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

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Basic TrainingAfter recruitment, teachers are given Basic Training first for 12 days, where they learn:••••••••••••What is Education? Types of Education – Formal, Informal & Non-formalObjectives of Basic/Primary Education and Importance of Mother LanguageProblems of Primary Education in the CountryChild Behavior and Role of the TeacherMethods of Teaching, Display, Group Discussion, Role Play, Q&A, Field Trip/Educational Tour andDifferent Teaching TacticsTypes of Education Materials and How to Use the Mmaterials; How to Prepare Learning Materials UsingLocal Resources AvailableMaintenance of Class DisciplineImportance of Co-curricular Activities and Kinds of Co-curricular ActivitiesImportance of Evaluation and Techniques of EvaluationTeacher-Parents RelationshipImportance of Lesson Plans; How to Prepare Lesson Plans; Steps of Lesson PlanningSimulation of Class TeachingFacilitation TrainingThe second training for the teachers is about Facilitation and involves three days. It includes:••••Qualities of a Facilitator; Role of a FacilitatorWhat is Communication; Types of Communication and Features of Good CommunicationInter-personal Relations; Child Psycholog; Self-Control and Teaching TechniquesConceptual Knowledge on the Subjects to Teach to ChildrenChild Rights TrainingThe third training is for three days duration, and is on Child Rights. The themes taught include:••••Definition of Child, Prime Rights of Children, Child Labor, Risk of Child LaborNature of the Child and Their Behavior; Inter-personal RelationshipChild Abuse, Types of Child Abuse, and How to Prevent Child Abuse; Child TraffickingChild Marriage; Consequences of Child MarriageChild-to-Child Training© ASHRAIThe fourth training is also for three days, and studiesChild-to-Child Training. Topics include:• What is Child-to-Child Training, Its Importance &Objectives• Steps of Child-to-Child Training, PRA Tools – BodyMapping, Flow Chart/Result Tr and Mapping• Awareness-raising Issue Selection; Selection of Toolson the Basis of the Issues• Materials Development; Child-to-Child ActivitiesPlanning & Implementation A teacher training session[ 39 ]
Before opening the school, the research team arranges a 2-day refreshers’ training for the teachers sothat they can undertake necessary preparations for opening the schools and dealing properly with thechildren. The training also provides an opportunity for the teachers to reinforce the knowledge and skillsthat they have already gained.Literacy Teaching Plan and MethodsBridging Plan between L1 and L2Although ASHRAI had considerable experience in education programming, it had no experience inworking with MLE programmes. As such, when the ARP project was launched in 2002, it did not considerand plan a strategy to bridge between the L1 and L2. As the early phase of the project progressed,however, the research team began contacting resource people and institutions to collect ideas forbridging the mother tongue-based instruction to the national language education. Towards this aim,ARP organized a very important workshop on “Language Bridging” on 27 September 2005 in Rajshahi.Community leaders, teaching professionals from the community, university students and ARP teacherresearch team members all participated to discuss and decide upon the bridging strategy. The workshopwas facilitated by consultants and research team members.© ASHRAI Workshop on “bridging” strategy development[ 40 ]
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: qualifications in the tribal commun
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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