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

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KFBI Educational Methods in Kampung CibagoLearning activities in the KFBI programme emphasizemastery in reading, writing, arithmetic (the 3Rs),discussion, and interactive learning methods. In PhaseI, learning activities were mainly aimed at masteringmother tongue com-munication skills, along withan introduction to the 3Rs skills in Sundanese. Mostlearners only possessed a basic, or less than basic, levelin the 3Rs skills. In Phase II, learning activities movedbeyond mother tongue skill mastery by combiningSundanese language literacy and numeracy withbridging efforts to understand oral Indonesian.Learning methods applied in Phase I and Phase II,local and national language mastery, are presented inbalance with functional learning content concerningdaily activities. During Phase III, in particular, learningmethods emphasized national language mastery sothat learners became intermediate or even advancedreaders.© BP-PLSPA consultant from UNESCO, Bangkok,visited the KFBI program in KampungCibago to observe the ability oflearners in practicing their writingIn each phase of learning as mentioned earlier,tutors made use of Buletin Kejar as a medium toincrease learners’ motivation to participate. Thislocally generated bulletin, in fact, was able to motivatelearners and made learning enjoyable for them.Buletin Kejar was designed with the learners’ ownlanguage level in mind. Learners were both the mainwriters and readers of this bulletin. Because thebulletin included their own writings and ideas, thelearners were proud and happy to keep reading andlearning.Support from community figuresmotivaties learners to be active in thelearning process© BP-PLSP[ 117 ]
Networking with CommunityMembers, GovernmentalOrganizations and NGOsIt is evident, whether directly or indirectly, that theKFBI programme in Kampung Cibago has been asignificant influence on people’s lives, in general. Thisimpact is reflected in the positive relationships withcommunity members, governmental organizations(GOs) and non-governmental organizations (NGOs).© BP-PLSPSupervision from various village, subdistrictand district leaders motivatedlearners to participate in KFBI.Relationship with Community MembersThe KFBI programme was open to every member ofthe community and everyone could freely join in theactivities offered by KFBI. Because of its inclusiveness,responsibility for KFBI rested with the entirecommunity, rather than any one individual.Relationship with NGOsOrganizations at the village, sub-district, and district levels were partners in implementing the KFBIprogramme. Many organizations contributed learning materials according to the learners’ needsand as were spelled out in a Memorandum of Understanding (MoU) signed at the beginning of theKFBI programme with the Subang district leaders. Whenever necessary, tutors could contact variousorganizational partners to provide the needed learning materials. The KFBI leadership team has acooperative agreement with the Department of Cooperation for Home Industries, which has givenseed money (US$200.00+) for savings and loan projects. The Health Department has provided materialsabout reading expiration dates on food labels and about nutrition.Relationship with GOsAt its start, few government departments wereinterested in KFBI, as not a lot of awareness-raisinghad gone on in preparation for the KFBI programme.Within 6 months, however, many governmentalorganizations from village to district level put theirsupport behind the KFBI programme.© BP-PLSP The Head of BP-PLSP Regional II andanother leader address local officials.Major support came from local government officialsof the Subang district, including:• Setting local policies favorable to the KFBI programme,and conducting monitoring visits to the project site;and[ 118 ]
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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
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Table 2: At-a-Glance Status of MT S
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Tasks for National and Internationa
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© POEYS
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BackgroundCurrent Situation of Mino
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of instruction, but the Bunong chil
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Process and Cost of Developing and
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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 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: No. Material Time1. The Policy of S
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
Page 159 and 160: simple sentence structures and much
Page 161 and 162: Teaching Plan: Bridging to the Nati
Page 163 and 164: Impact of the ProjectImpact on Educ
Page 165 and 166: een minimal, as books developed by
Page 167 and 168: Annexes
Page 169 and 170: Annex 2: ReferencesMother Tongue Li
Page 171 and 172: Lindholm-Leary, K. 2001. Dual Langu
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