We are often asked for research evidence with regards to the impact of MLE. Even though the below write up is not on a project in India, it seems to have enough similarity to make it relevant to take note of. The Endline survey of the pilot is showing that MLE children do better in particularly reading.
In the article Building bridges through multilingual schooling: a mother-tongue pilot in East Timor is showing the way, Kerry Taylor-leech writes with enthusiasm about the classes she observed. “The children love it and I too am enjoying myself immensely.”. About the evaluation report she states:
the survey compared children’s performance in EMBLI schools, government schools and Portuguese-immersion schools. Not surprisingly, the results show the benefits of learning in a language a child understands best. EMBLI children showed marked gains compared to the other children, especially in reading
One of the most conclusive pieces of evidence from the survey is that EMBLI has produced children who are independent readers by Grade 1 – a remarkable achievement considering the difficult physical conditions in which these children are expected to learn.
This pilot used the two-track method for literacy. She describes that as:
This highly structured approach is used in many MTB-MLE programs around the world. It is based on a combination of meaning (i.e., understanding whole text) and accuracy (i.e., understanding and using word identification strategies).
The method appears to work well in low-resource settings where children come from pre-literate homes and parents cannot easily support their children’s literacy development.
In conclusion she states:
To date the EMBLI pilot has successfully put into practice three essential principles of MTB-MLE: promoting fluency in community and official languages, creating a supportive environment for literacy, and empowering teachers, learners and parents.
Good to read about these promising results for this pilot.