Thursday, December 12, 2019
Friday, October 4, 2019
|Dr Michel Kenmogne gives a welcome speech at the reception on the first day of the conference.|
Last week I attended the “Inclusion, Mobility and Multilingual Education Conference” in Bangkok. This time the MLE conference was done together with the British Council’s recurring conference on Language and Education which resulted in a larger and richer conference with about 450 participants from a broad range of disciplines participating. The topic of “inclusion and mobility” provided a good opportunity to link MLE to the increasing number of issues around migration and identity. At least 30 participants were from India, several of who gave a presentation. For now, we will give a few impressions with links to abstracts. At a later stage, the full presentations will become available.
Thursday, August 29, 2019
|Final Report “Early Literacy and Multilingual Education in South Asia”|
A few months ago UNICEF published the final report on their research on Early Literacy and Multilingual Education in South Asia. The study is based on literature review on early literacy and multilingual education, surveys of students’ literacy achievements in primary grades, analysis of sociolinguistic situations, and policy and programme documents. That 100 page report is worth noting!
Friday, June 28, 2019
|Reading is hard work, particularly in a language you hardly know! (Photo Credit: Business Standard)|
Thursday, May 30, 2019
Many of you might have met Dr. Susan Malone at one of her lectures during visits to India. As she has been training and mentoring teachers, supervisors, trainers and planners all across the globe she generated lots of articles, training modules and other resources that now have been made available for all of us.
Wednesday, May 1, 2019
Prof Ajit Mohanty recently published a book on multilingual realities and Dr Dhir Jingran was interviewed for a video on multilingual teaching. Both worth taking note of.
Thursday, April 4, 2019
Studies suggest that multilingualism has its benefits. (Getty Images)
Rather than dichotomizing the teaching of English against in any local language, professor Neeta Inamdar argues that research shows that a simultaneous approach of multiple languages works better.
Thursday, January 10, 2019
|MLE5 Partners Copyright © 2018 SIL International|
Every two years the International MLE conference in Bangkok is a highlight for MLE practitioners and scholars. This year the 6th Multilingual Education Conference will be combined with the 13th Language and Development Conference (LDC) and address the important issues of language, human mobility, multilingual education and development. Proposals for individual presentations and panels must be received by 28 February 2019. Below are some of the details.
|Copyright © 2018 SIL International|
Often the writings about MLE are quite theoretical. Recently I came across a great resource that addresses several of the key practical questions. The main one being an issue we have been wrestling with in India for years: How to deal with multiple languages in one classroom? Some key people have written practical responses based on their experience and research.
Wednesday, October 24, 2018
While browsing in LinkedIn I discovered that this site also contains some interesting articles on multilingual education. The articles tend to be short but can be still of interest. A few relevant ones I will mention below.
Friday, July 27, 2018
|© 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.
Thursday, June 28, 2018
|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.
Wednesday, February 28, 2018
|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
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?
Thursday, September 28, 2017
|Expert panel in debate. Photo by Natalie Lovenburg|
While visiting government officials I have often come across the assumption that multilingual education would foster separation movements and therefore violence. Recently a panel called "Linguistic tolerance as a tool for resiliency in multilingual societies against violence and radicalization" addressed this issue. As this is also relevant for India I post the reference here.
Monday, March 20, 2017
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
|International Mother Language Day 2017 (Image source- en.unesco.org)|
In the week of the International Mother Language Day there are usually extra postings related to language and education. Particularly because this year the theme is: “Towards Sustainable Futures through Multilingual Education”. It is also a good excuse to list a few (new) resources.
The postings in the India Express and India Today are quite general in nature with some quotations from Unesco and background on the history of the day. WebIndia reports that activist used the day to demand linguistic parity for the regional languages. Chanpreet Kaur published an interview with Dr Mukti Sanyal on How the focus on English could be seriously damaging India's future with an interesting link to self-esteem: “We are losing our mother languages. And with it, we are losing self esteem, different ways of seeing the world, and encouraging the mugging up of the concepts”. Scroll.in used the opportunity to dig into history: Which 'mother language' did India's lawmakers want after Independence? A nice news item is that the goverment of Bengal gave Kurukh language an official status and a promise that Rajbangshi/Kamtapuri will also be given that status.
Saturday, October 29, 2016
New book on multilingual education in India with a special focus on teaching English.
Dr Mahendra Mishra is a well known figure in the area of multilingual education in India. He was State Coordinator for Multilingual Education (1996-2010) in Odisha and spearheaded the mother tongue-based multilingual education in the primary schools in ten tribal languages there. So, when he (co-)writes a book, we better take notice!
MLE proponents usually have a love-hate relationship with English as the English is often suppressing the building of a good foundation in the mother tongue. It is therefore quite courageous to write a book on "Multilingual Education in India: The Case for English". The description makes you want to read more:
"Some perceive English language education as a hindrance to the growth of lndian languages and allege that it causes a social divide. The arguments of this book convincingly correct this uninformed notion and prove that English has been a tool of empowerment and a driver of social and economic mobility. The contributors demonstrate that local languages and cultures can be revived by integrating them into English language education."
Tuesday, October 18, 2016
5th International Conference on Language and Education will start tomorrow
The 5th International Conference on Language and Education will take stock of recent developments in MLE policies and practices in the Asia-Pacific region, with a special focus on multilingual education in early childhood and primary education.There will be several presentations relevant to India.
The conference will start tomorrow with opening speeches from UNESCO and the Thai government. The Keynote address will be on "Supporting MTBMLE to achieve sustainable development for all: what have we learned about successful programs?" by Dr Susan Malone (SIL International). Some of the India related presentations are:
- Prarthana Kumari (Nirantar, India) and Anita Singh (Nirantar, India), Breaking language barriers in India
- Sivagami Sivasubbu (Aide et Action International, India), Experiences of Aide et Action imparting MLE through teacher training in India
- Dwiti Vikramaditya (Kalinga Institute of Social Sciences (KISS), India) and Kadey Soren (Kalinga Institute of Social Sciences (KISS), India), India transition curriculum: a smooth transition of indigenous children from preschool to primary school, an initiative by Kalinga Institute of Social Sciences, Odisha, India.
- Arpita Panda (English and Foreign Languages University, India), "Translanguaging": a pedagogical tool to improve reading comprehension of learners in a multilingual setting in Odisha, India
- Valerie Haugen (VoxPacis International Development) and Dhir Jhingran (Language and Learning Foundation, India), An analytical framework to inform strategic and programmatic decisions around language in education: cases from India, Lao PDR, and Papua New Guinea
- Binay Pattanayak (UNICEF India), Some steps towards MTB-MLE in Jharkhand, India
- Boneti Simhabaludu (World Vision, India), Collaborating: a key component to transform early childhood and primary education in India and a step towards achieving SDG-4
- Uma Maheshwari Chimirala (English and Foreign Languages University, India), Looking through the teachers' "other languages" use/preference: a study of the monolingual mindset in MLE classrooms in Andhra Pradesh, India
Monday, December 14, 2015
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