Kam inhabit parts <strong>of</strong> four provinces <strong>of</strong> the People’s Republic <strong>of</strong> Chinasinging ability is somehow related to the fact that even their speaking seems musical: the Kam languagehas nine tones, which means that many words can only be distinguished by the pitch <strong>of</strong> the speaker’svoice. Edmondson, Somsonge and Zhou (2000) provide an example <strong>of</strong> nine distinct words, with the toneshown by the final letter <strong>of</strong> the word:saol “smelly”saoc “feeding pen for cattle”saop “information”saos “hot to the touch”saox “husband”saot “grass carp”saov “soup”saok “egret”saoh “to weave a basket”Source: Edmondson, Somsonge and Zhou (2000) Introduction to the Kam-Chinese-Thai-English Dictionary (p. xvii)Kam music has developed into an art form over the centuries. It can be divided into various differenttypes: for example, love songs, which may or may not be accompanied by musical instruments; acappella songs, such as those imitating sounds from nature (e.g., the cicada), “roadblock” songs (that thepeople sing to visitors before they let them into the village, to which the visitors sing songs in response),ceremonial songs and mountain songs. The Kam music also includes Kam opera (drama with alternatesinging and speaking).[ 73 ]
‘Rice feeds the body, songs feed the spirit.’ TheKam people consider singing as important aseating. From ancient times there has been atradition <strong>of</strong> elders teaching songs and childrenlearning them. At the outset <strong>of</strong> the bilingualeducation project in autumn <strong>of</strong> 2000, ZaidangPrimary School introduced Kam singing intothe curriculum. Children both studied thewriting system and learned how to sing. Today,whenever you wander through the village orinto someone’s home, you invariably hear thesound <strong>of</strong> children singing.© Long Yaohong Kam women singing in the drum towerInterim 5-Year Report,Jiasuo Primary School in Zaima XiangMr. Yang Shengqi, HeadmasterBefore their language was expressed in written form in 1958, the Kam had developed a strong oralliterature: myths, ancient songs, legends, folk tales, folk songs, long narrative poems, riddles, shuochang(which combines poetry and prose) and drama. Edmonson et al. (2000) provides a sample <strong>of</strong> a Kam songwith English translation (p. xvii):Dos yeecNgaemc sius keip wap pap jenc jemh.Dens lagx nyenc Gaeml lyangp dos kgal.Saemh xonc saemh map kgal menh dos.Soh emv jenc nyangt yungt angl hac.As wild flowers bloom on the mountainside,So the Kam in their hearts love to sing.From generation to generation they pass on this gift <strong>of</strong> song;So the melody in mountain, forest and brookside will ring.Edmondson, Somsonge and Zhou (2000)Introduction to the Kam-Chinese-Thai-English Dictionary (p. xvii)An appreciation <strong>of</strong> the rich depths <strong>of</strong> the Kam people’s cultural accomplishments underlies the bilingualeducation pilot project that is being implemented in a remote Kam village in Guizhou Province.Current Situation Relating to Ethnic Minorities in ChinaThe People’s Republic <strong>of</strong> China (PRC) lists 56 <strong>of</strong>ficial nationalities, in which—as some scholars suggest—asmany as 200 different languages are spoken (Kosonen, 2005; Stites, 1999). Although the ethnic minoritiesmake up only 8 percent <strong>of</strong> the total population <strong>of</strong> China, the number <strong>of</strong> individual members <strong>of</strong> minoritycommunities approaches 100 million, a population larger than any country in Western Europe. 22 Germany, the largest country in Western Europe, has approximately 82 million people.[ 74 ]
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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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Phase II. Learning activities inclu
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After learning some skills, learner
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© BASEBackground‘If we stop usin
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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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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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Annexes
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Annex 2: ReferencesMother Tongue Li
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Lindholm-Leary, K. 2001. Dual Langu