Saturday, October 22, 2011

[MLE] MLE Resource Centre in Nepal

Dear MLE friends,

A positive development at our northern neighbour Nepal: The establishment of a Multilingual Education (MLE) Resource Centre in Nepal has begun with the support of UNESCO. The Unesco website states here:

"The MLE documentation centre will: provide necessary academic and research support to optimize multi-pronged engagement in providing quality MLE in Nepal; guidance for planning and implementation of MLE programmes; coordination between different MLE activities providing documentation and information resources; networking of various MLE interest groups, institutions and individuals; and establishing linkages to optimize effective utilization of expertise and materials for MLE programmes."
I found it also encouraging to read the below:

"It is expected that with the support of the MoE, the MLE resource centre at CERID will contribute to developing satellites of MLE resource centres across Nepal."

Friday, October 7, 2011

[MLE] Third issue of the UNESCO Multilingual Education Newsletter

Dear MLE friends,

The third issue of the UNESCO Multilingual Education Newsletter is out. You can find it at:

In the issues are MLE related news items and articles from all over the world. In the resource section I found e.g. the following publication:
· Closer to home: how to help schools in low- and middle-income countries respond to children's language needs by Helen Pinnock, Pamela Mackenzie, Elizabeth Pearce and Catherine Young
In the events calender I  e.g. saw
 · 2nd Philippine Conference-Workshop on Mother Tongue-based Multilingual Education EFA and MTBMLE 2015 and Beyond, Philippines; 16 - 18 February 2012

Saturday, October 1, 2011

[MLE] People's Linguistic Survey of India on the way

Dear MLE friends,

In the press we have read about the progress on the Ganesh Devy's People's Linguistic Survey of India. In a recent article in the GlobalPost titled "India: fight to preserve dying languages" the potential  educational impact of that survey was also mentioned:
"Though various studies have shown that children learn better when taught basic concepts in their mother tongue before attempting to master a second language, India prioritizes just 22 out of the 900-odd languages that Devy seeks to catalogue, and the state's promised free and compulsory education is most often available in fewer still.
“In the Constitution of India, there is a special schedule of languages, which alone receive official support,” said Devy. “When the schedule was created after independence, it had 14 languages. Now it has 22. All the funds for primary, secondary and higher education can go only to these languages.”
Not surprisingly, perhaps, tribal literacy rates lag behind those of the general population, and only about one-fifth of the so-called “Scheduled Tribes” noted by the Indian constitution as historically underprivileged are attending school, according to the latest census.
“If we don't include these languages in our education policy, obviously we are discriminating against them,” said Abbi. “We have a reservation policy [that mandates quotas in jobs and higher education] for the [historically underprivileged] Scheduled Castes and Scheduled Tribes. But the reservations are for the tribe, not the language. This is the reason why tribals want to forget their languages.”

Thursday, September 29, 2011

[MLE] Workshop on bridging between languages; Thailand, March 2012

Dear MLE friends,

A good transition from the local language to the dominant language is crucial for a good MLE programme. Below is given your chance to learn more about it and plan for a good transition process.

Wednesday, August 24, 2011

[MLE] National Call on 'Language & Education' issued by AIF-RTE

Dear MLE Friends,

As you know the Right to Education  act (RTE) does support education in mother tongue, but has stated it quite weakly by adding the wiggle line "as far as possible". The All India Forum for Right to Education (AIF-RTE)  therefore organised a National Workshop "Language and Education" earlier this year. Recently they published a "National Call" with a strong urge to strengthen the appeal for using the mother tongue;
We express our deep concern that 'The Right of Children to Free and Compulsory Education Act, 2009' (henceforth referred to as the RTE Act) has made a mockery of the crucial role of the mother tongue at the formative pre-primary (nursery, KG) and elementary (Class I-VIII) stages
by stating that education in the child's mother tongue will be provided only if it is 'practicable' [Section 29 (2) (f)]. By doing this, the RTE Act has played into the hands of market forces and has failed to accord the languages of the Indian people their historic place in education. Thus
the RTE Act is bound to exacerbate the process of exclusion of masses of our children and youth from the education system. It also amounts to violation of the Fundamental Rights under Article 19(1)(a) to "freedom of speech and expression" and under Article 21A to education of
equitable quality. The RTE Act further denies the statutory Right accorded by the Constitution under Article 350A to the children of the linguistic minorities to be educated through their respective mother tongues at the primary stage.

Thursday, August 11, 2011

[MLE] MLE International Conference in China; 25-28 October 2011

Dear MLE friends,
It seems to be conference season! This time it is our northern neighbour China hosting a conference on “Zero Barrier Bilingual Education” . It will be their first International Conference on MLE. The dates: 25-28 October 2011 and the venue: Jinghong City, Xishuangbana Prefecture, Yunnan, China .The hosts for the conference comprise of the Yunnan Provincial Ministry of Education, Yunnan Ethnic Affairs Commission and SIL East Asia.
Over the two-day conference, papers will be presented and discussion groups organized to discuss current world trends in bilingual education and pedagogy, results of practical experiments, development of approaches to bilingual instruction and other related academic issues, in order to better serve minority groups.

Friday, August 5, 2011

[MLE] Impact study on SSA MLE project in AP

Dear MLE friends,

The MLE programme in Andra Pradesh is one of the biggest in the world. It is impacting 68000 children in over 2000 schools in 8 tribal languages. A few years ago an impact study was done for the first two grades. That report many of us had never seen, but is worth noting. It is called: A study on the comfortability and impact of class ii tribal language primers and classes I & II Mathematics Textbooks. The study was done by Prof Dr Shashidhar Rao of the Education Department of Institute of Advanced Study in Education for SSA. It gives a thorough documentation for each language community on the opinion of teachers, parents etc. and also the achievements of the children.

A few conclusion:

11. Parents expressed happiness over this and studied that the intervention is encouraging to the students and to them as will.
12. Students also expressed that they are able to follow were become their books are in their language.
13. By and large the achievement of the students target the tribal language textbooks is found to be higher than those language the Telugu textbook through Telugu medium