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

More documents

Recommendations

Info

$Math Lesson Plans level 4 Term 1$

Civic AwarenessDeveloping feelings of mutual cooperation, help and serviceEmpowering self and others by developing awarenessDeveloping feelings of responsibility among parents and childrenDeveloping positive attitudes by eliminating gender discriminationIncreasing public participation in social workDeveloping intimacy and friendship among various castes, tribal and native people••••••Clean EnvironmentCleaning house and surroundingsBuilding and using toiletsManaging waste•••Traditions and Culture• Preservation, promotion and improvement of the practice of worshipping gods and goddesses in thehouse and with the family• Preservation, promotion and improvement of the practice of ritually worshipping village deities• Ensuring the promotion, preservation and improvement of traditionally celebrated festivals• Protecting folk dances and other folk culture•Preserving and promoting various festivals and celebrations as well as other social and religiousrituals• Assisting in the development of the Tharu community by creating positive attitudes towards theconcept of Praganna and Guruwa (old tradition of healers or religious leaders, guruwas, being in chargeof certain parts of the area occupied by Tharus, praganna), which was developed in ancient times forthe purpose of conducting social and religious rituals within the Tharu communityWomen’s Development• Developing a positive view towards female participation in every decision taken for the family• Developing a positive attitude towards the need and importance of education for girls’ and women’sempowerment• Providing knowledge about legal provisions related to women and their inheritance, privileges andrightsCurriculum and Learning Materials DevelopmentDuring the needs identification activity, Tharus of different constituencies showed interest in producingand using more literacy materials in their language. Consequently, different approaches were followedto develop curriculum and literacy materials. First, the local people were consulted to suggest contentsfor literacy/NFE classes. Second, the process of translating the MOES-produced materials in the Tharulanguage continued with the support of World Education. Third, the Tharu facilitators felt proud thattheir traditions and cultural heritage were included in the curriculum and literacy materials. Fourth, localelites were allowed input into the contents related to Tharu culture and religion. Finally, the concernsand suggestions of the respondents were analyzed, and the class materials were developed by theexperts as a literacy package.[ 135 ]
Most of the NFE programmes implemented in Dang havebeen using literacy materials developed by MOES and otherorganizations like Naya Goreto, Naulo Bihani and MahilaShikshya since 1985 . Feedback from learners and facilitatorsshows that these NFE materials are not community-specific;the Tharu way of life and culture are not depicted in it. Thisrealization led to convincing NFE service providers to developmaterials in their own language. As an important output ofthis process, a Tharu literacy primer called Paschim ko Phool,aTharu grammar book called Lirausi Byakara, and a ‘GurbabaDictionary’ were published. Additional literature like BarkiMaar, music cassettes and posters in the Tharu language were also developed.At the central level, World Education organized a 3-day workshop on mother tongue literacy materialdevelopment in 1997. Three experts each for the Tharu and Limbu languages were brought together.This resulted in the production of Muthlihai in the Tharu language and Chotlung in Limbu during 1997/98.Muthlihai classes were conducted in Bardiya, but initially they suffered from lack of resources. However,in 2005, with some assistance from UNESCO, a new series of literacy primers called Shosanse Shikshyaor(From Education to Education) was developed.Teachers / FacilitatorsThe criteria for hiring facilitators to conduct the literacy classes in the Tharu language was identified,and included:(a) Candidates should be trained and experienced in teaching literacy classes, whenever possible.(b) Vacancies should be announced in the local papers to ensure a fair competition.(c) They should belong to the local community and hence should speak the language and be wellfamiliar with local culture and traditions.(d) Candidates should perform successfully in the pre-service training.Following these criteria, BASE chose the needed facilitators in its project area. In addition, there wereother criteria in selecting facilitators such as level of dedication, friendliness, and attitude towardsliteracy classes. Once the facilitators were chosen, they were given a 6-day training about the learningand teaching processes as well as about the use of Tharu language textbooks. Additionally, a 3-day inservicetraining was given to update their facilitating skills.Going through the process, the qualified facilitators opined that the participants highly preferred learningin the Tharu language over learning in Nepali. In Dokrena village, none of the initial 25 participants havedropped out, and three additional individuals have joined the classes. In Besahi village, the facilitatorhad to refuse many interested individuals because she had already selected 25 participants. Classattendance is very regular in all communities. The most obvious reason for preference of their mothertongue is because they understand the language better. A facilitator shared her experience of having torepeatedly translate Nepali to Tharu while previously conducting classes in the Nepali language alone.All facilitators insist that there is no use of Nepali in the current literacy classes. However, some of thefacilitators (in Dokrena and Uttar Kapradevi) have admitted that they themselves found it harder to read[ 136 ]
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 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 and 140: een forced into bonded labor. Cultu
Page 141: cows, bulls, sheep, and goats) kept
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?