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

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Annex 1: ContributorsThe People’s Republic ofChinaMr. Dennis MaloneSIL InternationalE-mail: dennis_malone@sil.orgIndonesiaMs. Kay RingebergeSIL InternationalIndonesiaE-mail: kay_ringenberg@sil.orgMr. Ade Kusmiadi, Jayagiri, IndonesiaNational Education Department(BP-PLSP) Regional II JayagiriIndonesiaE-mail: nfe_jayagiri@yahoo.co.idCambodiaMs. Mariam SmithInternational Cooperation Cambodia (ICC)E-mail: mariam_smith@icc.org.khMr. Tim SangvatProvincial Office of Education, Youth, and Sport(POEYS) in MondulkiriMondukiri ProvinceCambodiaE-mail: sangvat99@yahoo.comNepalMr. Chij ShresthaWorld Education, NepalRatopul, KathamnduNepalE-mail: chij@wei.org.npMs. Wisanee SiltragoolOffice of Non Formal Education Commission(ONFEC)Ministry of EducationE-mail: wisanee44@yahoo.comBangladeshMr. A.O.M. Abdus SamadASHRAI, RAJSHAHIBangladeshE-mail: samad@bol-online.comIndiaDr. Devdatta BarkatakiState Resource CenterE-mail: srcassam@hotmail.comUNESCO BangkokMr. A.H.A. HakeemCoordinatorAPPEALE-mail: a.hakeem@unescobkk.orgMs. Darunee RiewpitukProgramme SpecialistContinuing EducationAPPEALE-mail: r.darunee@unescobkk.orgMr. Roshan BajracharyaProgramme OfficerLiteracy and Continuing EducationAPPEALE-mail: r.bajracharya@unescobkk.orgThailandMr. Kirk R. PersonSIL InternationalThailandE-mail: kirk_person@sil.org[ 162 ]
Annex 2: ReferencesMother Tongue Literacy Programmes in Asia and thePacific: A Review of Selected Case StudiesBaker,C. (2001) Foundations of bilingual education and bilingualism (3rd edn.) Clevedon: MultilingualMattersCarolyn J. Benson (2002) “Real and Potential Benefits of Bilingual Programmes in Developing Countries”International Journal of Bilingual Education and Bilingualism, Vol. 5, No. 6, pp.303-317.Gordon, Raymond G., Jr. (ed.), 2005. Ethnologue: Languages of the World, Fifteenth edition. Dallas, Tex.: SILInternational. Online version: http://www.ethnologue.com/.Hobsbawm, E. (1990) Nations and Nationalism Since 1780: Programme, Myth and Reality. Cambridge:Cambridge University Press.Hornberger, N. (2002) Multilingual language policies and the continua of biliteracy: An ecologicalapproach, Language Policy 1, 27-51.Kosonen, K. (2005) “The role of language in learning: what does international research say?” UNESCO Asiaand Pacific Regional Bureau for Education, pp. 87-95.Parkhurst, Stephen J. 1993. “Smalley’s ‘maximums’ of orthography design and sign languages.” Notes onLiteracy 19(2): 18-28.Rassool, N. (2000) Contested and Contesting Identities:Conceptualising Linguistic Minority Rightswithin the Global Cultural Economy. Journal of Multilingual and Multicultural Development, 2000 -channelviewpublications.net Pp-388Shaeffer, S. (2005), “Language Development and Language Revitalization: An Educational Imperative inAsia” UNESCO Asia and Pacific Regional Bureau for Education, Bangkok, Thailand.Skutnabb-Kangas, T. (1990) Language, Literacy and Minorities. A Minority Rights Group Report. London:Minority Rights Group.UNESCO, (1951) The use of vernacular languages in education: The report of the Unesco Meeting ofSpecialists. Reprinted in J.A. Fishman (ed.) (1968) Readings in the Sociology of Language. The Hague:Mouton. Pp. 688–716UNESCO, (2000) ‘Language in education’. Thematic Studies, Regional Framework of Action, Bangkok. Pp.1-6World Bank (2005) “In Their Own Language … Education for All” Education Notes, World Bank, WashingtonD.C. June 2005.[ 163 ]
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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
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Kam Children SingThe singing classe
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Thus, the book-fees for a child to
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advisers to the Project since its b
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Capacity to Learn the National Lang
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they were persuaded of its value (t
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detached from the village and diffe
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© State Resource Centre Assam
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BackgroundIndia is home to a large
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In the case of adult literacy, we h
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Curriculum and Learning Materials D
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About 70 volunteer teachers were en
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The majority of the learners have c
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the regional language and finally t
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[ 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 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: Annexes
Page 171 and 172: Lindholm-Leary, K. 2001. Dual Langu
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