Showing posts with label early childhood. Show all posts
Showing posts with label early childhood. Show all posts

Tuesday, October 18, 2016

[MLE] Conference on Language and Education starting tomorrow

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:

Thursday, February 4, 2016

[MLE] 5th International Conference on Language and Education - Bangkok Oct 16

5th International Conference on Language and Education

 

The International Conferences on Language and Education, which have been organized by a large group of agencies in Asia, have over the years impacted many projects in India. The 5th one will be held this year, again in Bangkok. The following announcement has been copied from the UNESCO MLE Newsletter
 

Asia Pacific Multilingual Education Working Group (MLE WG) will be organizing its 5th International Conference on Language and Education on 19-21 October 2016 in Bangkok, Thailand.

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.
      
It will likewise look at innovative pedagogies in the training of MLE teachers. Finally, it will examine challenges and lesson learned from the EFA experience and give opportunities for forward-looking discussions on both the role of language in achieving the new SDGs and preserving a harmonious relationship between the global and local contexts.

The conference features four thematic tracks.
  • Track 1: Towards Sound Policies on Multilingual Education: Language and Language-in-Education Policy and Planning in Asia and the Pacific.
  • Track 2: MLE Teachers and Teacher Training for MLE
  • Track 3: MLE Practice/Praxis in Early Childhood and Primary Education
  • Track 4: Language and Cross-Cutting Issues of Sustainable Development Goals (SDG)

The Call for Papers is now open and the deadline for submission is 30 March 2016.
Usually there is quite a few delegates from India. Hopefully that will work out this year also!
Regards,
Karsten


http://www.mle-india.net/

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Tuesday, October 15, 2013

[MLE] ECCE- Article: The Word and the World

Dear MultiLingual Education friends,

Against the backdrop of the new Early Childhood Care and Education policies Prof Shivali Tukdeo recently wrote an article in the Indian Express titled The Word and the World . A few quotes:
The inclusion of home or local languages in preschool is a step in the right direction, for educational as well as social reasons.

Evidence-based studies on early childhood and research in educational psychology and cognition suggest that exposure to multiple languages can facilitate early development.
Given the interactive nature of early learning, home languages and local vernaculars would be excellent resources to introduce the child to the rhymes, rhythms and stories of a world that she inhabits. With the inclusion of mother tongues and local vernaculars in preschools, many neighbourhoods and localities, with their different stories, will enter the realm of school.
If the responses to the recent textbooks in Santhali, Gondi and Kok Barok are any indication, Adivasi children want to see their languages in school. The development of local languages as languages of knowledge production and dissemination will be crucial in democratising our education.
The language debate would be more productive if it were not framed within the binaries of either-or. The proposal to introduce mother tongues or home languages is not against English, and should not be taken to be so.

Monday, September 23, 2013

[MLE-ECCE] National ECCE policy approved

Dear "multilingual education" and "early childhood education" friends,

Congratulations, the union cabinet the other day approved the National ECCE policy. The official press statement you can read here:  National Early Childhood Care and Education (ECCE) Policy. The policy is strong on the use of the mother tongue of the children. In the press this is mentioned, but does not get major attention. The article "Govt fixes size, language, nap time for playschools" in the Times of India e.g  simply states: "The norms also specify that the primary medium of instruction will be mother tongue or local language". Maybe later, one of the quality news magazines will zoom in to the issue. For now we can celebrate with this milestone!

Monday, September 16, 2013

[MLE] : The ECCE has hit the press

Dear multilingual education friends,

Several of us have had input in the drafting of the Early Childhood Care and Education policy (ECCE) on request by the Women and Child Development Ministry.  It clearly states at several places that the use of the mother tongue of the children is the preferred medium. E.g.:
The mother tongue or home language of the child will be the primary language of interaction in the ECCE programmes. However, given the young child‟s ability at this age to learn many languages, exposure to the national/regional language and English in oral form as required, will also be explored.
This weekend the policy hit the press with the language issue in focus. Yesterday on the front page of the Delhi version of the  Indian Express was an article titled: "Govt wants Playschools to mind Language, go Vernacular" and today a similar article was published: Speaking in Tongues.

Unfortunately, as newspapers tend to do, the articles look for controversy rather than consensus.  The articles contrasts the use of the vernacular with English instead of emphasising that the policy, at least from my perspective, tries to keep them in parallel. Let us see if other media will be picking this up also and report on it in a more balanced fashion. (Note: Last week The Times of India had an article on  Centre plans to regulate playschools, creches, which did not mention the language issue at all!)

Wednesday, September 4, 2013

[MLE] We are just a few steps away from making mother tongue based early childhood education a reality for 1.4 million tribal children in Odisha

Dear multilingual Education friends,

"We are just a few steps away from making mother tongue based early childhood education a reality for 1.4 million tribal children in Odisha" is quite a bold statement coming from State Convener of Odisha Adivasi Manch Ido Manda in presence of Chief Minister Naveen Patnaik. It was said at the occasion of the launching of a  Mother Tongue based Multilingual Early Childhood Education Learning Laboratory, a collaborative effort of KISS and Bernard van Leer Foundation (BvLF). A few quotes from The Indian Express  article title Multilingual Education Launched.:
The CM also reiterated his Government’s commitment to make quality early childhood education in mother tongue a reality for 1.4 million tribal children of the State.

The Early Childhood Development Programme through Mother Tongue based Multilingual Learning Education (MLE) is the first programme of its type in India and is instituted by KISS on its premises jointly with The Netherland-based Bernard van Leer Foundation (BvLF).

Steps such as regular training of the anganwadi worker and recruitment of teachers from the tribal community would benefit the process, she [Achyuta Samanta]  said and hoped that Odisha would become the first State in the country to have a policy on mother tongue-based multi-lingual early childhood education for its indigenous children.

Wednesday, November 21, 2012

[MLE] Decade Notes on Education for All ; Early childhood


Dear multilingual education friends,

The first End of Decade Note on Education for All 2012 is on Early Childhood Care and Education. It is published by UNICEF and UNESCO Asia Pacific.“The EDN present a review of regional and national progress toward the six EFA goals, take stock of the progress, persisting issues and remaining challenges in achieving the goals, and highlight examples of innovative policy reforms and strategies, particularly those aimed at reducing disparities in access to and quality of education.”
Have a look at Section 4.3 on MLE’s value for addressing language inequities, “Addressing Language Inequities in Ethnolinguistic and Indigenous Communities: The Value of Multilingual Education.” Here are some quotes:

In many countries, there is a perception that using a native or minority language may hinder economic progress.”
 
But there is an excellent counter-example to this quote as follows:
In these communities, experiences in the region point to the need for encouraging young students to consider careers in ECCE; for example, to prepare teachers for ECCE programmes in Nepal, the Government introduced early childhood development as an optional subject in the secondary school curriculum (grades 9 and 10). Graduates with early childhood development as their optional subject are given priority to work as ECCE teachers in the future. In these communities, ECCE provides a double dividend: a pathway towards the holistic development of young children and the empowerment of youth in the community.”

And regarding a research done in Vietnam:
The results indicated superior performance by the cohort of students who had received mother-tongue based ECCE in key areas of cognitive development”

Monday, August 13, 2012

Fwd: [MLE]Multilingual primers for more Anganwadi Centers in Orissa

Dear multilingual education friends,

Good news from Orissa. Chief Secretary Sri Bijay Kumar Patnaik has directed OPEPA to develop bilingual primers in tribal dialects for children from Class-1 to Class-III and cover all the schools having 100% monolingual tribal students. He also  directed to OPEPA to customize the Anganwadi study guide (Arunimain) in tribal languages in the context of their culture. The stories, rhymes, dance performances, folk-lores of the tribe concerned will be reflected in this. 
In another development, nine new  tribal languages have been identified for inclusion in Multi  Lingual Education programme. These languages are Gutob, Ho, Gondi, Parja,Khaira, Didayita, Chhatisgarhi Odia, Binjhal (western Odisha) and Binjhal (for Bargarh region).