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

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Lili Yulianingsih, a tutor :“I am proud of helping learners in reading, writingand calculating. Also, I have guided them in businessactivities. They were so happy because they wereinterviewed by TV reporters. I get a lot of experiencesbecause I joined the workshopin Bogor [to disseminatethe Informal Reading Inventory tool for measuringprogress] where I also improved my insights and wasrefreshed.”Cost Effectiveness of theProgrammeBased on field experience, the most effective learningmaterial was the local news magazine, Buletin Kejar.Buletin Kejar enabled the development of creative skillsin reading, writing and arithmetic. Buletin Kejar consists of learners’ writings, such as short stories, letters,personal experiences and so forth. Other columns are designed to sharpen the reading, writing andarithmetic skills of learners with quizzes, crossword puzzles, recipes and other articles. Buletin Kejar alsoprovided tangible benefit to the community as a piece of entertaining reading material in the languagethey know best. Because it is developed within the community, the cost is kept low and the enthusiasmfor new readers remains high.Other important learning materials used were posters and pictures because the participants liked tolearn things through visual media. Learners grasped the material more easily if it was complementedwith pictures.© BP-PLSPSimple houses are an indicator that theeconomic level of the community hasbeen low.SustainabilityCommunity Participation and OwnershipThe Cibago community supports the KFBI programmeand is enthusiastic to join in the activities. Forty peoplewere involved in the KFBI programme from Phase Ithrough Phase III.Learners positively contributed to the teachinglearningprocess. One learner offered her house tobe a learning place so that the programme couldcontinue to work well. The majority of learners aremarried, but their spouses and children support themto continue learning the reading, writing, arithmeticand communication skills taught through KFBIprogramme. No one has ever been turned away fromthe programme.© BP-PLSPActive learner participation isnecessary in order to ensure thefuture sustainability of the KFBIprogramme.[ 125 ]
After learning some skills, learners have given back to the programme by sharing tools for skills practicesuch as their stoves, woks, knives and so on. The learners have a high sense of belonging to the KFBIprogramme and join in the learning and business activities of their own volition.Areas for Improvement• Increased support for the learning centre called “Kandaga Mas” or CLC during the KFBI programmeis needed, especially in seeking business partners for marketing the products of collective homebusinesses that have developed.• Improvement of tutor facilitating competencies is needed, especially relating to methodology, mediapreparation and motivating learners.•Supervision from Mayang village is needed by learners, tutors and the organizers of Kandaga Mas/CLC.• The contribution by Cisalak sub-district and the Education Services of Cisalak Sub-district is needed toprovide additional technical support of KFBI as it takes on new learners.•Periodic assistance by the Subang NFE Learning Centre is needed to sustain the KFBI programme inKampung Cibago.ChallengesIf learners have a vested interest in solving aproblem and there are known options for solving it,there is good movement towards the solution of theproblem. Conversely, if learners have little interestin solving a particular problem, then there is verylittle movement towards a solution. Sometimesthe learner doesn’t yet have the skills to solve aproblem, or doesn’t care to spend his/her time onit and therefore an uncomfortable learning situationemerges.A good activity plan gives detailed clarificationabout what to do, who will do the job, when the jobwill be done, the needed material and equipmentand the expected result. Monitoring, evaluation,responsibility, and reflection are needed for allthe training materials. To make the programmesuccessful, there are some techniques we havelearned. The problem-solving component is re-examined to include the purpose of the learning activity.There are three questions for this simple assessment of problem solving activities:•••What have we done?How have we done it?How have we felt about it?Finally, it will cause this question to surface: “Are we now ready to select and solve other problems?”[ 126 ]Workshop participants engage in aproblem-solving exercise. An effort inproblem-solving is carried out duringeach phase of the programme.© BP-PLSP
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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
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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 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: Phase II. Learning activities inclu
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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