Showing posts with label MLE. Show all posts
Showing posts with label MLE. Show all posts

Wednesday, June 27, 2012

[MLE] Article: Multilingual Education in India: Myth and Reality

Dear Multilingual Education friends,


Samir Karmakar and Kinnari Pandya of the Azim Premji University, Bangalore published an article on Multilingual Education in India: Myth and Reality in which they plead to give more attention to the context:
Any approach towards MLE is bound to fail if the stated form of the policy lacks an understanding of what is being aspired by the population with reference to the Indian languages which is often being decided by various economical and historical factors. Therefore, understanding the linguistic culture in India becomes a must.
Very often the success and failure of a policy depends on the implicit, unofficial, unwritten, de facto aspect of what we call public opinion. Therefore, it becomes quintessential to understand the linguistic culture of the population to achieve the stated goals of the policy documents. This includes an in-depth investigation into the ideas, values, beliefs, attitudes, prejudices, myths, religious strictures, and all the cultural baggage that we bring to our dealings with language from our culture.
They argue that multilingual teaching should also be done in the higher grades:
This approach of gradual replacement of the non-dominant forms of linguistic communication by the dominant ones only widens the linguistic divide in India and will leave India as fertile ground for intolerance defeating the agenda of promoting cultural pluralism.


Since higher education is the avenue to institutional recognition and establishment, we should create opportunities of learning through the mother tongue unlike the various proposals of structural and gradual replacement of multilingualism by a monolingual world order.
A key quote is:
Success of MLE in India, then, primarily rests on mobilizing the public spheres rather than suggesting solutions only to the school teachers and government officials. More specifically, introducing MLE in India expects the involvement of parents in the dynamics of teaching-learning process.

Friday, March 2, 2012

[MLE] A thorough paper on the MLE program in Orissa/Odisha

Dear MLE friends,

I don't think I have ever come across such an extensive analyses of the MLE programme in Orissa as the one from Dr Urmishree Bedamatta presented at the 2nd Philippine Conference Workshop on Mother Tongue-Based Multilingual Education  held February 16-18, 2012 titled:


The author does base her analyses on field visits, interviews and a wide range of literature study. Her analyses is critical. The abstract states:
The analysis of the MLE programme with reference to classroom transaction, the teacher and the teaching learning materials led to the following conclusions: (a) the use of the mother tongue is a strategy to improve statistics on access with little concern for retention, (b) the use of the mother tongue does not guarantee the use of local cultural knowledge for academic learning, (c) local cultural knowledge is transformed to assimilate with knowledge legitimised in the curriculum, and, (d) the role of the teacher as an agent of change is ignored: the ‘MLE teacher’ is a means to cope with teacher shortage in the tribal areas. The mother tongue in the MLE programme thus faces the threat of being an instrument ‘in the service of an institutional cause’.