Multilingual Education and India

The book that contains the article Dhir Jingran knows what he is talking about when he writes about Policy, Advocacy, and Programs for Multilingual Education. In his previous job in the government of India, he made policy; as a director of an NGO, he does advocacy; and, as a researcher and trainer of teachers, he knows all about programs. No wonder that this article is definitely worth reading!

KISS website screen capture A couple of weeks ago I was asking a few colleagues about the famous Kalinga Institute of Social Sciences (KISS) Boarding school in Orissa. A sponsored Internet article stated that they were involved in mother-tongue-based multilingual education. But this week I came across research which is questioning previously published reports about the tribal boarding schools and KISS in particular.

© 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.

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

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 (Kali

Research paper: Language and language-in-education planning in multilingual India It is fun to note when a good friend publishes on multilingual education in India. Dr Cynthia Groff has visited India many times and did her PhD research on the language and education situation among the Kumauni people in Uttarakhand.   The full tittle of the paper is "Language and language-in-education planning in multilingual India: A linguistic minority perspective." and is based on Nancy Hornberger's language policy and planning seminar. The abstract states: "This article explores India's linguistic diversity from a language policy perspective, emphasizing policies relevant to linguistic minorities". Here are the details: Groff, C.  (2016). Language and language-in-education planning in multilingual India: A linguistic minority perspective.  Language Policy,  in press .  Available through 'online first', open access: http://link.springer.com/arti

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

Report on research on reading acquisition in AP and Karnataka                         

  State Vision Conclave in Ranchi promotes MLE According to the ASER -2014 report only 1/3 of the grade V children in Jharkhand can comprehend a grade V text. The State Vision Conclave points at language as being a cause for this problem.   On 29 January 2015 the Jharkhand governmen

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MLE Research partnership for India Panel Discussion   Dear Multilingual Education Friends, Last month the English Partnerships team of the British Council of India convened a research round-table on multilingual education in India . The reason for the meeting was that the Centre for Literacy and Multilingualism at the University of Reading had proposed a collaborative research partnership with Indian universities and institutions to investigate the issues around multilingual literacy and education at the primary level in India. At the meetings, a framework was discussed for “setting up a longitudinal project into the role of mother tongues and regional languages in learning and teaching in India.” During one of the evenings, there was a panel discussion on the “Benefits and challenges of multilingual education in India” with several people included who are well known to many of us: Dr Dhir Jhingran (UNICEF India), Prof. Ianthi Tsimpli, Dr Rukmini Banerji (Pratham

Dear Multilingual Education friends, As a follow up on the NCERT study National Study on Ten Year School Curriculum Implementation the Times of India published this week an article titled States realize English is what people want . A few quotes It's not just parents across India who are confused about the time and importance to be given to education in English and the vernacular; the latest data from NCERT reveals our education establishment is just as perplexed, with very little uniformity in the way regional languages are treated. Almost 30% states devote [only] six to seven periods a week in Class V for teaching the local language, the study says. English seems to be scoring. Introduced towards the middle of elementary school, it is now offered at the Class I level in 26 states, making it clear that most states have realized that that is what people want. "While they (parents) may kno

Dear multilingual Education friends, Every year the ASER report provides a great source of data with regards to realities of primary education in rural India. The ASER press release states: Every year, ASER finds out whether children in rural India go to school, whether they can read simple text and whether they can do basic arithmetic. Nationally, the proportion of all children in Std. V who can read a Std. II level text remains virtually the same since 2012, at 47%. This proportion decreased each year from 2009 to 2012, dropping  from 52.8% in 2009 to 46.9% in 2012. Among Std. V children enrolled in government schools, the percentage of children able to read Std. II level text decreased from 50.3% (2009) to 43.8% (2011) to 41.1% (2013). Over the last three years, there has been a steady increase in the provision of libraries in schools that have been visited. The All

Dear Multilingual Education friends, This week there are lots of articles in the media about the language situation in India because of the release of the People’s Linguistic Survey of India (PLSI) results. The Outlook Article: Speaking of us links the issue of language loss and language celebration to the need for multilingual education. It starts with touching story about a tribal girl getting a second chance in a multilingual school in Gujarat after she failed in the regular system: “Why did you not learn anything at school?” Chaudhary Rekha, the teacher, asks. ... “Because our teacher, whenever he came, always taught in Gujarati,” she says softly in Dungra Bhili. A year at the Tejgadh-based Adi­vasi Academy’s Vasant Bahubhashi Shala has changed that. She can now read and write with much greater fluency. And all thanks to classes in a language she can finally understand. Some other quotes:

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: 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

Dear multilingual education friends, The British Council is pleased to share the link of the videos from the 3 rd International English Language Teacher Educator Conference (TEC) held in Hyderabad from 16 - 18 March 2013. The videos have been uploaded on YouTube and you can view them at this link . There are some interesting presentations such as “ Evaluation Study of MLE of Odisha ” by Lata Pandey from NCERT, “Grounding ELT in an MLE Framework” by Ajit Mohanty from JNU “Importance of Mother Tongue Education for Quality Education” by Pamela Mackenzie from INfD Enjoy watching them and others. From some of the speakers there are presentation available also .

Dear Multilingual Education friends, At least five newspapers reported on the findings of a recent UNICEF sociolinguistic survey in Jharkhand. The study revealed quite interesting findings with regards to the gap between home language and school language. A few quotes: The research was carried out in 72 blocks across the 24 districts of the state, covering 216 villages. During the survey, researchers interacted with schoolchildren, their parents, teachers and village leaders. Over 3,000 kids were profiled during the survey. It was found that mother tongue of over 96 per cent of rural population, including school kids, was tribal or regional languages. While 33 per cent of the children interviewed spoke Santhali at home, 17.5 per cent spoke Khortha, 9.5 per cent Kurukh, 8.2 per cent Nagpuri, 7.6 per cent used Mundari, 6.7 per cent Sadri and 5.

Dear Multilingual Education friends, M TALL ( Mother Tongue B ase Active Language Learning ), an inter-university forum in Jharkhand, is doing very interesting activities such as socio-linguistic survey (findings being re leased within a couple of weeks), children’s bilingual picture dictionaries on 60 child-friendly themes printed in 9 tribal and regional languages, Bhasha Puliya (school language readiness package for pre-school centres)- to be piloted in 10% Anganwadis, School readiness package developed for primary level M TALL involves all major language group experts, related NGOs, media, 5 governme