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

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During the period, project personnel went to Rabha-populated areas to identify learners through asurvey process. The Goalpara District Literacy Society (GZSS) was involved in this process by providingfield investigators who had been trained by SRC Assam. The survey also identified volunteer teachersand more than 5,000 learners. The survey workshop and field investigators were instrumental in bringingthe project personnel, GZSS (the implementing agency) and community together to build a learningenvironment. Great enthusiasm was shown by the community members, who were understandablyhappy to get a chance to become literate in their own language.After the primers were printed, the volunteer teachers were trained. They started the actual teaching/learning process within 48 hours of this training. Elected members of the panchayat (grassrootsgovernance institute), Goalpara Zilla Saksharata Abhijan Samiti, were also involved in the project.Teachers/FacilitatorsAs already mentioned, the Rabha project has been tied to the outgoing literacy programme. As perthe National Literacy Programme Mission Authority, New Delhi, the District Literacy Committee (ZillaSaksharata Samity or ZSS ) takes charge of the actual teaching-learning process. In this programme,the teacher facilitator is from the community and offers his/her services as a volunteer. At the time ofidentifying the illiterates through survey, willing teaching volunteers were also identified. A committeefrom the community then does a matching - batching of suitable learners with volunteer teachers.One teacher/facilitator may teach a maximum of ten learners at one time. The time and place is decidedaccording to the convenience of learners and volunteer teachers. Ideally, the teacher/facilitator shouldhave completed a high school education. Sometimes, due to unavoidable circumstances, people whohave completed elementary education (Class VIII) are also chosen as volunteer teachers.After the materials are printed, the volunteer teacher is given a total of eleven (11=7+2+2) days trainingon how to use the primers. The first training is a 7-day workshop. In addition to teaching the technique ofusing the primers, they are also instructed on how to interact with adult illiterates without hurting theirfeelings and dignity. Further 2-day trainings are also given before starting primers II and III. Separatemodules for this purpose were developed [1. Training Strategy, 2. Training Curriculum]. The ideal time tostart the actual classes is within 48 hours of completing the first training of volunteer teachers.[ 101 ]
About 70 volunteer teachers were engaged for 70 classes by Goalpara Zilla Saksharata Abhijan Samiti.Each volunteer taught around 10-15 learners. Most of the learners were women.The volunteer teacher-learner approach has another advantage over a fixed class room method. As adultlearners, each person’s pace will be different. With a smaller group, the volunteer teacher can monitor anindividual’s progress better and go forward without the slow learner feeling disadvantaged.Literacy Teaching Plan and MethodsThe first phase of literacy programmes aims to eradicate illiteracy. Thusfar, the adult learners have becomeliterate in their mother tongue. In the next post-literacy phase, the Rabha language neo-literates willbegin learning Assamese. Bilingual primers in Rabha–Assamese are in the process of development. Thelearners will also be given supplementary bilingual reading materials.As mentioned above, the word method is being used throughout the project. For example, the teacherpoints to the illustration alongside the first lesson. It shows a house in a rural setting with a kitchengarden and poultry. There is a man working with tools and children are playing. The teacher asks thelearner to identify the things that he/she can say the target language. From the words, the alphabeticalspellings are identified.Networking with Other OrganizationsThe success of the project has depended on good networking. SRC Assam has been collaborating withGauhati University and the Rabha Literacy Society for the materials production process. The actual surveyof illiterates was done by GZSS, which also identified the volunteer teachers. The training was done bySRC Assam. The monitoring meeting was jointly overseen by Goalpara Zila Saksharata Abhijan Samiti,SRC Assam and Prochesta, another NGO working for promotion of micro-finance among rural women.Political will is needed for successful implementation of literacy and bilingual education. In the recentlyconcluded state election, some of the political parties stressed this point in their election manifestos.Cost of the ProjectThe actual cost of the project must include the value ofpeople’s participation. In this project, the money spentdoes not include this amount. In most cases, when thecost of a project is calculated, this value of people’sparticipation is never taken into account. Obviously, aproject cannot be successfully implemented withoutthe good will and the participation of the people.In our project area, more than 5,000 illiterates wereidentified during the survey. SRC Assam provided thefirst thousand copies of primers I, II and III under the© State Resource Centre Assamproject. Later, because of demand from the Rabhacommunity, the chairman of the Goalpara DistrictLiteracy Society requested funds from UNESCO to print 5,000 additional copies. UNESCO granted thisrequest, and the printing is currently underway.[ 102 ]
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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
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parents of the children studying in
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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 and 104: BackgroundIndia is home to a large
Page 105 and 106: In the case of adult literacy, we h
Page 107: Curriculum and Learning Materials D
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
Page 155 and 156: Minister of Education Chaturong Cha
Page 157 and 158: 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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