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

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To identify the learning needs, the following steps were undertaken:National Education Policy review•••••••••••••••Goal & Objectives for Primary Education reviewDiscussions about the expectation of the Oraon community for education of their childrenIdentification of Aims and Objectives for the Oraon children’s primary educationIdentification of attainable terminal competencies for the Oraon children’s primary educationIdentification of subject-based attainable terminal competencies for Oraon primary educationThe team used the following processes for curriculum/material development and training:Curriculum & Material Development Evaluation Training•••Direction for writing Text BooksOrientation for the WritersPreparation of Draft TextsPre-evaluation of Draft TextsEditing of Draft TextsDevelopment of Text Books and FinalizationDevelopment of SupplementaryReading Materials and Teacher’s GuidePrinting of Books/TextsClass Test/Feedback from the Students andTeacherEditing and Finalization and Printing Books/Texts•••Development ofStrategy and Plan forEvaluationRecord Keeping ofEvaluationIdentification of learningdeficiencyMeasures forovercoming learningdeficiency•••••Identification of Subjects/Areas for Teachers’ TrainingDevelopment of TrainingMaterialsPre-service (Basic) TrainingSkill development TrainingMonitoringRefreshers’ TrainingProcess of Developing and Producing MaterialsAt every stage of language development, ASHRAI’s research team involved the Oraon community veryextensively. Likewise, a curriculum development workshop was attended by research team members,material development team members, community representatives and educationists who had expertisein education materials development. Some of the experts had similar experiences working in the past onmaterial development for NGOs and for Governmentprimary school curriculum development initiatives.ASHRAI was extremely pleased that Oraon communitymembers representing all walks of life activelyparticipated in the different stages of curriculumand material development. They were very helpful inproviding relevant information that directly assisted inmaking the primers reflective of the Oraon’s practicallife situation.At the beginning of the workshop, objectives ofthe workshop and tasks to be performed by theparticipants were explained clearly so that theyunderstood the process well and could performtheir noble tasks properly. Through group work© ASHRAI Community leaders participate in acurriculum development workshop[ 35 ]
and discussion in the plenary, age- and grade-appropriate subjects to be taught were finalized. Afterparticipants determined the subjects, like Language (literature), Environment (SS), Arithmetic, Science,Personal Hygiene, etc, they were again divided into groups and asked to decide what topics/issues/learning would be taught under each category. For this they had to consider what competencies thechildren would need to learn after each year of study based on the Primary Curriculum of the NationalCurriculum and Text Book Board (NCTB). They also needed to consider how to integrate their indigenoussocio-cultural tradition and practices in order to meet the community expectations for learning, whichhad already been expressed to them.Examples : Children should learn about traditional heroes. In such a case, the Oraon children would learnabout the Shidu-Kanu, who fought against British rule and sacrificed their lives for the cause of tribalinterest. During the month of February, children would learn about the importance and glory of theirown mother-tongue languages on the occasion of International Language Day.Contents of Curriculum and MaterialsTo develop curriculum and relevant materials fortextbooks, writers were selected from the Oraoncommunity. ASHRAI arranged an orientation on writingfor textbook development, which was facilitated byresearch consultants. , NCTB’s policies for primaryeducation, which strongly emphasizes literacy and lifeskills, were duly considered so that mainstreaming intohigh schools would be easily possible with requisitecompetence. Consultant explains materialdevelopment for primers© ASHRAI© ASHRAI Participnts prepare for a groupassignmentIn order to help the writers create the topics/contents,they were also provided guidelines for preparing ageappropriategraded materials, i.e. i) the number ofwords to be in a sentence, ii) avoidance of conjointletters for making a word, iii) use of simple words,iv) use of words that would be commonly employedin day-to-day life. To prepare exercises for eachcontent/topic, guidelines focused on short questions,filling gaps with appropriate words, word matching,multiple choice, and true or false. For language books,grammatical terms like “tense,” “opposite words,”and “masculine and feminine gender words,” wereincluded in the guidelines, as well. Writers were alsoasked to include moral/ethical materials that wouldact to guide children towards practicing responsibleand safe behaviour. Apart these guidelines, the writerswere given freedom to choose specific topics/contentsso that they could do their best to create engagingmaterial.[ 36 ]
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: Orthography DevelopmentDuring early
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 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 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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