Mother Tongue-based Literacy Programmes: Case Studies of Good ...

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Policies on Mother Tongue and Bilingual EducationThe Government of India has introduced a 3-language formula in an attempt to address the challengesand opportunities of the linguistic situation in the country. The 3-language formula says a child hasto learn the mother tongue/ regional language, Hindi and English. If the medium of instruction is themother tongue or a regional language, Hindi and English are introduced between Class I and Class IV.Hindi is continued up to Class VIII (end of the elementary school) and the child completes high school inEnglish and the mother tongue/regional language.This policy should serve as a launching pad for learning more languages. One of the guidelines alsostates that the “home language(s) of children should be the medium of learning in schools.” Accordingto Article 350a of the Indian Constitution, “It shall be the endeavour of every state and of every localauthority within the state to provide adequate facilities for instruction in the mother tongue at theprimary stage to children belonging to linguistic minority groups.”There are 22 languages recognized by the Indian Constitution. The languages listed under the 8thSchedule of the Constitution are:AssameseBengaliBodoDogriGujratiHindiKannadaKashmiriKonkaniMaithiliMalayalamManipuriMarathiNepaliOriyaPunjabiSanskritSanthaliSindhiTamilTeluguUrduSource: Government of India 1Hindi is the official and main link language of India. Its homeland is mainly in the north of India, butit is spoken and widely understood in all urban centers of India. It is written in the Devnagari script,which is phonetic and, unlike English, is pronounced as it is written. Hindi is a direct descendant ofSanskrit through Prakrit and Apabhramsha. It has been influenced and enriched by Dravidian, Turkish,Farsi, Arabic, Portugese and English. It is a very expressive language. In poetry and songs, it can conveyemotions using simple and gentle words. It can also be used for exact and rational reasoning.The official languages of the different states are the 22 scheduled languages in addition to English. Forexample, in Assam, the official language is Assamese. Other than these, there are 92 languages includedin the non-scheduled list. What was actually proposed at the time of adopting the 3-formula policywas that elementary education in Class I would start with a child’s mother tongue ( irrespective of itbeing a scheduled or unscheduled list language) and then gradually the regional language would beintroduced. However, for practical reasons this facility was not followed for minority language groupslike Rabha, Deori, Sadri (Santhali), Tiwa, etc. As a result, many minority language children continue tospeak their mother tongue at home, but learn to read and write in the dominant regional language. Thispractice goes against the principle of learning in one’s mother tongue contained within the spirit of the3-formula policy.1 http://india.gov.in/knowindia/ethnicity_of_india.php[ 97 ]
In the case of adult literacy, we have therefore started literacy in a person’s mother tongue in the initialphase of literacy (total literacy campaign). We propose to introduce the regional language along with themother tongue in the second phase of literacy (post literacy) using bilingual primers and supplementaryreading materials.Brief Profile of the Project SiteGoalpara district, the selected project site, is situated inthe southwestern part of Assam. The river Brahmaputrais to the north of the district. The headquarters ofthe district is Goalpara town. The district is primarilyagrarian, with 90 percent of the people depending onagriculture for their livilihood. The district is home toa large number of ethnic communities, of which theRabhas, Bodos and Garos are dominant groups.Goalpara district has the largest number of Rabhaspeakingpeople. The Rabhas are the fifth largestethnic community among the 23 listed communities© State Resource Centre Assam of Assam. When the Zilla Saksharata Samiti (ZSS)Goalpara District Literacy Committee conducted asurvey of illiterates in the district, it was found that a sizeable number did not want to join literacy classesbecause they were in Assamese. The survey identified about 5,000 learners of Rabha in the community.This made project organizers realize that literacy for adult learners should also be conducted in themother tongue, and the Rabha language was targeted for the project.Strategies and Implementation ProcessNeeds Assessment and Situational AnalysisThere are eleven sub-classes among the Rabas. Among these sub-castes, the Rabha language is spokenby a handful belonging to the Rangdani, Maitori and Kosa groups. The languages spoken by theRangdhani and Moitori are 99 percent similar to each other, and are about 50 percent similar to theKosa dialect. The others have already taken up Assamese as their mother tongue, but the project needsassessment indicated that there is a push inside the community to learn the Rabha language. Thus, incollaboration with the Rabha Literary Society (Rabha Sahitya Sobha), the project initiated activities toteach literacy in the mother tongue.Orthography DevelopmentThe Rabha Literary Society has unanimously adopted the Assamese script for teaching the Rabhalanguage. The development of orthography is, therefore, not required. This is because most of theindigenous speakers use Assamese as their link language with people speaking other languages. Also,Assamese can be easily used to express their language.[ 98 ]
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Mother Tongue-basedLiteracy Program
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Mother Tongue-based Literacy Progra
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ContentsAcronymsviPartI 1Mother Ton
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AcronymsIndiaZSSTLCPLPCEIPCLGZSSSRC
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PartI
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Mother TongueLiteracy Programmesin
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Entrenchment of the common (majorit
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Table 1: Linguistic Contexts of the
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It may be noted that there is no re
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“If we stop using our language, i
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their normal lives and communicatio
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the project ensured that community
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Also, it was important to identify
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conservation. Tharu traditional pra
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In Thailand, participation in schoo
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would there be projects to cover al
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© UNESCO/D. Riewpituk
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BackgroundBangladesh is a delta lan
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As a consequence, literacy rates am
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Orthography DevelopmentDuring early
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and discussion in the plenary, age-
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qualifications in the tribal commun
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Before opening the school, the rese
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Networking with Other Organizations
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A small baseline study was conducte
Page 53 and 54: parents of the children studying in
Page 55 and 56: Awareness Creation and Opinion Form
Page 57 and 58: Table 2: At-a-Glance Status of MT S
Page 59 and 60: Tasks for National and Internationa
Page 61 and 62: © POEYS
Page 63 and 64: BackgroundCurrent Situation of Mino
Page 65 and 66: of instruction, but the Bunong chil
Page 67 and 68: Process and Cost of Developing and
Page 69 and 70: vocabulary, containing only sounds
Page 71 and 72: Impact of the ProjectImpact on Educ
Page 73 and 74: NetworkingThe MoEYS and UNESCO have
Page 75 and 76: Komly Boek: Bilingual NFE TeacherMy
Page 77 and 78: © Norman Geary
Page 79 and 80: BackgroundThe Kam 1 of south centra
Page 81 and 82: ‘Rice feeds the body, songs feed
Page 83 and 84: (Putonghua) in education. Neverthel
Page 85 and 86: do anything else with Chinese. Now
Page 87 and 88: eading material in their own langua
Page 89 and 90: Kam Children SingThe singing classe
Page 91 and 92: Thus, the book-fees for a child to
Page 93 and 94: advisers to the Project since its b
Page 95 and 96: Capacity to Learn the National Lang
Page 97 and 98: they were persuaded of its value (t
Page 99 and 100: detached from the village and diffe
Page 101 and 102: © State Resource Centre Assam
Page 103: BackgroundIndia is home to a large
Page 107 and 108: Curriculum and Learning Materials D
Page 109 and 110: About 70 volunteer teachers were en
Page 111 and 112: The majority of the learners have c
Page 113 and 114: the regional language and finally t
Page 115 and 116: [ 108 ]© BP-PLSP
Page 117 and 118: In attempting to meet one of the go
Page 119 and 120: Indonesian Policies on Mother Tongu
Page 121 and 122: Nature and LivelihoodCommunity peop
Page 123 and 124: No. Material Time1. The Policy of S
Page 125 and 126: Networking with CommunityMembers, G
Page 127 and 128: BP-PLSP Region II has distributed a
Page 129 and 130: Impact of theProgrammeThe KFBI prog
Page 131 and 132: Phase II. Learning activities inclu
Page 133 and 134: After learning some skills, learner
Page 135 and 136: © BASE
Page 137 and 138: © BASEBackground‘If we stop usin
Page 139 and 140: een forced into bonded labor. Cultu
Page 141 and 142: cows, bulls, sheep, and goats) kept
Page 143 and 144: Most of the NFE programmes implemen
Page 145 and 146: The Key Word Approach was used whil
Page 147 and 148: how to read and write which helps t
Page 149 and 150: In short, the Tharu mother tongue l
Page 151 and 152: © ONFEC
Page 153 and 154: In 2006, Thailand celebrated an aus
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Minister of Education Chaturong Cha
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All of the NPKOM teachers have asso
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simple sentence structures and much
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Teaching Plan: Bridging to the Nati
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Impact of the ProjectImpact on Educ
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een minimal, as books developed by
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Annexes
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Annex 2: ReferencesMother Tongue Li
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Lindholm-Leary, K. 2001. Dual Langu
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