Grassroot level research is rare. Dr Cynthia Groff lived for months with girls in a hostel in the Kumaun area of Uttarakhand (North India) and researched how the local language is used in different settings. Her PhD research has now resulted in a book: The Ecology of Language in Multilingual India: Voices of Women and Educators in the Himalayan Foothills.
Showing posts with label minority language. Show all posts
Showing posts with label minority language. Show all posts
Tuesday, December 19, 2017
Tuesday, December 16, 2014
MLE; Teaching in the tribal languages of Assam
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Monday, August 12, 2013
[MLE] India speaks...780 ways
Dear multilingual education friends,
Yesterday I read in the Indian Express India speaks...780 ways about the completion of the People's Linguistic Survey of India (PLSI). They found 780 languages spoken in India. A quote:
Yesterday I read in the Indian Express India speaks...780 ways about the completion of the People's Linguistic Survey of India (PLSI). They found 780 languages spoken in India. A quote:
After what can easily be called the largest-ever survey of languages in the world, spread over four years, involving around 85 institutions, roping in as many linguists, sociologists, anthropologists and cultural activists, and tapping over 3,000 volunteers, the centre has compiled its findings. In the year 2013, shows the 'People's Linguistic Survey of India (PLSI)', there are 780 languages spoken across the length and breadth of the country. In contrast, the 2001 Census listed just 122 languages
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.
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”
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