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 ...
health. They also mention the need for keeping their owntraditions and language alive.© POEYSThe materials for the programme were developed foradults, but programme organizers have found that themajority of students are teenagers or young adults whohave not had the opportunity to go to school. Thirty- yearoldadults often consider themselves too old to learn.Some classes have chosen to separate the adults from theyounger students to make sure that the learning needs ofeach group are met. The younger students often tend tolearn faster, whereas the older adults would like to discussother issues and may have young children to nurse andcare for, making their learning slower.When asked what type of books students would like to read, they mention the need for short, easy,informative books about life skills and other reading for entertainment, with lots of pictures.Curriculum and Learning Materials DevelopmentThe POEYS use a multi-strategy approach to teaching,using a primer and a story track to include the use ofboth phonics and whole language methods. Thesemethods are easy for the teachers to use and providea range of approaches to meet the needs of differentlearners.The story track uses whole language teaching methodswhich are meant to draw from the experience of thelearners to involve them in the process of reading andwriting as much as possible. This makes the activities andthe learning process more meaningful and interesting.Whole language activities include the use of Big Books,creative writing, language experience stories, andlistening stories. These methods also encourage widercommunity involvement. When the students writestories as a group, the older people in the communitywho think they are too old to learn how to read andwrite are encouraged to come to the classes to sharetraditional knowledge and stories. A phonics lesson page from theBunong literacy primerThe primer track, however, focuses on accuracy. With the orthography being very phonemic, the phonicsapproach in the primer track helps to explain how the words are built. The phonics approach is based onthe widely implemented ”Gudschinsky approach,” in which letters are taught gradually using key words.The use of the letter is then demonstrated in boxes, breaking a word down to its smallest sound leveland building up the word from the smallest sound level. The primer track also includes opportunitiesfor other activities, including letter formation and spelling. The lessons include texts with controlled[ 61 ]
vocabulary, containing only sounds already taught in previous lessons. The students read the text andthen answer comprehension questions through discussion and writing exercises.Figure 1: Multi-track Strategy for Learning100BunongKhmer7550250Mother-tongueliteracyMother-tongue Fluencyand oral KhmerTransitionKhmer andPost-LiteracyA c t i v i t i e sOne year 6 Months 6 Months Life-long learning••••Three primers(primer track)• Whole languageactivities, i.ecreative writing,languageexperience storiesand Big Books(story track)• Numeracy book 1Bunong Fluencybook, withuncontrolledvocabulary andmore writing.Life skill topicsintroducing Khmervocabulary,• Total PhysicalResponse (oralKhmer• Numeracy book 2Explanation ofKhmer rules inBunong• Bunong-Khmer WordBank for reading andwriting.• Practice writing ontopics familiar fromoral Khmer lessons.• Numeracy book 2Highland versionof Khmer literacybooks.• Other Khmerliteracy books(UNESCO)• Bunong andKhmer librariesLiteracy Teaching Plan and MethodsIn the first phase of the programme, which focuses on providing a firm foundation in the mother tongue,the primer track consists of three initial primers. Games and the whole language activities describedabove are also part of the first phase of the programme. Programme organizers have found that it takesapproximately three months to teach Primer 1, four months to teach Primer 2 and five months to teachPrimer 3, adding up to a total of 12 months to teach the first three primers.[ 62 ]
- 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 and 62: © POEYS
- Page 63 and 64: BackgroundCurrent Situation of Mino
- Page 65 and 66: of instruction, but the Bunong chil
- Page 67: Process and Cost of Developing and
- 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
health. They also mention the need for keeping their owntraditions and language alive.© POEYSThe materials for the programme were developed foradults, but programme organizers have found that themajority <strong>of</strong> students are teenagers or young adults whohave not had the opportunity to go to school. Thirty- yearoldadults <strong>of</strong>ten consider themselves too old to learn.Some classes have chosen to separate the adults from theyounger students to make sure that the learning needs <strong>of</strong>each group are met. The younger students <strong>of</strong>ten tend tolearn faster, whereas the older adults would like to discussother issues and may have young children to nurse andcare for, making their learning slower.When asked what type <strong>of</strong> books students would like to read, they mention the need for short, easy,informative books about life skills and other reading for entertainment, with lots <strong>of</strong> pictures.Curriculum and Learning Materials DevelopmentThe POEYS use a multi-strategy approach to teaching,using a primer and a story track to include the use <strong>of</strong>both phonics and whole language methods. Thesemethods are easy for the teachers to use and providea range <strong>of</strong> approaches to meet the needs <strong>of</strong> differentlearners.The story track uses whole language teaching methodswhich are meant to draw from the experience <strong>of</strong> thelearners to involve them in the process <strong>of</strong> reading andwriting as much as possible. This makes the activities andthe learning process more meaningful and interesting.Whole language activities include the use <strong>of</strong> Big Books,creative writing, language experience stories, andlistening stories. These methods also encourage widercommunity involvement. When the students writestories as a group, the older people in the communitywho think they are too old to learn how to read andwrite are encouraged to come to the classes to sharetraditional knowledge and stories. A phonics lesson page from theBunong literacy primerThe primer track, however, focuses on accuracy. With the orthography being very phonemic, the phonicsapproach in the primer track helps to explain how the words are built. The phonics approach is <strong>based</strong> onthe widely implemented ”Gudschinsky approach,” in which letters are taught gradually using key words.The use <strong>of</strong> the letter is then demonstrated in boxes, breaking a word down to its smallest sound leveland building up the word from the smallest sound level. The primer track also includes opportunitiesfor other activities, including letter formation and spelling. The lessons include texts with controlled[ 61 ]