Showing posts with label children. Show all posts
Showing posts with label children. Show all posts

Thursday, September 28, 2017

[MLE] Is multilingual education encouraging violence or peace?

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

[MLE] Positive Research Results East Timor


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

Saturday, November 29, 2014

[MLE] MLE related books and papers

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An emerging research partnership for multilingual education
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Multilingual Education Related Resources

 

Dear Multilingual Education Friends,

Sometimes we come across beautiful resources awhile after they were published.  Here are a few:

  • Common tongue: The impact of language on educational outcomes, a paper by Tarun Jain (2011) in which he explores the issue of language in relation to economic performance. He studies the impact that the reorganisation of Indian states has made on economic status on  the district level in relation to the language spoken. He concludes: “After reorganization, historically minority language districts experience greater growth in educational achievement compared to previously majority language districts, indicating that reassignment could reverse the impact of history.”
  • Children’s Literature in Multilingual Classrooms: From multiliteracy to multimodality, a book by Jim Cummings (foreword), Christine Hélot, Raymonde Sneddon and Nicola Day. Even though it is not about India, it seems relevant, as the description states: “It looks specifically at how translation can support learning, at how dual language books enhance learning in both languages, and at making and reading books from a variety of cultural backgrounds and in a variety of languages.  It provides much evidence for improved learning outcomes as well as children's social and personal development.”
  • Assessing early grade reading: The value and limits of ‘words per minute’,  a paper written by Barbara Graham and Agatha van Ginkel. This research paper is interesting for those of us involved in grading and research as in the study also two minority language speaking groups were included. The conclusion is that “WPM is not a reliable comparative measure of reading development since linguistic and orthographic features can differ considerably and are likely to influence the reading acquisition process.”
As so many of us know Dhir Jhingran, let me also mention here about his recent article entitled: Writing on board: Sarva Shiksha Abhiyan must be phased out.
Enough to read for today!

Karsten
http://www.mle-india.net/
Book: Multilingual Classrooms
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