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

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Learners not meeting the minimum activities foradvancement received remedial instruction from thetutor and were tested again so that they could join thenext phase.Questions in the formative and summative evaluationsrevealed comprehension in reading, writing andarithmetic skills. In Phase I and Phase II, the questionsused the Sundanese language and incorporatedappropriate materials from the learners’ environmentin Kampung Cibago with varying levels of difficulty.To determine whether learners passed the examinationor not, the following scoring and criteria were used:Scoring of Reading, Writing and Arithmetic Results :No. Score Criteria1. 0-15 Poor2. 16-30 Sufficient3. 31-50 GoodScore of Reading/Writing Speed Points :No. Rate / Second Criteria1. 0-3 Fast2. 4-6 Average3. 7-10 LowProficiency MeasuresIn 2005, BP-PLSP staff learned of an Informal Reading Inventory (IRI) used by SIL International in EasternIndonesia to measure reading and writing proficiency. SIL agreed to let the tool be adapted and usedin Kampung Cibago. From July to September 2006, reading and writing proficiency in both Indonesianand Sundanese were measured using the newly adapted instrument. A random sample of 70 residentswas surveyed in both Sundanese and Indonesian using the instrument. Results have been reported in abook produced by BP-PLSP, Jayagiri. 4© BP-PLSPSumative evaluation is sometimes watched bythe learners’ children, which can motivate thenext generation to value education.4 Final Report : Using an Instrument to Measure Literacy Levels. 2006. BP-PLSP Regional II, Jaragiri, Lembang, Bandung,West Java, Indonesia.[ 121 ]
Impact of theProgrammeThe KFBI programme in Kampung Cibago hasimpacted several facets of community life:© BP-PLSPIncome-generating activities duringKFBI include the making of strawbrooms with resources found in thelearners’ environment.Impact on Educational PolicyBefore the KFBI programme, people in Cibago lackedthe ability to read, write and do arithmetic or tocommunicate in the Indonesian language. Some werepre-literate. The educational situation of the majorityof Cibago people was low, as many had dropped outfrom Elementary School at Grade 4 or less. Therefore,Cibago residents needed the KFBI programme tohelp them in mastering necessary reading, writingand arithmetic skills applicable to daily life, as well asto learn how to communicate in the Indonesian language while maintaining their local culture andlanguage heritage.After joining the KFBI programme, the Cibago people could use their newly acquired reading, writingand arithmetic skills in their daily lives. These skills enabled them to read Sundanese newspapers, writearticles to be included in the newspaper, fill in forms, calculate income and profit or loss of their homebusiness, and so on. Little by little, they were also beginning to read and write in Indonesian well.Cibago parents now encouraging their children to stay in school and they have begun a new preschoolprogramme for mothers and young children.A major impact of the Cibago programme has been interest generated in other areas of the country forbeginning mother tongue programmes. The Jayagiri staff held a dissemination seminar in December forNon-formal Education leaders from the other four regions, which continues to generate interest.Impact on LearnerParticipationPrior to joining the KFBI programme, the Cibagopeople didn’t dare express their ideas to strangers. Butafter joining the programme, they could express theirideas in class and actively asked for clarification fromthe tutors (who were outsiders) about unclear items.© BP-PLSPPaddy fields serve as an appropriatebackdrop for dicussing agriculturaltopics.The learners joined in the tasks of preparing thelearning place, providing cooking utensils, or cleaningup after instructional times.Learners’ comprehension of the material was quitevaried. Some learners could grasp the material easily,but others had more difficulty understanding the[ 122 ]
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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
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Before opening the school, the rese
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Networking with Other Organizations
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A small baseline study was conducte
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parents of the children studying in
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Awareness Creation and Opinion Form
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Table 2: At-a-Glance Status of MT S
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Tasks for National and Internationa
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© POEYS
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BackgroundCurrent Situation of Mino
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of instruction, but the Bunong chil
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Process and Cost of Developing and
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vocabulary, containing only sounds
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Impact of the ProjectImpact on Educ
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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: BP-PLSP Region II has distributed a
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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