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

More documents

Recommendations

Info

$Math Lesson Plans level 4 Term 1$

until formal testing can be done at the end of theirprimary school education.© Rick WaggonerThe English ComponentIn keeping with a government plan to introduceEnglish language learning in all Chinese schools, Kam/Mandarin bilingual education programme organizershave decided to do an experiment by monitoringEnglish instruction for Grade 5 during the 2005-2006and 2006-2007 school years. The purpose of thisexperiment, which is still on-going, is to discover howthe Kam children’s initial schooling in the mothertongue, including acquisition of mother tongueliteracy, affects their ability to learn English. The Grade5 Kam students in 2005-2006 did not participate in the A Total Physical Response (TPR) lessonin Mandarin for Grade 1 childrenKam/ Mandarin Bilingual Education Pilot Project. The Grade 5 Students in 2006-2007 will be the firstgroup of Kam students to have participated in Kam education for the preschool years and early primarygrades. Does the Kam children’s early language education in the mother tongue provide an advantageto them in learning English language and literacy asa subject in the upper primary school grades? Theresults of this experiment will eventually be publishedas part of the over-all evaluation of the Kam/ MandarinBilingual Education Pilot Project.© Dennis MaloneCost of MaterialsDevelopmentThe Kam/ Mandarin Bilingual Education Pilot Projectis being planned and implemented over a 10-yearperiod from 1999 to 2009. The total cost of readingand instructional materials during this period isestimated at US$24,000. If that cost is distributedamong the children who have and will use thematerials, the figures below can be estimated: Grade 4 Kam student readingChinese textbook1st year preschool: 13.5 yuan (US$1.73)2nd year preschool: 13.9 yuan (US$1.78)Grade 1: 13.9 yuan (US$1.78)Grade 2: 8.7 yuan (US$1.11)Grade 3: 5.9 yuan (US$0.76)Grade 4: 4.4 yuan (US$0.56)Grade 5: 4.2 yuan (US$0.54)Grade 6: 4.2 yuan (US$0.54)[ 83 ]
Thus, the book-fees for a child to pursue the whole Kam programme – excluding teachers’ aids - are 68.7yuan (US$8.81). 7Several factors should be taken into account when calculating the cost effectiveness of the materials.First, the materials are not quickly outdated and are durable enough to last over a period of years.Second, the materials have been tested and found effective, meaning that future Kam schools needonly reproduce more of the same if and when the programme expands. The number of students whowill use the materials over the 10-year period reduces the initial per capita cost of materials to a veryreasonable amount.Training and Equipping Kam TeachersIf the provision of a large quantity of Kam literature is one key to the success of the programme sofar, then a second key is surely the Kam teachers who have been selected and trained to teach theKam curriculum. Programme organizers estimate that prior to the start of the Kam/ Mandarin BilingualEducation Programme, fewer than 10 Kam adults possessed the reading and writing skills in Kam thatare required for teaching in a Kam language classroom.In January 2000, officials from the Rongjiang County Education Office interviewed 19 potential teachertraineesin Zaidang. Seven were selected for training. They were all mother tongue speakers of Kam andinhabitants of Zaidang. Their own schooling backgrounds varied, each having spent between 3 and12 years in the national education system. In March 2000, the seven trainees participated in a 4-weekworkshop for learning to read and write Kam. Four weeks was not enough for fluency, but laid a goodfoundation for Kam literacy upon which to build later.Thereafter, in August 2000, a further 3-week workshop in teaching methods was convened in Zaidang,attended by the same seven trainees as in March. Selection of four preschool teachers was thenannounced. Two were to serve in the upper community (Jiasuo), and two in the lower community(Zaidang). At each place, one teacher taught Preschool 1 (5-year-olds) and the other taught Preschool2 (6-year-olds). Classes began in September of 2000, using the same curriculum for 5-year-olds and 6-year-olds in the first year of the project. There were 16 or 17 children in each of the four classes. (Gearyand Pan, 2003, p. 282-283). A fifth teacher was employed to substitute for other teachers in the case ofenforced absences.How were these Kam teachers paid? Because of their educational backgrounds and the limited amountof training provided, the Kam teachers are not “qualified” in the same way as are the trained, certifiedteachers in the formal education system. A modest payment of about US$365 per year was allocated,though this was 67% more than salaries of the 5 temporary teachers at the primary school. That yearlyfigure has since been doubled due to the strong pressures on the Kam teachers to leave the villageand go to urban areas where they can make twice as much money in unskilled construction or factorywork.7 Based on personal communication from N. Geary in November 2006. The dollar figures are computed based onthe exchange rate of 7.8 yuan to 1 US dollar.[ 84 ]
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: Kam Children SingThe singing classe
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
show all

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

Create successful ePaper yourself

Delete template?

Save as template?