Friday, July 27, 2018

[MLE] Good practices in multilingual education strategies and policy in India

© United News of India

In the previous blog post I reported on the MultiLila Research Project which is going on in India. On July 12 and 13 the consortium behind this research project conducted a meeting “The languages of education in multilingual India: exploring effects on reading and mathematics” at which important aspects of multilingualism and education were discussed. Under the heading "Starting English early not the best way to learn English well" (A quote from Dhir Jhingran) the United News of India reported on some of the issues discussed.


The event was planned to share early research finding and continue the dialogue around the need for good practices in multilingual education strategies and policy in India. Some quotes from the article :
“ … the emergence of Hindi as a prime communicative language has been found to decrease in domains of mother tongue usage, complex diglossia faced by students who speak tribal languages as mother tongue. It is also learned that the language is a bridge between a child's consciousness and the phenomenal world.”
“The emergence of Hindi as a prime communicative language has been found to decrease in domains of mother tongue usage, complex diglossia faced by students who speak tribal languages as mother tongue. It is also learned that the language is a bridge between a child's consciousness and the phenomenal world.” (Dr Tsimpli)"
"Mother Tongue Based Multilingual Education issues are not just tribal language issues -- these are a pan Indian phenomenon."
“Multilingual heteroglossic education programmes must be developed to support multiple languages and literacies, allowing for their functional interrelationships and complementarities to thrive."
If any of you can get hold of any of the presentations that underpinned these great quotes, let us know!

Regards,
Karsten

Thursday, June 28, 2018

[MLE] MultiLila Research Project

Illustration: University of Cambridge


The project, “Multilingualism and Multiliteracy: Raising learning outcomes in challenging contexts in primary schools across India”, is investigating under which circumstances a high quality multilingual education can be delivered in India where many children currently fail to achieve basic literacy and numeracy levels.

Thursday, June 14, 2018

[MLE] Government Initiatives Uttarakhand


Every now and then the state government education department picks up on the language issue. The Uttarakhand government is probably taking the lead on that. Based on a positive experience among the Jaunsari they have started to develop a book to utilize Gharwali and Kumauni in the classroom at the primary level.

Tuesday, April 3, 2018

[MLE] SALZBURG STATEMENT

Salzburg Statement for a Multilingual World
Photo by Peter Hershey on Unsplash


While attending an International Mother Language Day function in Bangkok last month I heard about the Salzburg Statement and decided to learn more about it. The statement is basically a call on educators, businesses and governments to promote language diversity as a global norm.

Wednesday, February 28, 2018

[MLE] Celebrations and Articles on Intl Mother Language Day

International Mother Language Day celebrations. Source: AP

Last week, on the International Mother Language Day, I happened to be in Bangkok and was able to participate in a celebration that the Bangladesh Embassy together with UNESCO had organised. There was good representation from India and certainly not the only place where the topic of language was discussed.

Tuesday, January 23, 2018

[MLE] Research report on the Use of English in Classrooms


In India low-cost private English medium schools are growing in popularity and in Ghana an early exit, transitional bilingual education model is promoted. The British Council, together with other institutions, did research at the classroom level in these countries on what this means for the learning of the children. The findings are worth considering with as key question: How to avoid damage to learning when teaching is through English?