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 ...
Positive ResponseNPKOM continued to garner attention throughoutStage 3, including newspaper articles and a televisiondocumentary. Minister of Education ChaturonChaisaneg, who as a university student had taughtThai to Hmong tribal children, visited the projecton 5 January 2006. He proclaimed it a “miracle,” andencouraged ONFEC to establish bilingual programmesfor other villages and language groups. Educationofficials from across Thailand made the arduousjourney to Nong Ung Tai to learn more about theproject. Her Royal Highness Princess Maha ChakriSirindhorn visited the project in February 2006.© ONFECNetworking with Other OrganizationsNPKOM is the result of cooperation between the Office of the Non-Formal Education Commission of theThai Ministry of Education, UNESCO-Bangkok, and SIL International. Nonetheless, the project has attractedthe interest of other organizations, including UNICEF and various international non-governmentalagencies. The project organizers are keen to share their experiences with all interested parties. Ministerof Education Chaturon Chaisang suggested that developing sound bilingual programmes in Thailandcould benefit Thailand’s neighbors, as many ethnic groups are spread across several South-East Asiancountries.Cost of the ProjectIn terms of project costs, a significant portion of the budget has been used for transportation for projectfacilitators and advisors coming from Bangkok and for travel/lodging for workshop participants. 7Reading materials developed in the community and at workshops have been produced by hand andon computers and photocopiers. Teachers and students often color illustrations by hand using coloredpencils. Thus, the cost of materials to produce one Big Book is approximately 150 baht (US$3.75), whileeach small book is approximately 50 baht (US$1.25).Teaching materials for the expanded programme have been produced in higher quantities and on higherquality paper. The cost is equal to the printing cost of a Thai language textbook. As project facilitatorsand teachers continue to learn more about the process of material development and as they continue todevelop confidence in their abilities, especially as Northern Pwo Karen trainers are empowered to takemore responsibilities previously done by outside consultants (teacher training, materials development,etc.), costs will drop further.7 UNESCO grants were used for workshop-related expenses; the ONFEC funded implementation.[ 155 ]
Impact of the ProjectImpact on Education PolicyAs mentioned earlier, NPKOM is the first true mothertongue-firstbilingual programme for ethnic minoritiesin Thailand. As such, many look to NPKOM as a modelfor programmes in other areas and languages. Lessonslearned from NPKOM are impacting educational policy,as the Ministry of Education seeks to determine thebest way to “grow” sound bilingual programmes thatare linked to national educational requirements.© ONFECImpact on LearnerParticipation© ONFECLearning participation in NPKOM is higher than thatnormally found in Thai rural schools. This stems fromtwo factors: first, the teaching methodology and,second, the use of the mother tongue.The multi-strategy approach utilized at NPKOM ishighly interactive. Classroom activities are designedto fully involve the children in the learning process.The children sing, participate in group reading andwriting exercises, perform total physical response(TPR) routines, etc. This is quite different from the rotelearning style seen in most rural Thai classrooms.Interaction is also encouraged by the use of the mothertongue. Many have observed that minority childrenin monolingual Thai schools seem very “shy” — hesitant to speak and reluctant to participate in classactivities. Many students feel perpetually confused, many teachers perpetually frustrated. In some cases,well-intentioned officials have classified groups of ethnic minority children as “slow learners” and placedthem in programmes for the mentally challenged. The problem does not lie with mental facilities, butwith language abilities.In NPKOM, the children begin their studies in their mother tongue. The knowledge that they bring withthem to the classroom is appreciated, affirmed, and built upon. They gain confidence in the skills oflistening, speaking, reading and writing their first language first. Then, when they bridge to Thai, theyalready have had many positive school experiences; success breeds more success.Both Thai and Northern Pwo Karen NPKOM teachers report much greater class participation andenjoyment as a direct result of allowing the children to use their mother tongue. Schools become muchmore “child friendly” when the children’s mother tongue is used in the classroom![ 156 ]
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Impact <strong>of</strong> the ProjectImpact on Education PolicyAs mentioned earlier, NPKOM is the first true mothertongue-firstbilingual programme for ethnic minoritiesin Thailand. As such, many look to NPKOM as a modelfor programmes in other areas and languages. Lessonslearned from NPKOM are impacting educational policy,as the Ministry <strong>of</strong> Education seeks to determine thebest way to “grow” sound bilingual programmes thatare linked to national educational requirements.© ONFECImpact on LearnerParticipation© ONFECLearning participation in NPKOM is higher than thatnormally found in Thai rural schools. This stems fromtwo factors: first, the teaching methodology and,second, the use <strong>of</strong> the mother tongue.The multi-strategy approach utilized at NPKOM ishighly interactive. Classroom activities are designedto fully involve the children in the learning process.The children sing, participate in group reading andwriting exercises, perform total physical response(TPR) routines, etc. This is quite different from the rotelearning style seen in most rural Thai classrooms.Interaction is also encouraged by the use <strong>of</strong> the mothertongue. Many have observed that minority childrenin monolingual Thai schools seem very “shy” — hesitant to speak and reluctant to participate in classactivities. Many students feel perpetually confused, many teachers perpetually frustrated. In some cases,well-intentioned <strong>of</strong>ficials have classified groups <strong>of</strong> ethnic minority children as “slow learners” and placedthem in programmes for the mentally challenged. The problem does not lie with mental facilities, butwith language abilities.In NPKOM, the children begin their studies in their mother tongue. The knowledge that they bring withthem to the classroom is appreciated, affirmed, and built upon. They gain confidence in the skills <strong>of</strong>listening, speaking, reading and writing their first language first. Then, when they bridge to Thai, theyalready have had many positive school experiences; success breeds more success.Both Thai and Northern Pwo Karen NPKOM teachers report much greater class participation andenjoyment as a direct result <strong>of</strong> allowing the children to use their mother tongue. Schools become muchmore “child friendly” when the children’s mother tongue is used in the classroom![ 156 ]
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