Part I.pdf - MTB-MLE Network

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UNESCO Bangkok’s Manual for Developing Literacy and Adult Education Programmes in MinorityLanguage Communities, produced in 2004, was also used in each workshop session to provide theparticipants with useful information on specific topics. The manual is available for free downloadat UNESCO Bangkok’s e-books website (http://www.unescobkk.org/ips/ebooks/).First Language First: Community-based Literacy Programmes for Minority Language Contextsin Asia deals with education programmes that use learners’ “first language first” as a medium ofinstruction, for adults as well as children, in various Asian contexts. It is divided into two parts.Part I addresses the planning and implementing of a sustainable multilingual literacy programme.It highlights experiences from nine countries focusing on community mobilization, identificationof learning needs, development of minority language writing systems, development of curriculumand materials, training of facilitators, strategies/tools for evaluation, strategies for government policyand sustainability. Part II contains resource papers and examples of good practice from countriesparticipating in the project. It includes papers written by well-known linguists and descriptions ofbest practices in mother-tongue literacy from five countries in the region.Policy makers, planners and practitioners are welcome to make use of this publication in planningand organizing quality literacy programmes for minority people.Sheldon ShaefferDirectorUNESCO BangkokAsia and Pacific Regional Bureau for Educationvi
Part IOutcomes of the Workshop
Page 3 and 4: Asia-Pacific Programme of Education
Page 5: FOREWORDSome 6,000-7,000 languages
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
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
Page 69 and 70:
egional languages of education, and
Page 71 and 72:
RESOURCE PAPERSEducation for Multil
Page 73 and 74:
Lack of skills necessary for paid e
Page 75 and 76:
in its third year, was planned spec
Page 77 and 78:
Stage 4 - Ongoing education. At thi
Page 79 and 80:
“The minority languages lack grad
Page 81 and 82:
• Provide funding or identify and
Page 83 and 84:
Easton, C. (2003) Designing orthogr
Page 85 and 86:
Benson, 2003) have come to the same
Page 87 and 88:
The Role of Language in Learning:Wh
Page 89 and 90:
eading skills in the mother tongue
Page 91 and 92:
familiar, because they have learned
Page 93 and 94:
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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