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

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Building on the principal of maximum community involvement, from 12-24 May 2003 an orthographydesign workshop was held. Twenty-nine persons attended, including 12 Northern Pwo Karen from NongUng Tai village and other Northern Pwo Karen from the Omkoi area. At this workshop, they chose lettersto represent the sounds of their language. The Northern Pwo Karen, themselves, had the final say on allorthography decisions.Once the participants agreed on the appropriate Thai script representation for each Pwo Karen sound(including several sounds not found in Thai that required special symbols), they practiced using theorthography by writing out word lists and short stories.Materials produced at the workshop included a 288-word Pwo Karen/Thai/English picture dictionary, amanual for using the orthography, and a short folktale,“The Rabbit and The Snail.” These materials havebeen used throughout the course of the project, andhave been revised as the teachers have gained moreexperience using and teaching the orthography.At the end of the orthography design workshop, theparticipants were sent home with the assignmentto gather information in their village for a culturalcalendar.© ONFECLearning Materials Production[ 151 ]Additional learning materials for NPKOMhave been produced through a seriesof workshops, in addition to materialsdeveloped independently by teachers andlearners in the villages.To facilitate learning materials production,ONFEC and Payap University’s AppliedLinguistics Training Programme (ALTP)cooperated in a writers workshop, heldin the Om Koi District Center (22 July - 1August 2003). SIL International multi-lingualeducation consultants introduced ONFECto the “Multi-Strategy Approach” to literacy(Stringer 1992 and 1993). This methodologyemphasizes group reading exercises, groupwriting experiences, and individual freereading/writing, in addition to traditional“primer” lessons.Various techniques were used to help PwoKaren writers think of appropriate topics for“Big Books” (culturally familiar stories using
simple sentence structures and much repetition, printed on portfolio-sized paper for group readingexercises) and “small books” for individual reading. Information that had been collected for the culturalcalendar provided themes for many stories.Materials produced at this workshop included:•••“Big Books” (6)“word card sets” (6--based on key words from “Big Books”)“small books” (10)In addition, the teachers received lesson planning forms for recording their daily lesson plans. The formsinclude short summaries of activities included in the “Story Track” (reading and writing meaningfultexts) and the “Primer Track” (reading and writing letters, syllables and words) components of the Multi-Strategy Approach.All of the materials were used in CLC classes immediately after production.© ONFECInitial ResultsBy the end of 2003, the teachers reported positiveresponses on the part of both parents and children.Older children, who already had learned to read Thai,were able to master the Pwo Karen orthographyquickly, and many of them began writing their ownstories, some of which were later incorporated intothe curriculum.ONFEC presented their initial results at the November2003 “Conference on Language Development,Language Revitalization and Multilingual Educationin Minority Communities in Asia” (sponsored byUNESCO Bangkok, Mahidol University, and SILInternational). The presentation and a display of theproject attracted the attention of several high-rankingThai Ministry of Education officials, while providingencouragement for the Northern Pwo Karen teachersand students who attended the conference.Expanding Project LearningMaterials (2004)To maintain the positive momentum of Stage 1,UNESCO provided a second grant to ONFEC tocontinue developing NPKOM through 2004. All involved agreed on the need to develop more classroommaterials, and additional workshops for both teachers and advanced students were organized inFebruary, April and June 2004. The corpus of learning materials during Stage 2 thus expanded to includethe following:[ 152 ]
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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
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Impact of the ProjectImpact on Educ
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NetworkingThe MoEYS and UNESCO have
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Komly Boek: Bilingual NFE TeacherMy
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© Norman Geary
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BackgroundThe Kam 1 of south centra
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‘Rice feeds the body, songs feed
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(Putonghua) in education. Neverthel
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do anything else with Chinese. Now
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eading material in their own langua
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Kam Children SingThe singing classe
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Thus, the book-fees for a child to
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advisers to the Project since its b
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Capacity to Learn the National Lang
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they were persuaded of its value (t
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detached from the village and diffe
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© State Resource Centre Assam
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BackgroundIndia is home to a large
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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 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: All of the NPKOM teachers have asso
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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