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 ...
CAMBODIAA bi-lingual education programme for youth and adultsfrom the Bunong community
BackgroundCurrent Situation of Minorities© POEYS © POEYSThe Bunong skillfully use the naturalresources of their environment. They areknown for their ability to hunt and tameelephants.© POEYS© POEYSCambodia has a population of 14 million people,of which there are an estimated 19 languages and30-40 ethnic minority groups. The majority of thepopulation is Khmer, which is also the nationallanguage. Most of the indigenous minoritygroups live in Cambodia’s remote highlandprovinces, in much the same way as they have forthe last few hundred years. Now with improvedinfrastructure, they are increasingly exposed tothe national society. Schools, roads, and marketsare increasing in number and bringing fastchange and opportunities that the hill peoplehave never had before. However, widespreadilliteracy prevents them from accessingthese opportunities and participating in thedevelopment of their provinces.Mother-Tongue and Bilingual Education in CambodiaWith the promotion of Education for All, the RoyalGovernment of Cambodia (RGC) is aware of theneed to make education accessible to all. TheMinistry of Education Youth and Sport (MoEYS)is beginning to see that bilingual education maybe an effective way of meeting the educationalneeds of Cambodia’s ethnic minorities whileenabling them to participate in Khmer society.Although there are no explicit policies for mothertongueand bilingual education in the country,the RGC has supported several efforts to providemother tongue and bilingual education programmes in the country during the last decade. These includethe non-formal education (NFE) programmes in the northeastern province of Ratanakiri, through thework of non-governmental organizations (NGOs) such as International Cooperation Cambodia (ICC) andNon-Timber Forest Products (NTFP). ICC started classes in the Krung and Tumpuen minority languagesin the mid-1990s. Later, the programmes were expanded to include the minority language groups Braoand Kavet. Youth With a Mission (YWAM) is working with the Kavet in Stung Traeng Province, using theorthography and programme developed by ICC. In 2002, the NGO Care started a pilot bilingual education[ 56 ]
- 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 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: © POEYS
- 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
BackgroundCurrent Situation <strong>of</strong> Minorities© POEYS © POEYSThe Bunong skillfully use the naturalresources <strong>of</strong> their environment. They areknown for their ability to hunt and tameelephants.© POEYS© POEYSCambodia has a population <strong>of</strong> 14 million people,<strong>of</strong> which there are an estimated 19 languages and30-40 ethnic minority groups. The majority <strong>of</strong> thepopulation is Khmer, which is also the nationallanguage. Most <strong>of</strong> the indigenous minoritygroups live in Cambodia’s remote highlandprovinces, in much the same way as they have forthe last few hundred years. Now with improvedinfrastructure, they are increasingly exposed tothe national society. Schools, roads, and marketsare increasing in number and bringing fastchange and opportunities that the hill peoplehave never had before. However, widespreadilliteracy prevents them from accessingthese opportunities and participating in thedevelopment <strong>of</strong> their provinces.<strong>Mother</strong>-<strong>Tongue</strong> and Bilingual Education in CambodiaWith the promotion <strong>of</strong> Education for All, the RoyalGovernment <strong>of</strong> Cambodia (RGC) is aware <strong>of</strong> theneed to make education accessible to all. TheMinistry <strong>of</strong> Education Youth and Sport (MoEYS)is beginning to see that bilingual education maybe an effective way <strong>of</strong> meeting the educationalneeds <strong>of</strong> Cambodia’s ethnic minorities whileenabling them to participate in Khmer society.Although there are no explicit policies for mothertongueand bilingual education in the country,the RGC has supported several efforts to providemother tongue and bilingual education programmes in the country during the last decade. These includethe non-formal education (NFE) programmes in the northeastern province <strong>of</strong> Ratanakiri, through thework <strong>of</strong> non-governmental organizations (NGOs) such as International Cooperation Cambodia (ICC) andNon-Timber Forest Products (NTFP). ICC started classes in the Krung and Tumpuen minority languagesin the mid-1990s. Later, the programmes were expanded to include the minority language groups Braoand Kavet. Youth With a Mission (YWAM) is working with the Kavet in Stung Traeng Province, using theorthography and programme developed by ICC. In 2002, the NGO Care started a pilot bilingual education[ 56 ]
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