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

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Table 1: Bridging Plan for ARP ASHRAIGrade Subject Prep. Phase Grade-1 Grade-2 Grade- 3 Grade- 4 Grade 5 MOICultural, Heritage& Co-curricularActivities12 months Story telling, Singing,Family good practices,Playing, etc.L1- Literacy - Oral fluency in MT for 1st06 months. &Reading & writing -Alphabet- 06 months.Continuing Continuing Continuing Continuing SadriReading,Writing & StorytellingReading,Writing, Storytelling & Retellingfrom L1to L2Story bookreading &Communicationskill dev.Activity basedStory BookReading &writing - 1dayin a weekDoL1 – SS - Listening from theTeacher as StoryDo Do - - DoL1- Math - Introducing with Figure,Shape & Counting–3months Fluency in MT &Knowing Numbers,Counting Numbers.Writing Numbers – 9monthsSimpleCalculation- - - DoL2- Literacy- Story Listening, Songs,Playing, and Activityperforming with TPR.Reading,Writing, Makingsentences fromwordsReading,Writing, Storytelling & Retellingfrom L2to L1Reading,Writing &MemorizingReading,Writing,Memorizing& ActivityperformingBanglaL2 – SS--Reading,Writing & Retelling,exerciseDo Do DoL2- Math - - Calculation Continuing Continuing Continuing DoL3- Literacy Recognizing Alphabetlast2 months of G1using TPRKnowing& writingAlphabet andBuildVocabulary withTPRReading,Writing &TellingReading,Writing, Telling& ActivityPerformingReading,Writing, Telling,Reciting& ActivityPerformingSadri-G2Sadri+Bangla-G3,Eng-G4Eng-G5% L1-100 (%)L1-90, L2-07 &L3 -03 (%)L1-70, L2-20 &L3-10 (%)L1-50, L2-35 &L3-15 (%)L1-20, L2-60 &L3-20 (%)L1-5, L2-75 &L3- 20 (%)Note : The above bridging plan will be reviewed further by the ARP research team and necessary changes ormodification will be made accordingly in the near future.[ 41 ]
Networking with Other OrganizationsASHRAI has established relationships with the governmental and non-governmental organizationsmentioned below in order to mobilize resources for capacity-building of ARP staff and promoteawareness/establish support for MT literacy programming in the country.Name of the OrganizationSIL BangladeshSupport ReceivedTraining on MLE capacity-building for ARP teachers, research staff andcommunity membersTilottoma Voluntary OrganizationSave the Children AustraliaCAMPE (Campaign for PopularEducation)Oraon FoundationTraining on reproductive health for ARP teachersTraining on child rights programming for ARP teachers and research staffTraining on education programme management and experience sharingfor teachers and research staffActive participation by the members for developing curriculum andeducation materials in SadriRegional Workshop on MLEVery recently, on 19 August 2006, ASHRAI organized a regional-level workshop for creating awarenessabout MLE among the tribal communities, civil society, government officers and NGOs working foreducation. It was largely attended by the Adivasi people and organizations from different districts ofRajshahi. Among the notable participants were the Deputy Director, Social Welfare Department; DistrictEducation Officer; Upa-zila Education Officer; a professor of Rajshahi University; and directors of NGOs.Participating NGOs expressed the desire to work together for developing and strengthening the effortsundertaken by the different organizations working in MT literacy programming. It is, thus, expected thatNGOs will come closer and uphold the cause of MT education for the Adivasis in the near future.Cost of Materials ProductionASHRAI’s approach for researching and developing education materials in Sadri was to mobilize andinsure participation of the Oraon communities. As a result, maximum participation from the communitypeople was possible and insured. The ARP involved community people in every event/activity as muchas possible. This effort to include the Oraon people was much appreciated by the community members,qand also helped to minimize the cost of materials production. The expense for printing the threeprimers (Hamar Boi Part-3, Poribesh Boi Part-3 & Charu-Karu Part-3) that were developed for Grade 3 in2006 was Tk. 86,718.00, based on a print-run of 40 copies each. Hence, per book printing cost was Tk.723.00 (US$10.63). However, this amount could be reduced with larger print-runs.Impact of the ProjectImpact on Education PolicyUntil 2002, when UNESCO initiated MLE programming through ASHRAI, no government policy norprivate organization addressed mother tongue-based education. The ARP project, together with anational seminar cum workshop that was organized in 2005 by UNESCO, UNICEF and SIL Bangladesh,have finally positively influenced policy makers and planners within both private national andinternational organizations. As a result, organizations are coming forward and providing support fordeveloping languages for ethnic minorities. Gonshashtya Kendra (GK) has been working for the Marma,[ 42 ]
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 and 46: qualifications in the tribal commun
Page 47: Before opening the school, the rese
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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