Graded PrimersAt present, ARP has prepared graded materials for classes I, II and III, which includes <strong>Literacy</strong>, Arithmetic,Social <strong>Studies</strong>, Physical Science and English. The project has touched a total <strong>of</strong> 307 children.Teacher’s GuideThe Teacher’s Guide is an important tool for the teachers to give effective lessons to the students. Afterits completion, the ARP <strong>of</strong>fered training so that teachers would know how best to use the Guide forconducting effective learning sessions.Supplementary Reading MaterialsIn addition to the prescribed primers/texts, supplementary reading materials are very helpful inreinforcing and broadening children’s knowledge. So ARP took the initiative to prepare supplementaryreading materials for classes I, II & III. The preparation <strong>of</strong> these materials has been described earlier inthis report.Collection <strong>of</strong> Lexicons and Development <strong>of</strong> Word BookGlobally, the languages <strong>of</strong> ethnic minorities having no written script are endangered from extinction.Due to the influence <strong>of</strong> national languages, which are <strong>of</strong>ten required for life and livelihood purposes,ethnic minorities are being forced into a condition <strong>of</strong> abandoning their own languages in favor <strong>of</strong> themore widely spoken national languages. As a result, words and or vocabulary in mother tongue isgradually forgotten and becomes extinct. Indeed, many Oraon people have already lost many wordsbecause they’ve replaced them with Bangla in their conversations. Realizing this, the ARP research teambegan collecting Sadri words from various Oraon communities in northwest Bangladesh. Currently, 906words have been collected and verified. This is a notable achievement for the ARP, and it may serve thepurpose <strong>of</strong> making a dictionary and grammar book for Sadri in the near future.IPA TransformationThe stock <strong>of</strong> words gives an idea <strong>of</strong> a language’s range <strong>of</strong> vocabulary. As noted above, the ARP hasdeveloped the Sadri word book, and continuous effort will be given to enrich it. With this in mind, theresearch team has transformed those collected words into an International Phonetic Alphabet (IPA)version.Support for MLEASHRAI not only has successfully mobilized the community, implemented action research and developedcurriculum and graded materials in Sadri, it has also quite successfully motivated different donors like,SDC, NOVIB and NETZ to come forward and extend support for mother tongue-<strong>based</strong> education tothe children. At present, SDC is providing support for five schools, NOVIB for two and NETZ for threeschools. It is expected that NETZ will support more schools in the next year.[ 47 ]
Awareness Creation and Opinion FormationThe ARP, with its prime task <strong>of</strong> developing literacy materials in MT, is also engaged in spreading themessage about the importance <strong>of</strong> mother tongue-<strong>based</strong> education. ASHRAI hopes that policy makerswill adjust policy formulation and resource allocation, accordingly.Towards this aim, ARP organized a “Regional Workshop for Popularizing MT Education” in Rajshahi Cityon August 19, 2006. The workshop was attended by the Deputy Director <strong>of</strong> the Department <strong>of</strong> SocialWelfare, the District Education Officer, the Upa-zila Education Officer, and instructors from teachers’training institutes. Attendees also included the elite <strong>of</strong> the city and media pr<strong>of</strong>essionals. A large number<strong>of</strong> indigenous people from all over the district participated and spoke at the workshop.It is a matter <strong>of</strong> pleasure for ARP staff that many distinguished visitors from home and abroad havevisited the ARP schools:Sl. Organization Name <strong>of</strong> the Team Member Period01 NETZ-German Mr. Nicko Rickter and his team 27.10.200402 RDRS-Bangladesh Mr.Afser Ali and his team 24.11.2004Mr. Ramo Gautchi, DG <strong>of</strong> SDC03 SDC04 UNESCO-DhakaMr. Markus Wald Vogel,Country Director <strong>of</strong> Bangladesh & their teamMr. Wolfgang VollmannUNESCO Representative in Bangladesh, Mr Golam Kibria & Ms.Shahida PO UNESCO Bangladesh03.12.200407.12.2004Cost-Effectiveness <strong>of</strong> the ProjectAs was stated earlier, the ARP research team involved community people directly in developing coursecurriculum and education materials. This included leaders and educated community members whocontributed writings in Sadri. Moreover, tribal staff working in ASHRAI’s training unit also wrote texts ondifferent topics. The community members were very motivated and accepted the writing assignmentsas their own. During the materials development phase, writers and research team members would sittogether at the school premises <strong>of</strong> a tribal village to share, review and receive feedback from each otheron weekly holidays (Fridays). For these sessions, the research team spent a very minimal amount <strong>of</strong>money, which covered the cost <strong>of</strong> snacks and lunch for the participants. Organizers noted the enthusiasm<strong>of</strong> the participants, despite the <strong>of</strong>ten routine nature <strong>of</strong> the work. It is worth mentioning that a nonliteratecommunity person named Mr. Lalmohon Minj was inspired and wanted to contribute. He wasencouraged by the research team, and took up the issue <strong>of</strong> Haria drinking (a big problem for the Adivasicommunities). He prepared a short play to create awareness about the harmful effects <strong>of</strong> Haria. His shortplay (drama) was then transformed into written form in Sadri. After editing by a resource person, it wasprinted and published in Sadri. Now this drama is played by the children <strong>of</strong> the ARP in cultural functionson the occasion <strong>of</strong> festivals and other ceremonies.Thanks to community participation, too, the research team was able to prepare a word book <strong>of</strong> 900 Sadriwords with both Bangal and English definitions. The book was published, and has since been translatedinto IPA .[ 48 ]
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Mother Tongue-basedLiteracy Program
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- Page 5 and 6: ContentsAcronymsviPartI 1Mother Ton
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- Page 9 and 10: PartI
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- Page 14 and 15: Entrenchment of the common (majorit
- Page 16 and 17: Table 1: Linguistic Contexts of the
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- 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 and 48: Before opening the school, the rese
- Page 49 and 50: Networking with Other Organizations
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- Page 53: parents of the children studying in
- Page 57 and 58: Table 2: At-a-Glance Status of MT S
- Page 59 and 60: Tasks for National and Internationa
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- Page 63 and 64: BackgroundCurrent Situation of Mino
- Page 65 and 66: of instruction, but the Bunong chil
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- 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
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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
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In attempting to meet one of the go
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Indonesian Policies on Mother Tongu
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Nature and LivelihoodCommunity peop
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No. Material Time1. The Policy of S
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Networking with CommunityMembers, G
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BP-PLSP Region II has distributed a
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Impact of theProgrammeThe KFBI prog
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Phase II. Learning activities inclu
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After learning some skills, learner
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© BASE
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© BASEBackground‘If we stop usin
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een forced into bonded labor. Cultu
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cows, bulls, sheep, and goats) kept
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Most of the NFE programmes implemen
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The Key Word Approach was used whil
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how to read and write which helps t
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In short, the Tharu mother tongue l
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© ONFEC
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In 2006, Thailand celebrated an aus
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Minister of Education Chaturong Cha
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All of the NPKOM teachers have asso
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simple sentence structures and much
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Teaching Plan: Bridging to the Nati
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Impact of the ProjectImpact on Educ
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een minimal, as books developed by
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Annexes
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Annex 2: ReferencesMother Tongue Li
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Lindholm-Leary, K. 2001. Dual Langu