Dear Multilingual Education Friends,
Here is an video on mother tongue based MLE in Timor Leste by ABC Australia. Note that there IS opposition and misunderstanding to the program but the program is still going on.
“The domination of English and Hindi is turning Indian education and culture into a depressingly monolingual affair.”
“If you live in any of the Hindi-speaking States, it is likely that every other day you would hear of debates about the future of Hindi. Naturally, the spectacular rise of Hindi is not often talked about in these quarters as a threat to the linguistic diversity in India,”
“the Odisha government has announced that English medium public schools will be set up in three tribal districts in the State. This is going to prove disastrous for the linguistic ecology of India, and consequently for the local cultures.”
“not an insignificant number of students in premier departments and colleges in Delhi University complain of the dearth of textbook material in Hindi. Elsewhere in India, higher education is also officially available in both English and the State language; but the production of textbooks in the local language is awfully impoverished.”
“The argument here is not about banning English medium schools; far from it. It is, rather, for strengthening local-language-medium schools, improving their pedagogic tools, and for generating opportunities in the local markets on a par with the globalised market for a healthy linguistic diversity.”
The introduction of mother tongue in the elementary education, as is proposed by different agencies, is mainly from the angle of cognitive development. In order to facilitate the young learners' cognitive development, their mother tongues are proposed to include in the language curriculum in elementary level under the assumption that, as has been pointed out by World Bank in Priorities and Strategies for Education (1995), this approach will “promote the cognitive development needed for learning a second language”. As the learner moves to the higher education, mother tongue will be gradually replaced by English only. (How innocent could be the ambush to clear the blockage in the name of “God”, “an impressive expression of the public will and without regard to partisanship”!)He argues:
Introduction of mother tongue in the elementary education is not enough to empower the people linguistically, until and unless it's presence in the entry point to the market is assured. What is required to assure the latter one is the political and economical empowerment of All. Interestingly, not much hullaballoo on this issue!His conclusion is:
A true multilingual approach should unleash the scope to all at every level of the tertiary educational system in India ; and this can be achieved only through the political and economical empowerment of all. If this demand sounds too much to achieve the stated goal of multilingualism we need to recognize linguistic liberty is still a distant dream even after the half decades of political independence.
The problem lies in orthography, or more specifically, the absence of one for the desired mother tongue. Orthography is actually the set of spelling and writing rules that govern a particular language.
In her piece “How Spelling Supports Reading,” Louisa Moats, a literacy research and professional development expert, explains that “research has shown that learning to spell and learning to read rely on much of the same underlying knowledge—such as the relationships between letters and sounds—and, not surprisingly, that spelling instruction can be designed to help children better understand that key knowledge, resulting in better reading.”
Moats adds: “Research also bears out a strong relationship between spelling and writing: Writers who must think too hard about how to spell use up valuable cognitive resources needed for higher level aspects of composition. Even more than reading, writing is a mental juggling act that depends on automatic deployment of basic skills such as handwriting, spelling, grammar, and punctuation so that the writer can keep track of such concerns as topic, organization, word choice, and audience needs. Poor spellers may restrict what they write to words they can spell, with inevitable loss of verbal power.”
This book contains administrative and curriculum materials that can be used to establish and operate playschool programmes for indigenous communities. Carefully sequenced steps, covering pre-planning to evaluation, outline the process of setting up a local playschool with the aid of community involvement. The content covers pre-reading, pre-writing and readiness skills and provides an abundance of practical advice, forms and ideas based on sound educational theory.
The OAM is currently working on details of a strategy to make the new directive effective. "We will meet the Chief Secretary again to apprise him of our plans and concerns on the directive issued," says Mandal. "Since the government has taken a right step on our long pending demand, we are ready to engage with it to give it a proper direction," he adds.And The Hindu:
As per the suggestion of the OAM, tribal children should get educated in their tribal mother tongue at anganwadi kendras at pre-school level.