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

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Policies on Mother Tongue and Bilingual EducationThe ethnic communities belong to diverse cultures with different languages and identities. Broadlyspeaking, there are three unique linguistic families among the tribes in Bangladesh. These are:i. Tibeto-Burmese: All the tribal people of Chittagong Hill Tracts (CHT) and the Garos, Kochs andTiprasii.Austro-Asiatic or Mon-Khmer: Khasis, Santal, Mundas, Mahalisiii. Dravidians: Oroans and PaharisOther tribal groups speak some form of Bengla. The Chakma and Tanchingya, for example, speak alanguage that is a dialect variant of Bangla. The Rajbanshis, Pahari, Kochs and Pathors have lost theiroriginal language, and primarily speak Bangla. In fact, almost all the tribal communities are now bilingual.They have learnt Bangla to communicate with the wider Bangali society, but they continue tospeak in their own language amongst themselves.However, there is no separate language policy in the country. Only sections have been incorporated intothe education policy documents that emphasize the importance of mother tongue in primary education.Sadly, these documents only recognize mother tongues of the larger ethnic groups. Languages of thesmall ethnic minorities have been ignored in the policy documents for a long time. During the Pakistaniregime, Urdu was given the highest priority, and then Bangla. At that time, all students had to learnUrdu from Class-III in the name of unity of the newly established State. In 1952, the first East BengalEducation System Reconstruction Committee (formed in 1949) submitted a report stating that mothertongue would be the only language taught at the primary stage, and that it would also be the mediumof instruction. Two succeeding Education Commission reports, however, said nothing further aboutmother tongue-based instruction.With Bangladesh’s independence, Bangla has taken the place of Urdu and has been given thehighest priority, while English has been emphasized as a necessary language for the world of workand globalization. The first Education Commission after the country’s independence recognized that“language teaching in our schools is defective and unscientific. ………It should be removed soon.……… There is no need of learning other languages except the mother tongue up to Class-V .” Hereagain, there was an allusion to the weaknesses of Bangla-based education for all, though in furtherCommission reports, no follow-up attention was given.The National Curriculum and Textbook Board (NCTB) has never attempted to prepare textbooks in anyother language. Literacy movements, including the TLM (Total Literacy Movement), have only usedBangla as the medium of instruction.Though Government documents have ignored mother tongue-based education for small ethnic groups,Bangladesh has stated its commitment to achieving the goals and targets set internationally during thelast fifteen years. These commitments include improving basic and primary education, providing qualityeducation, ensuring a full cycle of primary education for all children, and achieving gender equity atthe secondary level. Towards this aim, the whole country was brought under the Compulsory PrimaryEducation Act in 1993. Free education, including free textbooks and food for the education programme,have furthermore been introduced to ensure education for all (EFA). Nevertheless, no particular attentionhas been given to the needs of the ethno-linguistic groups in the country for introducing a mothertongue literacy programme for indigenous communities.[ 31 ]
As a consequence, literacy rates among indigenous communities remain very low. It is worth mentioningthat a specific study on the status of literacy among tribal people has yet to be done. However, accordingto a survey in 1997 conducted by the Oraon Youth Formation Programme, the literacy rate is at itshighest in Gaibandha (28.2%), followed by Thakurgaon (26.6%), Rangpur (18.1%), Joypurhat (17.7%),Dinajpur (17.6%), Shirajgonj (14.1%), Natore (11.6%), Chapai Nowabgonj (11.3%), Noagaon (7.7%),Rajshahi (5.6%), Bogra (6.2%) and Panchagar (5.2%). (Based on the findings of the Education Programmeof Oraon Community as reported by Dr. Jalil on 25 July 2003. ).Strategies and Implementation ProcessTo address the problem of low literacy among theOraon, in October 2002 the non-governmentalorganization ASRHAI launched the project,“Action Research for Developing Curriculum andEducational Materials for the Oraon Communitiesin the Northwest Part of Bangladesh,” or ActionResearch Project (ARP) in short, with direct supportfrom UNESCO Bangkok. The purpose of the projectwas to develop mother tongue-based educationmaterials for the Oraon community.Following an intensive survey, the research teamselected Agholpur Oroan village under GodagariUpazila for the location of the project. The teamset up a laboratory school for the Oraon childrento conduct action research and to develop an MTliteracy programme in one of the Oran languagescalled Sadri.The Oraon community of northwest Bangladesh isthe second largest tribal community living on theplains of Bangladesh in a remote and rural area, Oraon people are found in the districts of Panchagar,Thakurgaon, Dinajpur, Rangpur, Joyopurhat, Noagon, Rajshahi, Chapainwabgonj, Natore, Sirajgonj,Gaibandha, Bogura in the Northwest and in Gazipur, Habigonj and Moulavibazar in the East. The densityof Oraon people is also considerable in Rajshahi and Naogaon districts. Godagari is a densely-populatedsub-district of Rajshahi.Population of Godagari is 217,811, of which 50.88 percent is male and 49.12 percent is female. Religiousaffiliation of the population includes Muslims (86.55%), Hindus (8.05%), Christians (1.93%) and others(3.47%). Those of different ethnicities, including the Santals, account for 3,749 families. Average literacyis 27.6 percent, (male 32.3% and female 22.6%). [A.K.M Kaisaruzzaman].[ 32 ]
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: BackgroundBangladesh is a delta lan
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 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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