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Postings from the MultiLingual Education (MLE) mailing list on India
Showing posts with label India. Show all posts
Showing posts with label India. Show all posts
Wednesday, August 3, 2016
New Education Policy: What does it say about language?
Friday, June 10, 2016
[MLE] Need for an MLE expert
LLF is looking for an Expert in Multilingual Education
In the many year this list is running, never a job offer was posted. But since the need that Dhir Jingran expressed below is so close to the heart of what this blog and mailing list is about, let us help Dhir to find a good person.
The Delhi based Language and Learning Foundation has a special focus on early language and literacy development for children with a different home language background. The three critical domains they are active in are:
- Professional development of all the stakeholders involved with children' education, ranging from teachers to educational administrators. This would encompass rolling out general as well as customized workshops, courses on Early Literacy and Language, specialized courses on Multi Lingual Education, Assessments, Early Grade Reading Materials, Balanced Literacy, Developing Writing skills amongst children, Comprehension and so on.
- Knowledge building and dissemination. The institute will anchor and support action based researches in pre-identified key areas. Alongside it will be instrumental in interpreting and customizing western researches to our context. This unit will also develop and disseminate various knowledge documents such as teacher's resources.
- Project implementation- This unit will work closely with Government and other not-for profit institutions in designing and implementing effective literacy programs.
Monday, December 14, 2015
[MLE] Policy Brief - Reading Solutions for girls
Policy Brief - Reading Solutions for girls in a multilingual setting
The 2015 Echidna Global Scholars Policy Brief has this year been titled Reading solutions for girls; Combating social, pedagogical, and systemic issues for tribal girls' multilingual education in India.
The 28 page Policy Brief has been written by Suman Sachdeva, Technical Director Education, CARE India. Here are a few highlights taken from a summary on the brooking website:
- The current approach to delivering effective multilingual education (MLE) for tribal students where tribal populations are more than 30 percent of the local population and where there are more than three dialects is inadequate overall and ignores gender-specific educational challenges.
- Although evidence suggests there is a small gender gap in reading ability between tribal girls and boys, in general girls are more heavily impacted by inadequate language skills in the short and long term as they become more vulnerable to drop out and thus unable to complete a full course of education.
- To address the shortcomings of the current MLE approach, policymakers must look into the social, pedagogical, and systemic barriers tribal girls face when impeded from acquiring reading skills
Saturday, May 16, 2015
[MLE] British Council: Language and Development Conference
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Friday, March 13, 2015
[MLE] FRAME India research report or reading acquisition
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Wednesday, October 9, 2013
[MLE] NMRC Conference "Whither MLE?"; Delhi, JNU, Nov 21-23
Dear MLE friends,
Just after the MLE conference in Thailand at which several people from India will participate, there will also be an MLE conference in India organised by the National Multilingual Education Resource Consortium (NMRC). The conference is titled "Whither MLE? Rethinking MultiLingual Education in the 21st century".
A quote from the Conference website:
Just after the MLE conference in Thailand at which several people from India will participate, there will also be an MLE conference in India organised by the National Multilingual Education Resource Consortium (NMRC). The conference is titled "Whither MLE? Rethinking MultiLingual Education in the 21st century".
A quote from the Conference website:
This conference, "Whither MLE?" will therefore attempt to revisit our assumptions of a modern Global Indian state and Indian education in 21st century against the constitutional debates, the NCF2005 and the Sarva Siksha Abhiyan where MLE is implemented as an innovation program for tribal children. Can we imagine a post colonial, post modern Indian state without recognizing and building on the multilinguality of Indian and World communities? Shouldn't subaltern discourse inform the entire school education practice of India? Shouldn't all schools including the ECCE centers have a multilingual pedagogy that builds on the home languages of the children? Analysis of these issues will provide a fresh paradigm for examining the reasons for marginality of the hitherto run MLE programs in Indian schools and the inadequacy and in-egalitarian nature of the universal school education system in India. This conference will create a layered discussion on each of these issues, reflect critically on the MLE programmes and practices in Indian school and develop an agenda for implementing MLE in all schools in future.The following themes will be covered:
- Taking Stock: Current MLE Research and Programs in India
- MLE Policy and Advocacy
- MLE Strategies and Innovations
- Pedagogic Practices, Teacher Training and Capacity Building for MLE
- Networking and Partnership in MLE research and Programs
- Future of MLE in India
- RTE Act 2009 and Multilingual Education
- Planning for SAARC level conference on MLE in November 2014
Thursday, September 5, 2013
[MLE] Outlook article on PLSI points out the value of MLE
Dear Multilingual Education friends,
This week there are lots of articles in the media about the language situation in India because of the release of the People’s Linguistic Survey of India (PLSI) results. The Outlook Article: Speaking of us links the issue of language loss and language celebration to the need for multilingual education. It starts with touching story about a tribal girl getting a second chance in a multilingual school in Gujarat after she failed in the regular system:
This week there are lots of articles in the media about the language situation in India because of the release of the People’s Linguistic Survey of India (PLSI) results. The Outlook Article: Speaking of us links the issue of language loss and language celebration to the need for multilingual education. It starts with touching story about a tribal girl getting a second chance in a multilingual school in Gujarat after she failed in the regular system:
“Why did you not learn anything at school?” Chaudhary Rekha, the teacher, asks. ... “Because our teacher, whenever he came, always taught in Gujarati,” she says softly in Dungra Bhili. A year at the Tejgadh-based Adivasi Academy’s Vasant Bahubhashi Shala has changed that. She can now read and write with much greater fluency. And all thanks to classes in a language she can finally understand.Some other quotes:
Those who have worked for the PLSI agree that offering multilingual education, something few states practise with either dedication or efficiency, is undoubtedly one of the best ways to protect our lesser-known languages in the long run. One of the many formal suggestions the PLSI intends to make to the government includes a pitch to facilitate optional education in a child’s mother tongue at the primary level. “We have somehow remained stuck with the notion that schools can teach only in one language, whereas we need multilingual schools that use many languages as the medium of instruction,” says Devy.
This multilingual model is something the Adivasi Academy in Baroda district has adopted in over 60 special training centres. Here, students are taught Gujarati in their mother tongue (mostly Dungra Bhili and Rathawi) before they head out to their schools later in the day so that they do not fall behind in their classes.
Monday, August 12, 2013
[MLE] India speaks...780 ways
Dear multilingual education friends,
Yesterday I read in the Indian Express India speaks...780 ways about the completion of the People's Linguistic Survey of India (PLSI). They found 780 languages spoken in India. A quote:
Yesterday I read in the Indian Express India speaks...780 ways about the completion of the People's Linguistic Survey of India (PLSI). They found 780 languages spoken in India. A quote:
After what can easily be called the largest-ever survey of languages in the world, spread over four years, involving around 85 institutions, roping in as many linguists, sociologists, anthropologists and cultural activists, and tapping over 3,000 volunteers, the centre has compiled its findings. In the year 2013, shows the 'People's Linguistic Survey of India (PLSI)', there are 780 languages spoken across the length and breadth of the country. In contrast, the 2001 Census listed just 122 languages
Monday, April 15, 2013
[MLE] 700+ Photos on Education ; Global Partnership for Education
Dear MLE friends,
Global Partnership for Education has uploaded 700+ education photos from around the world on a photo gallery on Flickr. There are 96 photos of schools from different parts of India such as Chattisgarh, Madhya Pradesh, Delhi, etc. To download those, click the next link.
Please don’t forget to give credit to the photographer and GPE (Global Partnership for Education) and enjoy watching the photos.
Thursday, September 20, 2012
[MLE] Article "Linguistic Right And Language of Politics "
Dear Multilingual Education friends,
Samir Karmakar of Jadavpur University , Kolkata wrote on CounterCurrent an short article on Linguistic Right And Language of Politics. He points out through a powerful graph that even the state languages are declining. He criticises the multilingual education efforts as they still seems to promote a shift to English:
Samir Karmakar of Jadavpur University , Kolkata wrote on CounterCurrent an short article on Linguistic Right And Language of Politics. He points out through a powerful graph that even the state languages are declining. He criticises the multilingual education efforts as they still seems to promote a shift to English:
The introduction of mother tongue in the elementary education, as is proposed by different agencies, is mainly from the angle of cognitive development. In order to facilitate the young learners' cognitive development, their mother tongues are proposed to include in the language curriculum in elementary level under the assumption that, as has been pointed out by World Bank in Priorities and Strategies for Education (1995), this approach will “promote the cognitive development needed for learning a second language”. As the learner moves to the higher education, mother tongue will be gradually replaced by English only. (How innocent could be the ambush to clear the blockage in the name of “God”, “an impressive expression of the public will and without regard to partisanship”!)He argues:
Introduction of mother tongue in the elementary education is not enough to empower the people linguistically, until and unless it's presence in the entry point to the market is assured. What is required to assure the latter one is the political and economical empowerment of All. Interestingly, not much hullaballoo on this issue!His conclusion is:
A true multilingual approach should unleash the scope to all at every level of the tertiary educational system in India ; and this can be achieved only through the political and economical empowerment of all. If this demand sounds too much to achieve the stated goal of multilingualism we need to recognize linguistic liberty is still a distant dream even after the half decades of political independence.
Wednesday, May 23, 2012
[MLE] Article in Guardian "Language exodus reshapes India's schools"
Dear MultiLingual Education friends,
The Guardian had last week an article on the role of English in the Indian education system. A few quotes:
The Guardian had last week an article on the role of English in the Indian education system. A few quotes:
"More and more across India, parents are forsaking educating their kids in their mother tongue in favour of English. Despite warnings from educationalists that a child's cognitive development is affected by early schooling in an unfamiliar language, there has been an exponential increase during the last decade in English-medium schools in the country.
The latest data compiled by the National University of Education, Planning and Administration (NUEPA) shows that the number of children studying in English-medium schools has increased by a staggering 274% between 2003 and 2011, to over 20 million students."
"When the standard of teaching in a regional language school is good, the difference becomes apparent. "In India, teaching of languages is generally very outdated, no matter which language," said Anita Rampal, professor of education at Delhi University. "But a study we did in Delhi showed that students who began learning in Hindi for the first five years in a school that taught language well showed the ability later to think independently and write creatively in both Hindi and English.""
"Cultural theorist Rita Kothari pointed out that English and regional languages contain different "storehouses of knowledge", both of which are essential for a student. English provides a wealth of modern ideas and historical understanding. "But without regional languages, the richness of the landscape will get flattened," she said."
Friday, April 6, 2012
[MLE] Report on the MLE bridging workshop at Bangkok
Dear MLE friends,
Out of the 80 participants from 20 countries 4 people from India attended the Workshop on Bridging Between Languages in Mother Tongue-Based Bilingual/Multilingual Education in Bangkok last month.
The India participants were from Guwahati University (Dr Anita Tamuli & Prafulla Basumatari), Promotion & Advocacy for Justice, Harmony & Rights for Adivasis, PAJHRA (Luke Horo) and Center for Tribal Culture and Art Society (Ft Mahipal Bhuriya).
Out of the 80 participants from 20 countries 4 people from India attended the Workshop on Bridging Between Languages in Mother Tongue-Based Bilingual/Multilingual Education in Bangkok last month.
The India participants were from Guwahati University (Dr Anita Tamuli & Prafulla Basumatari), Promotion & Advocacy for Justice, Harmony & Rights for Adivasis, PAJHRA (Luke Horo) and Center for Tribal Culture and Art Society
Friday, March 23, 2012
[MLE] Article "Linguistic imperialism alive and kicking"
Dear Multilingual Education friends,
The British Council, as well as some US agencies, are active in south Asia and other places promoting the use of the English language in the classroom. A recent article by Robert Phillipson in The Guardian titled "Linguistic imperialism alive and kicking" is criticising this as "undermining multilingualism and education opportunities". Some quotes:
As many states in India are pushing for English, this is a very relevant debate.
The British Council, as well as some US agencies, are active in south Asia and other places promoting the use of the English language in the classroom. A recent article by Robert Phillipson in The Guardian titled "Linguistic imperialism alive and kicking" is criticising this as "undermining multilingualism and education opportunities". Some quotes:
The myth is the belief that studying English is all you need for success in life. Policies influenced by this myth prevent most children from accessing relevant education.
Is Anglo-American expertise really relevant in all such contexts? In fact educational "aid" worldwide does not have a strong record of success. There is scholarly evidence, for instance from Spain, that primary English is not an unmitigated success story: quite the opposite.
Governments have tended to clutch at a quick fix, such as importing native speakers, or starting English ever earlier, either as a subject or as the medium of instruction, in the hope that this will make the learning of English more effective. Such demands should be challenged by ELT when both the demand and the response are unlikely to be educationally, culturally or linguistically well-informed.
As many states in India are pushing for English, this is a very relevant debate.
Tuesday, March 20, 2012
[MLE] A critical report on the RTE progress
Dear MLE friends,
In April it will be two years since the the Right to Education (RTE) Act was introduced. Forward Press Magazine published a critical article on the progress made thus far: A Fundamental Wrong: Education for too Few.
The author, Suzana Andrade, makes an interesting comparison with Finland were they also implemented a major education transform several years back: "In 1971, Finland's government realised that the only way to modernise its economy and compete in an increased competitive world was to transform its basic education. According to a recent article in The Atlantic magazine, the secret to Finland's success is that the goal they pursued was not excellence, but equity". On India: "Today, though the policies and rhetoric have changed, the underlying worldview remains: our society continues to prioritise a few and exclude the rest".
In April it will be two years since the the Right to Education (RTE) Act was introduced. Forward Press Magazine published a critical article on the progress made thus far: A Fundamental Wrong: Education for too Few.
The author, Suzana Andrade, makes an interesting comparison with Finland were they also implemented a major education transform several years back: "In 1971, Finland's government realised that the only way to modernise its economy and compete in an increased competitive world was to transform its basic education. According to a recent article in The Atlantic magazine, the secret to Finland's success is that the goal they pursued was not excellence, but equity". On India: "Today, though the policies and rhetoric have changed, the underlying worldview remains: our society continues to prioritise a few and exclude the rest".
Wednesday, February 29, 2012
[MLE] Article on the value of language from the new UNESCO India director
Dear multilingual education friends,
Last week I had the privilege to meet the new UNESCO director for this region at their Delhi office: Mr Shigeru Aoyagi. Only now I discovered he had just that week written an article on the issue of language: Languages are vehicles of understanding, tolerance. In that article he e.g. wrote:
Good to note we have now such a strong language advocate in the Delhi UNESCO office together with Dr Alisher Umarov, the new head of the UNESCO Education Department.
The International Day of Language did last week produce some more interesting reading:
Last week I had the privilege to meet the new UNESCO director for this region at their Delhi office: Mr Shigeru Aoyagi. Only now I discovered he had just that week written an article on the issue of language: Languages are vehicles of understanding, tolerance. In that article he e.g. wrote:
Mother languages, along with linguistic diversity, matter for the identity of individuals. As sources of creativity and vehicles for cultural expression, they are also important for the health of societies. Studies and researches show that use of mother language at initial stage of education would enhance children’s comprehension skills. We know how important education in the mother language is for learning outcomes. Mother language instruction is also a powerful way to fight discrimination and reach out to marginalised populations.
Good to note we have now such a strong language advocate in the Delhi UNESCO office together with Dr Alisher Umarov, the new head of the UNESCO Education Department.
The International Day of Language did last week produce some more interesting reading:
- On the World Education Blog, Hans Botnen Eide wrote on Why school should speak your language
- The Hymalayan wrote on an occasion in Kathmandu: Need for multi-lingual education stressed
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