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

More documents

Recommendations

Info

$Math Lesson Plans level 4 Term 1$

Positive ResponseNPKOM continued to garner attention throughoutStage 3, including newspaper articles and a televisiondocumentary. Minister of Education ChaturonChaisaneg, who as a university student had taughtThai to Hmong tribal children, visited the projecton 5 January 2006. He proclaimed it a “miracle,” andencouraged ONFEC to establish bilingual programmesfor other villages and language groups. Educationofficials from across Thailand made the arduousjourney to Nong Ung Tai to learn more about theproject. Her Royal Highness Princess Maha ChakriSirindhorn visited the project in February 2006.© ONFECNetworking with Other OrganizationsNPKOM is the result of cooperation between the Office of the Non-Formal Education Commission of theThai Ministry of Education, UNESCO-Bangkok, and SIL International. Nonetheless, the project has attractedthe interest of other organizations, including UNICEF and various international non-governmentalagencies. The project organizers are keen to share their experiences with all interested parties. Ministerof Education Chaturon Chaisang suggested that developing sound bilingual programmes in Thailandcould benefit Thailand’s neighbors, as many ethnic groups are spread across several South-East Asiancountries.Cost of the ProjectIn terms of project costs, a significant portion of the budget has been used for transportation for projectfacilitators and advisors coming from Bangkok and for travel/lodging for workshop participants. 7Reading materials developed in the community and at workshops have been produced by hand andon computers and photocopiers. Teachers and students often color illustrations by hand using coloredpencils. Thus, the cost of materials to produce one Big Book is approximately 150 baht (US$3.75), whileeach small book is approximately 50 baht (US$1.25).Teaching materials for the expanded programme have been produced in higher quantities and on higherquality paper. The cost is equal to the printing cost of a Thai language textbook. As project facilitatorsand teachers continue to learn more about the process of material development and as they continue todevelop confidence in their abilities, especially as Northern Pwo Karen trainers are empowered to takemore responsibilities previously done by outside consultants (teacher training, materials development,etc.), costs will drop further.7 UNESCO grants were used for workshop-related expenses; the ONFEC funded implementation.[ 155 ]
Impact of the ProjectImpact on Education PolicyAs mentioned earlier, NPKOM is the first true mothertongue-firstbilingual programme for ethnic minoritiesin Thailand. As such, many look to NPKOM as a modelfor programmes in other areas and languages. Lessonslearned from NPKOM are impacting educational policy,as the Ministry of Education seeks to determine thebest way to “grow” sound bilingual programmes thatare linked to national educational requirements.© ONFECImpact on LearnerParticipation© ONFECLearning participation in NPKOM is higher than thatnormally found in Thai rural schools. This stems fromtwo factors: first, the teaching methodology and,second, the use of the mother tongue.The multi-strategy approach utilized at NPKOM ishighly interactive. Classroom activities are designedto fully involve the children in the learning process.The children sing, participate in group reading andwriting exercises, perform total physical response(TPR) routines, etc. This is quite different from the rotelearning style seen in most rural Thai classrooms.Interaction is also encouraged by the use of the mothertongue. Many have observed that minority childrenin monolingual Thai schools seem very “shy” — hesitant to speak and reluctant to participate in classactivities. Many students feel perpetually confused, many teachers perpetually frustrated. In some cases,well-intentioned officials have classified groups of ethnic minority children as “slow learners” and placedthem in programmes for the mentally challenged. The problem does not lie with mental facilities, butwith language abilities.In NPKOM, the children begin their studies in their mother tongue. The knowledge that they bring withthem to the classroom is appreciated, affirmed, and built upon. They gain confidence in the skills oflistening, speaking, reading and writing their first language first. Then, when they bridge to Thai, theyalready have had many positive school experiences; success breeds more success.Both Thai and Northern Pwo Karen NPKOM teachers report much greater class participation andenjoyment as a direct result of allowing the children to use their mother tongue. Schools become muchmore “child friendly” when the children’s mother tongue is used in the classroom![ 156 ]
Page 1 and 2:
Mother Tongue-basedLiteracy Program
Page 3 and 4:
Mother Tongue-based Literacy Progra
Page 5 and 6:
ContentsAcronymsviPartI 1Mother Ton
Page 7 and 8:
AcronymsIndiaZSSTLCPLPCEIPCLGZSSSRC
Page 9 and 10:
PartI
Page 11:
Mother TongueLiteracy Programmesin
Page 14 and 15:
Entrenchment of the common (majorit
Page 16 and 17:
Table 1: Linguistic Contexts of the
Page 18 and 19:
It may be noted that there is no re
Page 20 and 21:
“If we stop using our language, i
Page 22 and 23:
their normal lives and communicatio
Page 24 and 25:
the project ensured that community
Page 26 and 27:
Also, it was important to identify
Page 28 and 29:
conservation. Tharu traditional pra
Page 31 and 32:
In Thailand, participation in schoo
Page 33 and 34:
would there be projects to cover al
Page 35 and 36:
© UNESCO/D. Riewpituk
Page 37 and 38:
BackgroundBangladesh is a delta lan
Page 39 and 40:
As a consequence, literacy rates am
Page 41 and 42:
Orthography DevelopmentDuring early
Page 43 and 44:
and discussion in the plenary, age-
Page 45 and 46:
qualifications in the tribal commun
Page 47 and 48:
Before opening the school, the rese
Page 49 and 50:
Networking with Other Organizations
Page 51 and 52:
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 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 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: Teaching Plan: Bridging to the Nati
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
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?