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TABLE OF CONTENTSPageForeword .......................................................................................................................... vPart I: Outcomes of the WorkshopChapter 1 Overview on the Use of Local Languages in Education in South-East Asia 3Chapter 2 Project Overview and Country Summary Reports ......................................... 9Chapter 3 Community Mobilization and Identification of Learning Needs ................... 23Chapter 4 Developing Minority Language Writing Systems .......................................... 29Chapter 5 Developing Teaching/Learning Materials and Graded Reading Materials .... 35Chapter 6 Field Visit and Reflections on Observation of Pilot Programme ................... 43Chapter 7 Training for Facilitators of Community-based Literacy Programmes ........... 49Chapter 8 Strategies and Tools for Evaluation ................................................................ 55Chapter 9 Strategies for Government Policy and Sustainability..................................... 61Part II: Resource Papers and Full Country ReportsResource Papers .................................................................................................................... 71Susan Malone “Education for Multilingualism and Multi-literacy in EthnicMinority Communities: The Situation in Asia” ........................ 71Kimmo Kosonen “The Role of Language in Learning: What Does InternationalResearch Say?” ........................................................................... 87Kimmo Kosonen “Education in Local Languages: Policy and Practice inSouth-East Asia” ......................................................................... 96Country Reports .................................................................................................................... 135Synthesis of Reports ................................................................................................... 135Bangladesh ................................................................................................................. 138China ........................................................................................................................... 153India ............................................................................................................................ 167Philippines .................................................................................................................. 181Thailand ...................................................................................................................... 195ANNEXAnnex 1 Workshop Programme ..................................................................................... 213Annex 2 List of Participants........................................................................................... 217iii
FOREWORDSome 6,000-7,000 languages are spoken in the world today. However, only about 300 widespreador majority languages are spoken by over 90 percent of the world’s population. More than half ofthe remaining languages are endangered, and 61 percent of these are found in the Asia-Pacific region.Language plays an important role in learning. Since language is the main medium of communicatingmeaning in most learning activities, it is essential that a language that learners understand and speakis used in education. Usually people understand their first language best, and are most comfortablespeaking it. Multilingual people may be equally proficient in several languages. The first languageis also often called the mother tongue, or the home language. Generally, the first language isa language one has learned first; one identifies with or is identified as a native speaker of by others;or one knows best.For linguistic minorities, acquiring proficiency in the national language is also essential. Suchproficiency broadens the learner’s communication outside the immediate community, and providesgreater opportunities for further education and future employment. The main question is how thiscan be best done. Research and experience shows that “first language first” bilingual educationmay be the answer. “First language first” education programmes use the learners’ first languagefor teaching beginning literacy and initial curriculum content, then gradually introduce the secondlanguage, usually a national language, as another medium of instruction. Programmes such as thesehave also been called “mother tongue first bilingual education” or “mother tongue-based bilingualeducation.”UNESCO has a strong commitment to support mother tongue instruction and bilingual/multilingualeducation to improve the quality of education, especially for disadvantaged groups, and to promotecultural and linguistic diversity in all societies. UNESCO Bangkok has supported Member Statesof Asia and the Pacific in undertaking action research on using the mother tongue/bilingual approachin pilot literacy projects for ethnic minority communities. Experiences from these countries wereshared at the Regional Workshop on Mother Tongue/Bilingual Literacy Programmes for EthnicMinorities held in Kunming, China, from 17 to 22 May 2004.The workshop also developed the capacity of non-formal education personnel working in the areaof literacy for minority communities. Twenty participants from both NGOs and governments innine Asian countries, namely Bangladesh, Cambodia, China, India, Indonesia, Nepal, the Philippines,Thailand and Viet Nam, joined the workshop. Five countries (Bangladesh, China, India, thePhilippines and Thailand) have already developed literacy curricula and materials for ethnic minoritiesusing the mother tongue/bilingual approach in their pilot projects. These countries shared theirexperiences with the other four countries (Cambodia, Indonesia, Nepal and Viet Nam) that are nowstarting pilot projects. In addition, the participants had an opportunity to visit two ethnic minorityvillages – Ban Li Village and Haozhiba Village, Lancang County, Yunnan Province. During thesefield visits, they observed bilingual literacy classes and village homes.v
Page 3: Asia-Pacific Programme of Education
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 and 18: materials for children. The researc
Page 19 and 20: non-formal bilingual education prog
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
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• Constructive• Achievable and
Page 63 and 64:
CHAPTER 9Strategies for Government
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a linguistically diverse country. T
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There is a desire to replicate and
Page 69 and 70:
egional languages of education, and
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RESOURCE PAPERSEducation for Multil
Page 73 and 74:
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
Page 87 and 88:
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
Page 95 and 96:
Moll, L. (1992) Bilingual classroom
Page 97 and 98:
It is often argued that providing e
Page 99 and 100:
crucial in language development, cu
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