Part I.pdf - MTB-MLE Network

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The Draft Law for Education, Chapter 7, Article 44 Language of Instruction states:China“The Khmer language will be the official language of instruction in public schools. The ethnicminority peoples have the right to use their own language in the public schools for at leastprimary grades 1 and 2.”There are many languages spoken in China, particularly in the northwest region. The Chinese lawand constitution states that every nationality has the freedom to use and develop their own language.If at all possible, schools which have students from ethnic communities should have textbooks inthe local language. The law allows the medium of instruction for education to be the local language.Regulations for illiteracy eradication established in 1998 state that people can use local languagefor literacy, and that the criteria for illiteracy eradication can be set by provincial or local governments.Pilot projects at the local level are supported by local governments, which value the relationshipof language and cultural preservation.IndiaAccording to the national census, there are 400 languages listed for India. In the Indian Constitution(1951), states were divided according to the major languages. In Assam, there are 18 languageswith two of those being official languages. India has the 3-Language Formula for the use of languagein education:1. The first language to be studied must be the mother tongue or regional language.2. In Hindi-speaking states, the second language will be any modern Indian language orEnglish; in non-Hindi speaking states, the second language will be either Hindi or English.3. In both Hindi and non-Hindi speaking states, the third language will be English ora modern Indian language (not studied as a second language).In the eight northeastern Indian states, there are over 200 languages spoken. The State LiteracyCommission is allowed to develop materials in any language. There are guidelines regarding therelationship of the content to livelihood (e.g. health, citizenship); however, the content may be adaptedto any local language and appropriately designed for the local context.The Government has recognized 4 vernacular languages for use in primary instruction in Assam.A number of languages still need script development and lack of funds has been a major constraint.Thus, in reality, the regional language, Hindi, and English are usually the languages of instruction.IndonesiaSince 2000, many autonomous local administrations have been established. However, one of thekey issues at the local level has been the low educational level of teachers and others involved inthe education process at the district level. The Indonesian Government encourages literacy educationbeginning in the mother tongue. For example, all non-formal literacy programme materials are inthe mother tongue because that is the medium of communication at the local level. Indonesia is62
a linguistically diverse country. There are 267 languages in Papua, alone. Some internationalNGO’s are assisting in the development of mother-tongue education. A study in the 1970’s identifiedtwo significant problems:1. Students do not understand the medium of instruction when the national language isbeing used.2. Students do not understand lesson content when the national language is the mediumof instruction.Thus, the Indonesian Government endorses the use of the mother tongue to improve quality oflearning, and respond to the needs of learners.NepalUntil very recently, there was no policy on ethnic minority languages in Nepal. There was a policyof “One Nation, One Language” with all texts being written in the national language, Nepali.However, there has been a movement in the rural areas for greater inclusion of local languages.Thus, in 2001, there was an amendment in the Education Act allowing for the use of the mothertongue in primary schools. Previously, all education was in Nepali.The development of materials in mother tongues is now being encouraged. Even though Nepal isa small country, there are 92 languages and several more dialects. There are 12 major languagesin the country. If resources are available, local communities are allowed to start education in themother tongue. Thus, there is no clear-cut policy concerning mother-tongue education, and a varietyof practices has resulted. In the formal sector, for example, there are currently 4 different modelsof education:• The assimilation model, starting in the mother tongue, and continuing to national languageimmersion• A pluralistic model, which recognises the importance of the language spoken at home;thus, first language teaching is not restricted only to the early grades• An immersion model, where initial instruction is given in the national language withoral discussion and instruction permitted in the local language• Sole instruction in the national language, with no teaching in the mother tongueIn the non-formal sector, there is no language-in-education policy. The national NFE curriculumis produced in Nepali, largely because it was cheaper to print all materials in one language. However,NGO’s and community-based organizations (CBOs) have slowly been producing and using materialsin the vernacular languages of Nepal. For example, World Education has developed materials in2 local languages. One uses the same script as Nepali, the other a different script. There havealso been post-literacy materials developed in the Tharu language that focus on anti-trafficking.They have been very popular in those areas where trafficking of girls is quite common.63
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 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: CHAPTER 9Strategies for Government
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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