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

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Karitas for Santal, SIL Bangladesh for Bishnupriya and so on. Indeed, it appears that awareness of MLE isincreasing daily, and it is expected that the Government will come forward to take appropriate action inthe near future.That said, in May 2006, a study was carried out by Interaction (a private education organization) to assessthe situation in Naogaon District. The study revealed that about 80 percent of Adivasi children dropout of school due to: (1) linguistic problems, (2) cultural problems, (3) discrimination between Adivasistudents and other students, and (4) poverty.In this context, it should be mentioned here that some NGOs - including ASHRAI - are operatingschools in the Naogaon region. These schools conduct classes in the Adivasi people’s language for theAdivasi population. The enrolment rate, attendance, dropout rate and rate of pass of these schools aresatisfactory. Thus, it would certainly appear that the language in which classes are conducted makes adramatic difference in the quality and consequent outcome of education provision.Again in the workshop on 18 August 2006 on popularizing MLE in Rajshahi, Professor Chittaranjonthanked ASHRAI for its Mohoti Uddyog (noble effort) for developing Sadri language and offeringeducation to the Oraon children in mother language.As Bijoy Minj, an ARP school student stated, “I like to go to my school as the books are in Sadri, mylanguage, and my teacher also speaks my language in the school.”It is hoped that the positive effects gained so far will influence the national-level policy planners, andthat the day will soon come when mother tongue-based education for minority ethno-linguistic groupswill be standardized throughout the country.Impact on Learner EnrollmentIn May 2006, ASHRAI published an assessment report which found that of seven districts, 27 upa-zilasand 1,372 villages in Rajshahi, 67,162 children of ages between 6 to 12+ were found to be enrolled inGrades 1-5. Of them, 31,788 children dropped out in the same year. Of these dropouts, 13,952 wereAdivasi children (49% boys and 51% girls).As for the ARP students, all 25 children who began the project in 2003 at Agholpur village are still carryingout their studies in the school in Class-IV. Thusfar, only one girl has dropped out of Class-III (which wasstarted in Idolpur village in 2004) due to her marriage, and only two boys in Class-II have dropped outfrom the 2005 Agholpur group (their mothers left parents houses to live with their husbands followingresolution of conjugal disputes). There have not been any dropout cases in Chpai Nowabgonj andJoypurhat district schools. This clearly indicates that dropout from Sadri schools is almost negligible.Research on Effectiveness of Mother Tongue EducationAshrai’s Action Research Project aimed at improving the level of learners’ achievement through educationin their mother tongue at the primary levels. With a financial grant from UNESCO Bangkok ,the projecthas developed a multilingual learning model that has encompassed all the elements of teaching andlearning. The major activities of this project were to prepare appropriate materials and teachers’ guides,supplementary materials and teachers’ training. The hypothesis was that with appropriate learningmaterials and mother tongue instruction, learning achievement would increase in time.[ 43 ]
A small baseline study was conducted to establish the level of learners’ achievement at the end ofGrade-1 in 2004. Again in 2005, another study was done to measure the learning achievements of thesame group of learners. The data was then compared with the baseline to measure the impact of theinterventions.Methodology and AnalysisThe baseline study was designed to capture the levels of learners’ competencies upon leaving Grade-1,according to the national curriculum. The data was collected through two tests given to the learnersas a quarterly exam in October 2004. The tests were prepared and administered by the teachers of theARP schools. Later they scored the scripts, and the scores were collected by ARP staff in order to createa baseline. The tests that were prepared were achievement tests to measure the competency levels ofthe learners at the end of a certain period of intervention. There were tests for Language, Mathematicsand Social Sciences.In the middle of 2005, another data collection protocol was planned to capture the learners’ achievementsfor the same baseline group. This time another set of data was collected from a nearby governmentschool for learners of the same age group and level (Class-II) in order to compare the baseline groups’achievements with the mainstream learners.The data was collected through two separate tests at the ARP (Idolpur ARP School) and government(Sonadighi Government Primary School, Godagari, Rajshahi) schools. The tests were prepared by theteachers of the respective schools, and also were administered by them. Thirty students were consideredas a sample size in both schools for the impact assessment.Figure 1: Average Marks of MT Programme Learners403530252015105033.371428627.314285720.6571429Language Math Environmental StudiesSubjectsAccording to the impact data, the average marks for Hamar Boi (language) was 32.571, for Mathematicswas 30.17 and for Social Science was 36.85. Figure 2 shows a comparison of the impact testing with thebaseline marks of the same subjects.[ 44 ]
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: Networking with Other Organizations
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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