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

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Unauthorized OrthographyWithout an officially authorized orthography, any expansion of the Kam-language education mightbe hampered. Because of the relatively small programme and limited location, the unauthorizedorthography has not been an obstacle. However, if the programme were to expand, the need to printlarge numbers of instructional and reading material may pose a problem.Negative Attitudes of Some Community MembersThere are a few educated and influential Kam individuals who see no value in their ethnic language, arenot transmitting it to their children and, in fact, do not speak it anymore themselves. These individualsmay be able to influence others to abandon their heritage language and culture. However, the Kam/Mandarin Bilingual Education Pilot Project has already touched Kam people’s awareness of their culturaland linguistic treasures. Perhaps the best defense against the defection of Kam members is the delightand satisfaction that Kam children are experiencing in their bilingual education classrooms.RecommendationsKam Pre-primary and Primary Bilingual Education Components. Because the optimal time for Kamlanguage instruction is in the two pre-primary years of schooling, the pre-school curriculum andinstructional programme needs to remain strong. The selection and training of teachers in this levelshould be given highest priority in the programme.Also, because the language of instruction moves rapidly to Mandarin, the Kam bilingual educationprogramme needs to include a component of continuing development of and experiences in Kamliteracy and learning skills. Indeed, that is already in the programme plan. Its importance is emphasizedhere because it is crucial if the long-term benefits of mother tongue education are to be realized.If possible, time should be given in each of the primary grades for the Kam children to revise and reflecton their learning in Chinese by discussing their lessons in Kam. They can practice translating newconcepts from Mandarin to Kam, or ask questions in Kam for clarification. Such a segment need not belonger than 30 minutes, but its value would be: (1) in giving teachers a clearer idea of what conceptsare understood and which are not, and (2) in enabling the Kam learners to continue the developmentof their mother tongue for higher thinking skills. Research elsewhere has confirmed that first languagecognitive abilities transfer readily to the second language that is being learned.Community and Government Support. The Kam/Mandarin Pilot Project still has three years to run.During that time, the project coordinators will need to continue their efforts to maintain and increasecommunity and government awareness of and support for the Project. Educational innovations like theKam programme cannot be sustained without the commitment of the local community to a multilingualeducation for their children. Nor can such a programme be sustained—much less expanded—withoutthe moral and material support of the Government Education Commission. If governmental support canalso extend to the official approval of the Kam orthography, so much the better.Where does all this leave the little girl we imagined at the beginning of this booklet? As mentionedin the opening paragraphs of this booklet, the houses of some Kam villages are all connected to eachother. Is the community’s primary school also connected to those homes? Or is it a separate building,[ 91 ]
detached from the village and different, “home” of an unknown language? Is it a place the little girl willfeel at ease, or is it a strange and alien world of incomprehensible words and activities?The Kam/Mandarin Bilingual Education Project is, in one sense, an effort to connect the home life ofthe little Kam girl, her friends and cousins in Zaidang village with the school in which those childrenare being educated. Such a connection will enable the young Kam learners to travel both directionsbetween their home language and culture and the language and culture of the Chinese nation. Thenthey can be productive participants in the development of both the Kam community and the largersociety in which the Kam live. Such a connection will communicate to the children that they can be Kamand they can also be valued and equal citizens of the People’s Republic of China.Not that hard to imagine, is it?[ 92 ]
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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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In Thailand, participation in schoo
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would there be projects to cover al
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© UNESCO/D. Riewpituk
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BackgroundBangladesh is a delta lan
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As a consequence, literacy rates am
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Orthography DevelopmentDuring early
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and discussion in the plenary, age-
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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: they were persuaded of its value (t
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
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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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