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

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ThonSarin: Bilingual NFE Programme OrganizerMy name is Thon Sarin and I am 25 years old. I live in CriSaen village in Saen Monorom district in the province ofMondulkiri. Here I am working for the Provincial Officeof Education Youth and Sports (POEYS) with vocationaltraining. I studied in school to grade nine. After I passedthe test in high school to become a primary school teacher,I went to a teacher training college in Stung Traeng fortwo years. When I finished my training, I went to serve asa teacher in the primary school in Bu Cu village, O’Reangdistrict.After attending primary school headmaster training in 2003-2004, I became headmasterin Bu Cu.In 2004-2005, I attended training at the POEYS to become a bilingual non-formal educationteacher for adults. Then I started to work as a bilingual NFE teacher in the village of BuHyam, in O’Reang district.Because of the need, I was in 2005-2006 chosen to work with NFE and vocational trainingby the director of the PEOYS, Mr.Tim Songvat. Now I am responsible for carrying out theNFE bilingual education programme, which is supported by UNESCO and cooperatingwith ICC in the province of Mondulkiri.The reason why I am running this programme is to help educate the minority people so thatthey can gradually reduce poverty and illiteracy. This is also the aim of the Government ofCambodia (Education for All, All for Education). The goal is to especially help the minoritypeople to have knowledge, skills, life skills, literacy skills, and be able to write down theirown language correctly and clearly. Also, it is a bridge for the minority people to moreeasily access and study the national language, while preventing the loss of the culture,language, and traditions of the minority people so that they remain firm.PolicyIf the MoEYS finds the bilingual NFE classes and the planned bilingual formal education classes inMondulkiri to be successful, they are more likely to have a supportive policy toward bilingual educationin the future. How strong this policy will become in the future will help determine the sustainability ofthese bilingual NFE classes. Without a growing acceptance of the need for bilingual education, there willbe a lack of personnel and a lack of freedom in the provincial offices of education to be able to implementthese strategies. In his last visit to bilingual literacy classes, His Excellency Chey Chab from the MoEYSstrongly agreed to allow the POEYS to use six contract teachers for bilingual literacy classes for thefollowing year. He also said that he would like the POEYS to take over these activities for sustainability.[ 67 ]
Komly Boek: Bilingual NFE TeacherMy name is Komly Boek. I am a 23-year-old Bunong womanfrom Bu Hyam village, which is in Saen Monorom commune,O’Reang district in Mondulkiri Province, Cambodia. I workas a bilingual literacy teacher in Bunong-Khmer, teachingin Group Seven in my village.In my family, I am the fifth of eight siblings. I studied in theformal school system up to seventh grade but, since myfamily was poor, I decided to not continue. It was a decisionof my own.It is only because the Provincial Office of Education Youth and Sport (POEYS) chose literacyteachers out in the villages that I am a bilingual literacy teacher in Bunong and Khmertoday. This plan for the minority people was supported by UNESCO. The POEYS had seenthat I am able to both speak and write the Khmer language clearly, and that I also knowmy own mother tongue well. As a result, they chose me to be a Bunong-Khmer bilingualliteracy teacher in the village that I lived in. I also volunteered to teach to help my brothersand sisters in the village. After that, I was trained in how to teach bilingually at ICC inMondulkiri by POEYS, who also trained me in adult education methodology.There are many reasons why I wanted to become a bilingual teacher of Bunong andKhmer. In the past, there was no alphabet nor any way of recording my language. But nowI have a writing system to record things, which clearly represents my way of speaking. Ibelieve that language is a unique bridge that we ought to teach all minority people sothat they get better access and are able to study the national language. It is also valuableto preserve the Bunong minority culture, traditions and language and prevent a loss ofthem in the future.ChallengesOne challenge has been to oversee the needs of the project without sufficient Bunong staff in the PoEYS.One of the trained teachers of the project was therefore employed as Coordinator for the bilingual NFEclasses. He is still being trained to gain a better understanding of the components of running a bilingualeducation programme. A new teacher is now being trained to take over his teaching role in the village.Another challenge has been the differences in learning needs with both young and older participants.By dividing up the time or dividing the classes into groups, the teachers were better able to meet theneeds of all students. Learning games and extra reading material have been provided to teachers toallow more reading opportunities apart from the texts and activities in the primers.The POEYS desired gender equality and managed to recruit two female trained teachers for theprogramme. Later one of the teachers had a baby, which disrupted her classes for a few months. Sheis now back teaching full force. Finding women with qualifications as high as men’s is difficult, butprogramme organizers have made a stronger effort to find women teachers for the second phase. Asa result, two of the four teachers in this new group are women. The POEYS is not alone in this struggle.[ 68 ]
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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
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Mother TongueLiteracy Programmesin
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Entrenchment of the common (majorit
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Table 1: Linguistic Contexts of the
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It may be noted that there is no re
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“If we stop using our language, i
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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 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: NetworkingThe MoEYS and UNESCO have
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
Page 123 and 124: 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
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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
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