can also be included in thenon-formal bilingual education programme.Mother tongue/bilingual education is also included to a limited extent in the formal education systemfor Grades 1 and 2. The curriculum used is based on the national primary education curriculum.Teachers receive six months of training – this is in-service training where the teachers come togetherfor one week each month. There are currently six classes – one in each of six villages. The languagesof instruction used in the formal system are Krung, Tampoun and Khmer.ChinaPolicy on ethnic minority languages in ChinaIn general, the Chinese Government has a supportive attitude towards the use and development ofethnic minority languages. Specific policies exist to address issues associated with language andeducation for minority communities.Bilingual literacy in ChinaThere is a need to reconcile the need for bilingual education among some communities in Chinawith the national policies on language in education. Access to bilingual education varies for differentethnic groups and in different regions. Approaches to bilingual education need to be responsive tothe broad range of contexts found within China.There are many challenges in the development of responsive bilingual literacy programmes for ethnicminority communities in China. Through implementation of bilingual literacy in pilot programmes,some common difficulties have been identified. These include the lack of qualified bilingual teachers,lack of theoretical research on bilingual education, insufficient funds and the lack of bilingual literacymaterials.Lahu pilot projectThe Lahu are one of the oldest nationalities in Asia, and the population is scattered in the mountainousareas of Yunnan Province, China, Burma, Thailand, Lao PDR, and Viet Nam. The total populationis over 600,000, with the Lahu in China numbering 400,000 – 66% of the total. About 60 percentof Lahu people in China live in Lancang County, Yunnan Province. Lancang County has beennationally listed as one of the most poverty-stricken counties that needs great support.Among ethnic minority groups in China, the Lahu nationality spends the lowest average length oftime in formal education. According to the population census in 1990, the average length of schoolingof the Lahu is only 1.4 years. The adult illiteracy rate, especially amongst women, is the highestamong the minorities in China. Because of illiteracy, many women are not willing to send theirchildren for schooling, which results in a cycle of intergenerational illiteracy.14
- Page 3 and 4: Asia-Pacific Programme of Education
- Page 5 and 6: FOREWORDSome 6,000-7,000 languages
- Page 7 and 8: Part IOutcomes of the Workshop
- Page 9 and 10: used as the medium of educational i
- Page 11 and 12: Viet NamApproximately 100 languages
- Page 13 and 14: Regionally, there is an increased i
- Page 15 and 16: stakeholders - will share the respo
- Page 17: materials for children. The researc
- Page 21 and 22: materials for minority language gro
- Page 23 and 24: NepalNepal is a land-locked country
- Page 25 and 26: UNESCO-APPEAL, the Office of Non-fo
- Page 27 and 28: CHAPTER 3Community Mobilization and
- Page 29 and 30: Case Study: Cambodia - Community Mo
- Page 31 and 32: at a community/village forum. Initi
- Page 33 and 34: CHAPTER 4Developing Minority Langua
- Page 35 and 36: It is important that the principles
- Page 37 and 38: ThailandStages in the development o
- Page 39 and 40: Literature to help people move from
- Page 41 and 42: • adapt majority language materia
- Page 43 and 44: of books. There are teacher instruc
- Page 45 and 46: to local pronunciation. During test
- Page 47 and 48: Reflections on Field VisitSocio-eco
- Page 49 and 50: Topic (includesubtopics)Issues Guid
- Page 51 and 52: CHAPTER 7Training for Facilitators
- Page 53 and 54: Training of FacilitatorsWhen?What?T
- Page 55 and 56: E. Developed Hilltribes Curriculum
- Page 57 and 58: CHAPTER 8Strategies and Tools for E
- Page 59 and 60: Four Types of Evaluation in Literac
- Page 61 and 62: • Constructive• Achievable and
- Page 63 and 64: CHAPTER 9Strategies for Government
- Page 65 and 66: a linguistically diverse country. T
- Page 67 and 68: There is a desire to replicate and
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egional languages of education, and
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RESOURCE PAPERSEducation for Multil
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Lack of skills necessary for paid e
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in its third year, was planned spec
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Stage 4 - Ongoing education. At thi
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“The minority languages lack grad
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• Provide funding or identify and
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Easton, C. (2003) Designing orthogr
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Benson, 2003) have come to the same
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The Role of Language in Learning:Wh
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eading skills in the mother tongue
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familiar, because they have learned
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ConclusionsThe findings of the stud
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Moll, L. (1992) Bilingual classroom
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It is often argued that providing e
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crucial in language development, cu