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

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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 ]
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Mother Tongue-basedLiteracy Program
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Mother Tongue-based Literacy Progra
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ContentsAcronymsviPartI 1Mother Ton
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AcronymsIndiaZSSTLCPLPCEIPCLGZSSSRC
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PartI
Page 11:
Mother TongueLiteracy Programmesin
Page 14 and 15:
Entrenchment of the common (majorit
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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 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
Page 119 and 120:
Indonesian Policies on Mother Tongu
Page 121 and 122:
Nature and LivelihoodCommunity peop
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No. Material Time1. The Policy of S
Page 125 and 126:
Networking with CommunityMembers, G
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BP-PLSP Region II has distributed a
Page 129 and 130:
Impact of theProgrammeThe KFBI prog
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Phase II. Learning activities inclu
Page 133 and 134:
After learning some skills, learner
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© BASE
Page 137 and 138:
© 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
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