Mother Tongue-based Literacy Programmes: Case Studies of Good ...
Mother Tongue-based Literacy Programmes: Case Studies of Good ... Mother Tongue-based Literacy Programmes: Case Studies of Good ...
Likewise, when the research team decided to publish stories, folktales and songs that had beencarried over by successive generations among the Oraon community, it involved key members of thecommunities to move around and collect material from the oldest community members. In this way,stories and songs were able to be included as supplementary teaching material.This approach of closely involving the community in the preparation of materials enabled the ARPresearch team to accomplish the desired tasks with minimal cost and time, while at the same timeinsuring quality and upholding the cultural heritage of the Oraon communities.Sustainability of the ProjectThe Oraon Foundation of Sirajgonj District has expressed its keen interest to organize mother tonguebasedliteracy programmes for the Oraon children living in different villages of Sirajgonj. They havebeen trying to manage resources and would like to set up Sadri schools if resources are available. TheFoundation has also asked ASHRAI to help it in this respect. The ARP has assured the Foundation that itwill help in every aspect of technical support.Programme ExpansionASHRAI had undertaken the Action Research for Developing Mother Tongue Literacy programme withan aim to gradually expand to other parts of northwestern Bangladesh. It was, thus, with great pleasurethe the agency accepted an offer from NOVIB to support ASHRAI in opening up new schools. NOVIBbegan supporting two schools for Oraon children in a new area, Joypurhat District, in January 2005. Inaddition, NETZ (who was already supporting the ARP) has been supporting two additional new schoolsin Gomostapur Upazila under Chapai Nowabgonj District since January 2005, as well.In January 2006, SDC extended its support, and five new schools were set up in Naogaon District.Therefore, at present 307 children are learning in ARP schools.[ 49 ]
Table 2: At-a-Glance Status of MT SchoolsSl. Name of the School Name of the Teacher For ClassStudentsBoys Girls TotalLocation Distircts Supported By01 Agolpur School Ms. Nanda Rani MinjUNESCO,IV 12 13 25 Godagari Upa-zila RajshahiBangkok02 Edolpur School Mr. Swapan Toppa III 17 18 35* Do Do NETZ, Germany03 Agolpur School-2 Mr. Prodip Toppa II 16 12 28* Do Do ASHRAI04 Koromjai School Ms. Bharoti MinjGomostapur, ChapaiII 13 14 27Upa-zilaNowabgonjNETZ, Germany05 Khejurebona School Mr. Nironjan Toppa II 07 18 25 Do Do ‘’06 Gopalpur School Ms. Sumitra RaniMinj II 10 10 20 Panchbibi, JoypurhatNOVIB,07 Uchai Surjapur School Mr. Amal Minj II 14 05 19 Do Do “08 Usti ARP School Ms. Kamini Linda 1 08 22 30 Patnitola Upazila Noagoan SDC09 Kuaram ARP School Ms. Sukurmoni Ekka 1 11 14 25 Patnitola Upazila Do “10Bidirpur ARP School Ms. Shandhya Rani118 10 28Do “Shapahar Upazila11Gurkhi ARP School Ms. Shefali Mardi110 10 20Do “Shapahar Upazila12 Chalkmonohar-pur1Mr. Nitai EkkaARP School13 12 25 Shapahar Upazila Do “Total students 149(49%)158(51%)307ChallengesDuring the course of ARP’s implementation, the research team encountered several challenges. Itwas very important to overcome these challenges successfully; otherwise the project would not havereached its goals and objectives. It’s a matter of great satisfaction that ARP could handle the issues verycarefully and resolve them in order to bring about the Oraon communities’ concerted participation andwork for the development of the language. The challenges were:Language SelectionLanguage selection was an early key problem, as two different languages (Sadri and Kurukh) were bothbeing used by the Oroan people living in different parts of the country. Since language is a very sensitiveissue and is associated with one’s emotion, love and expectation, it was very critical for the ARP researchteam to handle the selection diplomatically.Script SelectionThis was the most challenging task for the ARP research team to deal with because the Oraon peoplehad different and strongly held opinions. Under the circumstances, it was very tough to overcome thedifferences and reach an agreement to work coherently for the development of their own language.ARP successfully resolved the above two critical issues in large part thanks to its Participatory ActionResearch approach. This approach, while time-consuming, insured extensive participation from the[ 50 ]
- 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 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: Awareness Creation and Opinion Form
- 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
Likewise, when the research team decided to publish stories, folktales and songs that had beencarried over by successive generations among the Oraon community, it involved key members <strong>of</strong> thecommunities to move around and collect material from the oldest community members. In this way,stories and songs were able to be included as supplementary teaching material.This approach <strong>of</strong> closely involving the community in the preparation <strong>of</strong> materials enabled the ARPresearch team to accomplish the desired tasks with minimal cost and time, while at the same timeinsuring quality and upholding the cultural heritage <strong>of</strong> the Oraon communities.Sustainability <strong>of</strong> the ProjectThe Oraon Foundation <strong>of</strong> Sirajgonj District has expressed its keen interest to organize mother tongue<strong>based</strong>literacy programmes for the Oraon children living in different villages <strong>of</strong> Sirajgonj. They havebeen trying to manage resources and would like to set up Sadri schools if resources are available. TheFoundation has also asked ASHRAI to help it in this respect. The ARP has assured the Foundation that itwill help in every aspect <strong>of</strong> technical support.Programme ExpansionASHRAI had undertaken the Action Research for Developing <strong>Mother</strong> <strong>Tongue</strong> <strong>Literacy</strong> programme withan aim to gradually expand to other parts <strong>of</strong> northwestern Bangladesh. It was, thus, with great pleasurethe the agency accepted an <strong>of</strong>fer from NOVIB to support ASHRAI in opening up new schools. NOVIBbegan supporting two schools for Oraon children in a new area, Joypurhat District, in January 2005. Inaddition, NETZ (who was already supporting the ARP) has been supporting two additional new schoolsin Gomostapur Upazila under Chapai Nowabgonj District since January 2005, as well.In January 2006, SDC extended its support, and five new schools were set up in Naogaon District.Therefore, at present 307 children are learning in ARP schools.[ 49 ]
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