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

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including potential facilitators, supervisors, learners (the project targeted illiterate groups), Mahatanwa,household male/female heads, and local community leaders were involved in the process. The survey wasconducted in the following eight villages located in Tulsipur municipality and four Village DevelopmentCommittees (VDCs):Narayanpur V.D.C.:•••Dokrena villageJharbaira villageKhaira villageSaudiyar V.D.C.:• Besahi villageTulsipur Municipality:• Uttar KaparadeviGanga Praraspur V.D.C.:Banki villageJhali village••Gadhwa V.D.C.:• Ghoraha village© BASEMost of the Tharu community members were found to be living under the poverty line, and some werefound to be living in extreme poverty. Most were found to be illiterate, with the literacy rate being muchlower for women than for men. The survey also found gender discrimination to be prevalent in the Tharucommunity.It appears that the Tharu community has lost much of its heritage, with many of the social traditions,lifestyles, costumes and ornaments that once used to be an important part of the Tharu communitybeing either extinct or on the verge of extinction. Cultural customs and traditions that used to be partof weddings, festivals and rituals are fast disappearing in the community. Ancient gods and goddesses(bhuihyars) that once used to hold important places in Tharu culture are no longer worshipped.Additionally, many historical and religious monuments and other cultural sites of the Tharu culture arecompletely or partially destroyed. Although there is a script for the Tharu language, the written Tharulanguage is in danger of disappearing because it is used so little. Similarly, Tharu literature, music, artsand dances are also disappearing.Agriculture is the main livelihood of the Tharu community. However, Tharus have historically beenexploited and stripped of their land and other property and forced into bonded labor, slavery and laborwithout pay. Although the practice of kamaiya, or bonded labor, is no longer legal, the practice does stillexist. Many Tharus who are landless and displaced from their original villages continue to be exploitedthrough bonded labor and labor without pay. The survey found that even those who have some land havenot been able to yield increased production due to the traditional methods they still use in agriculture.Another problem faced by the Tharu community is the indiscriminate use of forest resources. Forest firesand domestic fires are common polluters of the environment in which Tharus live.There is a high degree of superstition and blind faith among Tharu community members. As a result,many of them die early due to lack of proper treatment or access to/use of health services. Healthconditions are also affected by the unhygienic conditions caused by the domestic animals (such as[ 133 ]
cows, bulls, sheep, and goats) kept by many Tharu people within their own homes. Unplanned andimproperly managed families (large numbers of children without proper birth spacing, lack of a sense ofresponsibility among parents, unequal division of labor) hamper the healthy development of children.Excessive drinking and spending (of money) are common habits that contribute to the social andeconomic problems of the community.A key issue found among Tharus is their lack of awareness about their rights as citizens of the country. Thisis compounded by the fact that Tharus as a community have no considerable presence or participationin any sector of the country.Based on the above general findings, the following topics were chosen to be included in the Tharumother tongue curriculum.Family Life• Knowledge and information about the work,rights and duties of parents, children and otherfamily members• Development of feelings of cooperation, help andempathy among family members and neighbors• Creation of a vision of a happy and healthy family• Knowledge about reproductive health, life stages,marriageable age, birth spacing, and familyplanning for teenagers• Methods of safe delivery• Awareness of the benefits of a well-plannedfamily© BASEAgriculture and Income GenerationFarming with advanced methods to increase productionStoring produce and grainsSelecting healthy seeds for plantingPlanning and allocating grains for personal use for a yearSelling in order to manage finances at homeInvesting labor in income-generating work to develop income-generating skillsDeveloping positive views on spending within one’s meansImproving behavior to save and spend wisely on cottage industries and trades••••••••Health and NutritionHabits for personal hygieneDeveloping the habit of eating fresh, healthy and nutritious foodDeveloping the habit of drinking clean waterChanging superstitious habits into positive viewsDeveloping awareness about diarrhea and other diseasesTaking care of pregnant womenMethods of safe delivery and care of newborn babiesIntroduction of safe delivery equipment••••••••[ 134 ]
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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
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Komly Boek: Bilingual NFE TeacherMy
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© Norman Geary
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BackgroundThe Kam 1 of south centra
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‘Rice feeds the body, songs feed
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(Putonghua) in education. Neverthel
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do anything else with Chinese. Now
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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 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: een forced into bonded labor. Cultu
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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