implementation of mother tongue in primary education system

However, school children in this region very rarely have chances to receive their education in the mother tongue. Promise and Perils of Mother Tongue Education. Kuper (2003) reports that in 22 out of 39 African countries primary education still uses The idea of using the mother tongue as the medium of instruction in primary school is not new to the Indian education system. We reserve the right to edit responses for language and grammar. <> However, this would need new books, fresh teacher training and more funding, experts said. Introduction With a multilingual context, the Philippines through the Department of Education deemed it essential to adopt a Mother Tongue-Based Multilingual Education (MTB-MLE) (Department of Education Order No.74, s2009). ��Up�b��z�-��N#PO+��@3�6��M��#�>�씬f�K��eL%娠a��!v�#��4�I�G�듣q�0�%坼/�/�+�#飜�fI9�t,�1��2��왐3�n�[�q��pt�#�C��80G} 썬둡C�W ;�@||�a楫�� The 2-6-3-3-3 system comprises two years of pre-primary, six years Also, given the multiplicity of languages and dialects in India, it is difficult to home in on the one that can be used as the medium of instruction in an area. Jaipur the full implementation of mother tongue based multi-lingual education. According to Noormohamadi (2008), mother tongue is essential for learning as part of intellectual ability. In 2007, the Odisha government introduced a programme in which the mother tongue of students from scheduled tribes is used as the medium of instruction in primary school. Education is often carried This is a bigger challenge in areas that have seen ethnic violence in the past, she said. On the other hand, there are some very real difficulties involved in the implementation of this ideal. Many African countries still use colonial languages as a medium of instruction at different learning levels. 74, series of 2009). C쇔X畢者腱輔冷-� �I?waV�8{枋�RF%┛5� �'J(�va�MGHKMΖ��O�a��0�lz�チ�녀��樣探鏞秘�MlF��@冪룀 �b�z,|�N� �hL�\超C軀Ve �n8p�G[8)K ��y��#邦�臺-�AΑ링e�m�E�爭�Jm��檻4.O�LN�h�*�'�3�N�f)簿�S륩艱K쐈gW#w�:5d�m��IL�+D�e>��e3�d�h�l漲��S��; 灐s��>訝潺�a�n象�n(_��A][�+�숴3�d�}��{�F��. “Where will the money come from?” asked Swarup. Since School Year (SY) 2012-2013, the Mother Tongue-Based-Multilingual Education (MTB-MLE) began to be implemented in all public schools, specifically in Kindergarten, Grades 1, 2 and 3 as part of the K to 12 Basic Education Program. Engineering courses in mother tongue from next academic year in some national institutes: Education Ministry . In instances where mother tongue use in lower primary schools is adequately structured and implemented, cognitive development is improved. Odia is taught as the second language from Grade II and English from Grade III. Further, there is no clear path to implement this change and it is up to local governments and individual institutions whether they want to implement these changes as it is not a mandatory policy. There are more than 7,000 known living languages and most children grow up in an environment where more than one is spoken (Wisbey, 2017). To strengthen this, the Department of Education (DepEd) has implemented the use of mother tongue as a medium of instruction (DepEd order No. 4 0 obj Even during these difficult times arising out of Covid-19, we continue to remain committed to keeping you informed and updated with credible news, authoritative views and incisive commentary on topical issues of relevance. Schools could continue to teach the regional language and English as subjects, experts say. 荷B 9v�B�R永��RB�爆��힝Wr�Jc��l,�9�nr�#i�.�:9�B�M9��-寂�:.ゲ�Wj*�V�^\穢�.��/誇lI�y點�j��0N9UF�t距[儡�`��la�]�㏖��in�Q�&%��Ｐ�� -��AWy� �&�渫�DU쏵��i/l�n뚤��^�G�*=�ZS�И(�>�q�*j#U^�-R;宜vhv(��光�TX�3�n-@+��_i�!Kvy�%Pge^*Y��#��#i��'�|*x�:v�/��A�Y�X|ㅟK�+�J�*瑄澄��3��"袂_製쉼�'`pU防朶_�6tM��오綸�@��F��}E滸kO�\|r��}^��bz�E�v��快�!U#t�U�`��싻쥬��[#��QK�"{�\굇W�Dx�z��b瑄⑴f�H�V�tC �告��;��lP��n%[p�^>Il��YY�Eo陀��?�d�Ie프V�U�t�:�# 쐼�j9?�傍jy~/�j�v�7/�~[:m$�V�m�p�(�Θ>BtZ乳�t,Gv��n��[H�i魏벅$��E^這�q梱@l*t�{ｓ�XZAg�p��N塢�g��`�=a��T純RVn�6�BtB~��w甬�� ,母��68番�:≫��Ｙ�eb@X9�+嵬6��+pL:唾{㎟"[�S0� o匿��-ａ뮌杳��8臣�c��_�%擡Z這穎*� �3漣�� l�Dt9R��mA��肩��~A빡8~뻠�u�w鈒�6�?М吏鉥鉉뿡�d+�F�y�@^∮\0퀘�8v랠E�#I�|�.�z饍誅聖鋪�{|�'卿�s�j��쇔J�種��MP��Z/쒀aL)D^Wc|08��A�Qp8�,u챔 While Pedagogical Competencies for Mother-Tongue Teacher Education Traditionally, teacher education has been divided into theory and practice. In addressing the challenges of finding a balance between mother tongue and standard English education, Carol Bloch from Project for the Study of Alternative Education in South Africa argues that “unless conditions are appropriate, it is very difficult to learn a foreign language well enough to learn through it.” The regional language should be taught separately and should become the medium of instruction by the third year. Article 350A of the Constitution states that every state and local authority should endeavour to provide “adequate facilities for instruction in the mother-tongue at the primary stage of education to children belonging to linguistic minority groups”. Evidence from Guatemala, for instance, shows that children in bilingual classes, which includes one of the Mayan languages as the medium of instruction in primary school, perform better on Spanish language tests than those in Spanish-only schools. 2.1 Education in the mother tongue, especially in the lower primary cycle of basic education, is crucial for concept formation as well as literacy and numeracy attainment. Tribal languages continue to be taught as subjects after primary school. Jhingran gave the example of Chhattisgarhi, which is spoken in 8-10 districts that could yield enough teachers proficient in the language and enough literature too -- and would be accepted by the community -- but is still not the medium of instruction in schools. We must start by making the mother tongue the medium of instruction in our schools, and certainly at the primary level. Another challenge is selecting which mother tongues become the medium of instruction in a school and which do not. %PDF-1.7 the early years of a child‘s education. This is very important especially in areas where she works, where many languages have non-standardised scripts that are not accepted by everyone in the community. And in case of languages that can easily be used as mediums of instruction but are not. Introducing the local language as the medium of instruction should definitely be done in two situations--one in areas located along interstate borders and for migrant populations, said Jhingran. The 17 Abadzi, H. 2006. The policy does suggest technological interventions to “serve as aids to teachers”, and developing or translating “enjoyable” books into local languages and making these available in school and digital libraries. The Right to Education Act, 2009, also said that as far as possible, the medium of instruction in school should be the child’s mother tongue. As we battle the economic impact of the pandemic, we need your support even more, so that we can continue to offer you more quality content. The implementation of the Namibian language policy in education: Lower primary grades and pre-service teacher education Report on language policy research compiled by Karsten Legère, Richard Trewby and Mariana van Graan October 2000 For instance, students who speak local languages such as Rabha, Santhali and Nepali attend Assamese-medium schools in the Kokrajhar and Chirang areas where Singh works. x��=�r步깍ひ?�瑗利Dpn많\�#��Ｘ:q"&y�箚"�c�B.m�T~燿彦�`쟐r�;@R�j ��熉撤옌�\|Z�n껏�>~뒝�N?��e�_�l67W�8>�r{~懷j}q쌘\�\�片�K옜바�颯|�쐰��_��\��*斧Ld�)sQge-r��?擢�e凜��>y�淋�2�2�ev侄�3 �E&끼��橘P&;��q颯�끅=�9[�_따六靈>,꿨?��?>�飼霓��!��\��{8;��y↔Lj�@�員�+��q��_eU`#�Km�J��햅岳~�M��yGS朦묘瘻&o琓�*o��銳暫j}.e陀M連튕�E\�\�c劣��窈.�斗�e�猿�c�s�7:Wu�)U�FfM制D�E��p�k�F}�]��V寧�j�遭��7K%g㎂#)+玄,��w�<2fq�4겼H)w�>w��n�q�,�투��s\�}��='i�EU N��.�1�U�A旺A��i腸恤陋�+PRi8��g흗拱H7�[坑�渲깩睛'! The current language in education policy encourages the use of mother-tongue instruction in the first three years of primary school followed by a … If schools teach in local languages, families too can be involved in their child's education, said Parismita Singh, who works with a Pratham after-school programme that provides support to children in their mother tongue in tribal and non-tribal rural areas in Assam’s Kokrajhar and Chirang. That is how it should be,” said Anil Swarup, former school education secretary in the central government. “When these changes were made we’ve seen these silent classrooms convert in 2-3 months -- [full of] active, engaged children speaking, interacting,” said Jhingran. stream Mother tongue education (MTE) has been a subject of rigorous debate for more than half a century, in both industrialised and developing societies. Kindly visit the Manage my subscription page to discover the benefits of this programme. We welcome feedback. If no teacher from the community fulfils this criteria, the government hires non-local teachers who are proficient in the local language and familiar with the culture. ��阮O��w㈀�pI��~�Wc�闖㎩蘆�b He described the policy on mother tongue instruction as “politically acceptable”, since it is a part of the NEP; “socially desirable”, as it would help improve learning in school; and “technologically possible”, because it is possible to implement it. “All efforts will be made early on to ensure that any gaps that exist between the language spoken by the child and the medium of teaching are bridged,” the NEP says. b�;瘦彙�V��Z�[�4 逮葛��J��借T��J+x��G則.amĿ�yIr沮f'��譴{fM_喚巖i�3�q毫@��pp��|鸞��~�|渼��A,��h륵8poi2程�hr�0瀝/�o\ x갛briW)눠杏v�:F 已��ⅧV瞳㎝\租안奸��9a�家j6틔h�8Zd$��冒]_,�J烏�@�&R;� Evidence from Guatemala and Senegal in 1999 estimated that producing local language material would cost about 1% of the education budget with decreasing investment as time passes. <>/Metadata 336 0 R/ViewerPreferences 337 0 R>> 1. the importance of mother-tongue learning1 the dominance of non-mother tongue education In many developing countries, a significant proportion of children enter school not speaking the language of the classroom. Those who do not fulfil these criteria are hired on a contract basis with the condition that they acquire those language skills. Recently, in the educational reforms in the country, the mother tongue in the regions plays an important role especially in the educational system. This programme convinced migrants to stay back in Ernakulam district during the lockdown because parents did not want their children to lose out on school, we reported in July 2020. 1 0 obj All students in Singapore primary and secondary schools are required to study their official Mother Tongue Language (MTL) - Chinese, Malay or Tamil. The NEP makes no mention of how this change in the medium of instruction is to be funded. The implementation of mother tongue education (MTE) remains a challenge ... (primary) education, four years of secondary education and four years of university education to a new system of 2-6-3-3-3. By this metric about 72% of primary school students had the same medium of instruction in school as their home language but this would still not mean that the child was being taught in school in a familiar language. It would also require teachers trained to teach in a multilingual classroom and new teachers fluent in these languages. If you are taught in a language you don’t understand then comprehension doesn’t occur and results in rote memorisation and writing it out through copying,” explained Dhir Jhingran, a former Indian Administrative Services officer and the founder of Language and Learning Foundation, an organisation working with state governments in Rajasthan, Chhattisgarh and Haryana to prepare study material in the local language and train teachers to use it. %도도 More subscription to our online content can only help us achieve the goals of offering you even better and more relevant content. This would allow children to talk, debate and express themselves in their language while also learning the regional language or English. For instance, in Guatemala, bilingual schooling, despite higher costs, ultimately led to savings of US $5 million a year (over Rs 374 million) because it reduced dropout and repetition, estimated this World Bank study from 1996. He cited some examples of areas where children speak one language at home but are taught in another in school -- Marathi-speaking children on Maharashtra’s border with Madhya Pradesh, Telugu-speaking children in Odisha along the edges of Andhra Pradesh, or the children of Bihari migrants in West Bengal. New national education policy | schools in India | mother tongue, Shreya Khaitan | IndiaSpend | Studies from around the world also show that it increases classroom participation, reduces the number of dropouts and grade repetition. Early schooling in a child's mother tongue, as recommended in the new National Education Policy, can improve learning, increase student participation and reduce the number of dropouts, according to an IndiaSpend analysis of evidence from around the world. '>霜�(� ��R�;��E��ec�7置^72/%��QRH0��篠흘8!4#A�Y병��@�+芒劫� �W�5(�%cK��婚d慇�(u�b�~뫙'��/V껏� �r 擺3V짯i볍誨R룔��L!z暴��o浦�쉈�:�8� \5�Wp�c��c��4��VdR��j�9;5��]^�k�)쟉2�]�b�~)�熹d�u 幇��@PSK磊�&Ns읽�X2Z ��D酢/|V�~Z┖��'��V�Q�?p:�V*綸0�2=��쇱1�Q�Q빤�4�苧`k ��_�x;�坮}汽�\A靺��S�k ��,86 ��O . Support quality journalism and subscribe to Business Standard. The government also created bilingual dictionaries, textbooks, supplementary reading material and language handbooks in local languages such as Desia, Kuvi and Kui. In order to be literate, one should not only speak well, but also know the written language, as language is the system … This is, of course, one of the reasons why bilingual education systems are growing in popularity around the world and many international schools are focusing their resources on establishing strong mother tongue programmes. In general, however, the longer a child is able to learn in and through his or her mother tongue(s) the greater the educational benefits that can be expected. “It is fine for educationists to say that the local language should be the medium of instruction but that is not what parents want, not what families want. (Khaitan is a writer/editor with IndiaSpend.). If the child is taught in a language they do not understand, none of this will happen,” Jhingran added. 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