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

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knowledge about the community and about the needs of the participants. The trained teachers andcommunity teachers have a salary of US$25 per month.Each location already had school buildings, which could be used for the night time bilingual NFEclasses.Orthography DevelopmentSeveral efforts at orthography development for the Bunong have taken place over the years. The closelyrelated Mnong language group in Viet Nam has had an orthography using the Latin script since the1960’s. In 2001, linguists MiMi and Didi Kanjahn© POEYSdid extensive linguistic research into theBunong dialects in Cambodia. After studyingthe phonology of the language, a committeerepresenting all of Cambodia’s Bunong dialectswas gathered to agree upon an orthographythat used the Khmer script as its basis. Thisorthography was chosen based on Smalley’sMaximums:• Maximum motivation among the speakers. Theorthography must be accepted and approvedby the community so that they are enthusiasticto learn it. The best way of ensuring this is toinvolve them in the process.• Maximum representation of speech. Theorthography must accurately reflect thesounds of the language and the peoples’understanding of their language to ensurethat there is no ambiguity in the written form.• Maximum ease of learning. The sounds of thelanguage should be represented in the mostsimple way in order to make it easy to read andwrite the language.Crthography for the Bunong literacy• Maximum transfer to other languages. Scriptmaterials employs the already familiarand spelling rules should be based on those of Khmer script.neighboring languages (most importantly thenational language) to help learners transition from the mother tongue to neighboring languages.• Maximum ease of reproduction. New or unusual symbols should be kept to a minimum to avoid printproblems. Ideally the language should be able to be written with existing computer fonts.The Bunong orthography was approved by the Ministry of Education Youth and Sport in 2003.[ 59 ]
Process and Cost of Developing and ProducingMaterialsFollowing the approval of the orthography, ICC started todevelop teaching materials to be used for adult bilingualliteracy classes. Bunong staff were trained to produce all theteaching and post-literacy materials under the guidanceof literacy specialists. The use of the material in classeslater allowed participants and facilitators in the villages toprovide important feedback. With more and more studentsbeing able to read and write, stories and biographiesare being channeled for further production. The POEYS,through a literature review committee, has also been veryinvolved in the process of checking teaching materials andother books. The first three primers are now in the process© POEYS of being edited for approval by the MoEYS. The oral Khmerlessons, the Fluency Primer, and the Transition Primer are stillin the process of being evaluated and revised as feedback is received from the POEYS and ICC bilingualNFE classes.The major cost of developing materials has been accrued from the employment and capacity-buildingof staff. However, since the materials were already developed, the POEYS has only needed to supplythe re-printing cost for their classes. The POEYS has also played a very active role in terms of givinginput/feedback and in checking books. Limiting the use of color pictures, encouraging the use ofcomplementary activities to be conducted on the blackboards or on slates, and using games that canbe used multiple times have decreased the need for extensive written exercises in student primers. Thishas also helped to reduce costs.Identification of Learning NeedsThe Bunong people, being traditionally dependent onswidden agriculture and the forest for their livelihood,work hard during the day and come home to the villageexhausted at sunset. Teachers, therefore, decided to meetthe needs of the learners by meeting at night. Duringtimes of foraging or during seasons of busy farming,however, the students tend to spend several days in a rowaway from the village. This requires the classes to be heldin such a way as to provide flexible learning opportunitiesfor the adults, who still need to provide for their familieswhile striving to learn. With this great amount of personalcommitment and no traditional need for literacy, the© POEYS Bunong also need motivation and reason to see thevalue of being literate. The learners, therefore, needed acurriculum that would teach valuable life skills as well as allow room for discussion and reflection tomake the lessons as applicable as possible to real life. The learners’ strongest motivations for learningare linked to the opportunity literacy brings to access new jobs and to improve their agriculture and[ 60 ]
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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
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: of instruction, but the Bunong chil
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
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Indonesian Policies on Mother Tongu
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Nature and LivelihoodCommunity peop
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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
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© BASE
Page 137 and 138:
© BASEBackground‘If we stop usin
Page 139 and 140:
een forced into bonded labor. Cultu
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cows, bulls, sheep, and goats) kept
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Most of the NFE programmes implemen
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The Key Word Approach was used whil
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how to read and write which helps t
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In short, the Tharu mother tongue l
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© ONFEC
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In 2006, Thailand celebrated an aus
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Minister of Education Chaturong Cha
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All of the NPKOM teachers have asso
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simple sentence structures and much
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Teaching Plan: Bridging to the Nati
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Impact of the ProjectImpact on Educ
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een minimal, as books developed by
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Annexes
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Annex 2: ReferencesMother Tongue Li
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Lindholm-Leary, K. 2001. Dual Langu
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