Showing posts with label bilingual education. Show all posts
Showing posts with label bilingual education. Show all posts

Thursday, April 4, 2019

[MLE] Advantages of learning different languages

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.

Friday, March 13, 2015

[MLE] FRAME India research report or reading acquisition





Report on research on reading acquisition in AP and Karnataka
                        

Classroom smiles

FRAME-India - Final Report

The Facilitating Reading Acquisition in Multilingual Environments in India (FRAME-India) report claims to be the first pre-intervention research for developing a theory of change that is relevant for multilingual learners in the developing world.

 
The FRAME final report announcement gives a general overview of the research which was conducted in Andra Pradesh and Karnataka and focussed on the interplay between English and the state languages in the class rooms. The report itself is 60 pages and has a nice 3 page Executive Summary in the beginning. Some quotes from the findings:
  • Lit 1 decoding (i.e., Kannada or Telugu decoding scores) was one of the strongest independent predictors of Lit 2 English decoding, suggesting that for English decoding success, a child must have a certain degree of proficiency in their first literacy
  • this is the first study that provides an empirical threshold point of approximately 60%, at which Lit 1 decoding ability substantively and significantly increases the likelihood of "transfer" of knowledge to Lit 2 decoding for effective biliteracy outcomes.
Some quotes from the recommandations:
  • It is important to sequence reading subskills in Lit 1 alphasyllabic and Lit 2 alphabetic languages in ways that are reflective of the scripts, and in a way that incorporates "transfer" of Lit 1 skills for reading gains in both languages.
  • For improving reading skills in Lit 1 and English, it may be beneficial not to introduce English decoding instruction until the child has achieved the necessary threshold value of Lit 1 decoding skills.

Wednesday, May 1, 2013

[MLE] Vietnam’s Bilingual Experiment - good outcomes



Dear MultiLingual Education friends,

It is always joy to hear positive stories from neighbours. The story below is from the neighbouring country, Vietnam. It is interesting to see how nearly 500 students from three minority language groups who are enrolled in bilingual education program,are doing remarkably well. They could catch up with the main stream, Kinh children, in various aspects such as admission to higher level school, drop-out rates, etc.

Friday, October 12, 2012

[MLE] Bilingualism benefits


Dear Multilingual Education friends,

A recent study from Europe is showing that Children from low income families benefit from being bilingual. NALDIC (National Association for Language Development in the Curriculum) based in England highlights an interesting study on this topic in their website (http://www.naldic.org.uk/eal-advocacy/eal-news-summary/200912?dm_i=11M1,Z16E,7M1CX5,2XSTQ,1 ). Quote:
This is the first study to show that, although they may face linguistic challenges, minority bilingual children from low-income families demonstrate important strengths in other cognitive domains.....Our study suggests that intervention programs that are based on second language teaching are a fruitful avenue for future research” says Engel de Abreu.

Wednesday, July 25, 2012

[MLE] Report on Language in education in Nepal; with reference to MLE in India

Dear Multilingual Education friends,

The report "Language issues in Educational Policies and practices in Nepal: A critical review" draws an interesting conclusion. It builds a strong case that just doing MT for the first couple of years ("early exit") does not work. The 50 page report is published by Australian Aid.  A quote:
" ... children are not able to develop strong competence in their mother tongues until there are taught through L1 for the first 8 years as in Ethiopia. To promote quality education in Nepal, it is mandatory to promote teaching in children’s first language (be it Nepali or other local languages) for the first six years (at least) (ideally 8 years). The Ethiopian evidence shows that children learn English better when they have strong competence in their first language. "
Some other recommendations are:
  • Enough materials in local languages should be prepared before the implementation of the programme.
  • Community participation and involvement of other stakeholders should be ensured in all stages of the programme.
  • Eight-year long MTB-MLE provides a strong foundation for children’s learning and help them achieve better in all subjects including second and foreign language.
  • Decentralized decision-making process, with effective inspection and mentoring, helps for the effective implementation of the MTB-MLE. As Ethiopian case suggests there is no single uniform model of the programme in different states. It depends upon the need of the different regions.
  •  Teachers’ capacity in mother tongue teaching is one of the most important factors for making teaching and learning of MT effective

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).