Mother Tongue-based Literacy Programmes: Case Studies of Good ...
Mother Tongue-based Literacy Programmes: Case Studies of Good ... Mother Tongue-based Literacy Programmes: Case Studies of Good ...
••••••“Big Books” (12), accompanied by “word card sets”“small books” (33)A tape of traditional Northern Pwo Karen songs, as well as children’s songs translated from ThaiA book of pre-writing and basic letter-writing drills (introducing all the consonants of Northern PwoKaren)A book of basic reading drills (introducing all the consonants and vowels of Northern Pwo Karen)Cultural calendar posterEnvironmental issues were highlighted in the April and June meetings, resulting in some teachingmaterials and activities geared toward conservation.Strengthening Implementation (2005-06)By the end of 2004, a good foundation had been laid interms of community support, ministry-level support,materials production, etc. However, the programmefaced several challenges. Due to health concerns,family situations, and other commitments, the externalproject consultants were unable to visit the projectsites during 2004. In addition, two key teachers leftthe project to accept positions in the formal educationsystem, which offers better pay, better benefits, andgreater job security.In January 2005, ONFEC staff with SIL multilingualeducation consultants visited Nong Ung Tai village.They found that, while the teachers and communitywere enthusiastic about the programme, the teachers did not yet fully understand the process of helpingchildren to begin learning in their mother tongue and then adding the second language. Some teacherswere teaching smaller children (whose Thai was very limited) to read and write Thai at the same timethey were teaching the Pwo Karen alphabet.© ONFECLessons learned during this visit prompted Stage 3 ofthe project, during which the ONFEC planned moreregular classroom visits, developed more detailedteaching plans and conducted several in-servicetraining workshops. In these workshops, Pwo Karenteachers finished developing their primer (to teachthe letters of the alphabet) and received training tobecome trainers of future teachers. The Pwo Karenteachers were assigned to teach the younger children,and the Thai teachers the older ones. It was decidedthat the then-youngest group of children wouldrepresent the first cycle of the improved programme,which commenced during the second school term of2005.© ONFEC[ 153 ]
Teaching Plan: Bridging to the National LanguageGuided by a clearer understanding of the processand additional materials, with the support of regularconsultant visits and with an additional grant fromUNESCO, the project went forward stronger thanbefore. Inspired by materials from Papua New Guinea,ONFEC personnel began developing a total curriculumbased on the learning standards stipulated in theThai national curriculum, but geared to helping PwoKaren (and other minority) children achieve requiredcompetencies in each grade, but in a bilingual setting.A cultural mathematics course was inititated, drawingupon mathematical concepts implicit in the village© ONFECsetting (patterns used in weaving, shapes of traditionaltatoos, the angles of thatched roofs, the balancingmechanism of traditional foot-operated rice mills, etc.). Detailed daily and hourly lesson plans weredrawn up, much to the relief of teachers who had been stressed by having to create their own lessonplans. Existing materials were revised and new ones created, as needed. Work on materials for “bridging”to Thai commenced, including Total Physical Response (TPR) for developing Thai listening and speakingskills, a “Transitional Primer” (to systematically introduce students already literate in Northern Pwo Karento Thai reading and writing), and diglot books with parallel Thai and Northern Pwo Karen sentences.100%90%80%70%60%Table 1: Grade Level Progression Plan Envisioned Mid-2006K1 K2 P1 P2 P3 P4 P5 P6Build capacityin oral L1; L1as Languageof Instruction(LOI), allsubjectsBuild capacityin oral L1;Introduce L1literacy; L1 asLOI all subjectsBuild capacityin oral andwritten L1;L1 as LOI allsubjectsBuild capacityin oral andwritten L1;L1 as LOI allsubjectsBuild capacityin oral andwritten L1; L1as LOI mostsubjects50% Develop oral40%30% L2 oral skills20%taught as10% Songs in L2secondSongs, TPR in L2languageBuild capacityin L2 oral skills.Introduce L2literacy.and writtenL2; L2 for somesubjectsBegin listeningL3Build capacityin oral andwritten L1; L1as LOI mostsubjectsDevelop oraland writtenL2; L2 for somesubjectsBegin writtenL3L1 somesubjectsDevelop oraland writtenL2; L2 for mostsubjectsDevelop L3L1 somesubjectsDevelop oraland writtenL2; L2 for mostsubjectsDevelop L3L1 = Northern Pwo Karen Source: NPKOM Grade Level Progression 6L2 = ThaiL3 = English6 It should be noted that content subjects, such as science and math, are taught in the L1 in the early grades.Teachers may utilize the “sandwich” method for content courses in upper primary grades. This involves introducinga concept in the L1, explaining key L2 vocabulary in the L1, teaching the bulk of the lesson in the L2, andproviding a final summary in L1.[ 154 ]
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••••••“Big Books” (12), accompanied by “word card sets”“small books” (33)A tape <strong>of</strong> traditional Northern Pwo Karen songs, as well as children’s songs translated from ThaiA book <strong>of</strong> pre-writing and basic letter-writing drills (introducing all the consonants <strong>of</strong> Northern PwoKaren)A book <strong>of</strong> basic reading drills (introducing all the consonants and vowels <strong>of</strong> Northern Pwo Karen)Cultural calendar posterEnvironmental issues were highlighted in the April and June meetings, resulting in some teachingmaterials and activities geared toward conservation.Strengthening Implementation (2005-06)By the end <strong>of</strong> 2004, a good foundation had been laid interms <strong>of</strong> community support, ministry-level support,materials production, etc. However, the programmefaced several challenges. Due to health concerns,family situations, and other commitments, the externalproject consultants were unable to visit the projectsites during 2004. In addition, two key teachers leftthe project to accept positions in the formal educationsystem, which <strong>of</strong>fers better pay, better benefits, andgreater job security.In January 2005, ONFEC staff with SIL multilingualeducation consultants visited Nong Ung Tai village.They found that, while the teachers and communitywere enthusiastic about the programme, the teachers did not yet fully understand the process <strong>of</strong> helpingchildren to begin learning in their mother tongue and then adding the second language. Some teacherswere teaching smaller children (whose Thai was very limited) to read and write Thai at the same timethey were teaching the Pwo Karen alphabet.© ONFECLessons learned during this visit prompted Stage 3 <strong>of</strong>the project, during which the ONFEC planned moreregular classroom visits, developed more detailedteaching plans and conducted several in-servicetraining workshops. In these workshops, Pwo Karenteachers finished developing their primer (to teachthe letters <strong>of</strong> the alphabet) and received training tobecome trainers <strong>of</strong> future teachers. The Pwo Karenteachers were assigned to teach the younger children,and the Thai teachers the older ones. It was decidedthat the then-youngest group <strong>of</strong> children wouldrepresent the first cycle <strong>of</strong> the improved programme,which commenced during the second school term <strong>of</strong>2005.© ONFEC[ 153 ]
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