MTB-MLE practice and challenges in Bangladesh SHISHUR KHAMATAYAN-
MTB-MLE practice and challenges in Bangladesh SHISHUR KHAMATAYAN- Multilingual Education Program of Save the Children November-6-8, Bangkok Imperial Queens Park hotel Implemented by: Zabarang Kalyan Samity Bolipara Nari Kalyan Samity and Rakhaing Development Foundation Rationale for Multilingual Education Program Provide a strong educational foundation A good bridge to gain competence and confidence Restoration and presentation of endangered languages Where we work Panch garh Lalmo Thakur Nilphanirhat gaon mari Dinaj pur
Naog aon Nawab ganj Rajs hahi Kurig ram Rang pur Gaiba Joypu ndha Sher rhat pur Netro Bo Jama kona gra lpur Mymen singh Nat ore Sirajg anj
Pab na Kishor eganj Tan gail Gazi pur Suna mganj Hobi ganj Syl het Moulvi Bazar Narsi ngdi Brahma Dh nbaria Raj aka Naraya bari nganj
Farid Munsh Co Mag pur iganj mill ura Saria Chana Khagra dpur tpur Madar Jess Nar chari Gopalipur Fe ore ail Laxm ganj ni ipur Bari Noak Ranga Perojsal hali Jhalk mati pur
Satk Khu athi hira lna Bahe Chittago Bh Patu ola rhat ng akali Barg una Mehe Kus htia rpur Chaud anga Jhena idah Manik ganj Banda rban Cox's Bazar CHT children from minority indigenous groups
Remote hilly area Partners in operation Zabarang Kalyan Samity (ZKS) - Dighinala, Panchari and Khg Sadar - 100 Pre-Primary schools - 17 Grade-1, Grade-II and Grade III classes - 36 Community Learning Centers - 10,629 children graduate in PrePrimary ,GI,II,III and CLC Bolipara Nari Kalyan Samity (BNKS) - Alikadam, Thanchi and Bban sadar - 60 Pre-Primary schools - 9804 children in Youth Club - 11034 children in Pre-Primary & Youth Club Rakhaing Development Foundation (RDF) - Ramu, Chakaria, Teknaf and CoxBazar
Sadar - 19 Pre-Primary Schools - 652 children in Coaching - 907 children in Pre-Primary and Establish pre-primary centres Teacher training 5 Engage primary schools transition Community mobilisation & participation Material development Program in operation Preschools (2 years) Mother tongue based MLEChakma, Marma, Kokborok (Tripura), Mro, Rakhaing language Grade-1,Grade-2 and 3 Mother tongue based Chakma and Tripura Parenting Community Learning Circle Reception & orientation organized in GPS/RNGPS MLE Awareness training within the catchments
primary school Curriculum Development : Pre-Primary, Grade1,Grade-2 & 3 Pre-Primary curriculum that followed by Save the children Finalization of curriculum through series of workshops with Director of Tribal Cultural Institute-Khagrachari, Language committee and Community Leaders Discussion with community, national & international experts Field test Pre-primary Curriculum Subject Pre-primary-1 Pre-primary-2 Language Big book, Small Book
Primer, Story Books Culture and community Songs and rhymes, Drawing Songs and Rhymes, Drawing Math Cultural Math Environmental study Self introduction Familiar to Environment Outdoor Game Cultural Game Cultural Game Alphabet Chart
Grade- Mother Bangla 1 tongue Primer text book Math Englis Socia h l Story MT Alphab Ev.Sci math et Chrt ence and chart transfe follow r in ed Bangla NCTB Story Books Game,
Songs and Rhymes Songs and Rhymes Game Grade- Mother Bangla Math2 tongue -NCTB NCTB text book Text book Ev.Sci Story ence Books chart Follow ed NCTB Grade- Mother Bangla Math3 tongue -NCTB NCTB text book Text
book Scienc Bangla Songs e desh and book and Rhymes Global Game Studie s Grade-1 & Grade-II Materials Teachers Development Subject Days Language development 3 Days Basic training on Pedagogy 8 days Refreshers training Regular Supervision by CF, UPO, PC
3 days by month Every month Success 179 pre-primary centres running in project areas 17 Grade 1 Grade II & III running in Khagrachari 124 teacher trained (women 83%) 120 Centre Management Committees (CMC) established Reception & Orientation Prog. introduced in 60 GPS/ Developed 40 big books,40 small books, 60 listening stories in each of 5 languages Developed 15 story books for Pre-primary, 7 story books for Grade-1, 2, 3 Developed Teachers guide in MLE Developed Primer, Songs and Rhymes in MLE Published Alphabet and Number charts of 5 languages Chakma, Kokborok, Marma,
Rakhaing, Mro Published Alphabet and Number cards of 5 languages Getting ready for school in the Chittagong Hill Tracts A comparative analysis of mother-tongue- and national-language-based preschools in Adivasi communities -2010 Gawri Vijayakumar PHD Student University of Barkley Research questions Aim: To assess how the use of mother tongue in preschool classrooms effects Indigenous childrens school readiness and participatory learning environments Research questions 1. How developmentally ready are children attending MLE preschools for the transition to primary school, in comparison with children attending Bangla preschools with similar levels of resources? 2. How does the extent of the use of mother-tongue in preschool classrooms impact learning processes and teacher-student interaction? 3. Do children have the broader support from parents to transition to primary school? School Readiness Results by Competency Area Mean school readiness scores in MT and non-MT preschools (n=167), by competency 96%
100% 90% 84% 87% 80% 70% 60% 50% 40% 89% 85% 84% 70% Your Text Here 65% 30% 20% 10% 0% Writing/Fine Motor Skills
Problem Communication, Language Knowledge and Solving, Reasoning and and Literacy Understanding of the World Numeracy MT Non-MT Childrens Engagement Children's engagement in MT classro Children's engagement in non-MT classrooms at 5 in time points in time 100% 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
Most children 90% not engaged Half of chi engaged 80% Half of children 70% engaged Most child engaged 60% Most children 50% engaged All children engaged All childre engaged 40% 30% 20% 10%
Time 1 Time 2 Time 3 Time 4 Time 5 0% Time 1 Time 2 Time 3 Time 4 Time 5 Childrens Engagement Children's engagement in MT classro Children's engagement in non-MT classrooms at 5 in time points in time 100% 100% 90% 80% 70% 60% 50% 40%
30% 20% 10% 0% Most children90% not engaged Half of chi engaged 80% Half of children 70% engaged Most child engaged 60% Most children 50% engaged All children engaged All childre engaged
40% 30% 20% 10% Time 1 Time 2 Time 3 Time 4 Time 5 0% Time 1 Time 2 Time 3 Time 4 Time 5 Childrens Engagement Children's engagement in MT classro Children's engagement in non-MT classrooms at 5 in time points in time 100% 100% 90% 80%
70% 60% 50% 40% 30% 20% 10% 0% Most children90% not engaged Half of chi engaged 80% Half of children 70% engaged Most child engaged 60% Most children 50% engaged All children engaged
All childre engaged 40% 30% 20% 10% Time 1 Time 2 Time 3 Time 4 Time 5 0% Time 1 Time 2 Time 3 Time 4 Time 5 MT and Child-Friendly Environments Learning atmosphere Teacher creates a learning atmosphere that is interesting, friendly, and cheerful and all learners are enthusiastically involved Teacher creates a learning
atmosphere where most of children are enthusiastically involved in learning 100% 90% 80% 70% 60% 50% 40% 30% Teacher creates a learning atmosphere where children are bored and uninterested in learning 20% 10% 0% Non-MT MT Quality MLE program from childhood to Life long How do we ensure the effectiveness, efficiency, relevance and sustainability of quality MLE programs, from childhood to life long learning Teachers need to be from local community
Center management committee and Parents need to be well motivated to MLE Community would prepare from beginning of the MLE program that they will have to gradually uptake the project Local education and national education authority should have clear conception of MLE and they will have MLE best practice in front of them A huge number of MT graded reading materials in the school and community Ongoing evaluation of the program Quality of MLE teaching practices How can teacher training programs, materials and school management in general promote quality MLE teaching practices? Training staff in the program Teachers training need to be on MLE pedagogy and L1 language,L2 language Teachers refreshers training need to be focus on enhance teachers teaching skill Teachers guide need to be developed Materials content needs to be from local area, children friendly, easy language, short sentences Bridge MT to 2nd language School/Center management committee should well motivated , excepted by community Center Management committee trained on monitoring MLE Program Design How should MLE programs be designed to respond to best practices described in language acquisition theories?
In the early age children need to have huge graded reading book for vocabulary Activity on language, math and social science in MT Songs, Rhymes, Games in MT and national language instruction As per language acquisition theories curriculum need to be designed with Meaning and Accuracy Two way bridge with MT and national languages (Trans language) MLE Be Institutionalize How can MLE be institutionalized in culturally appropriate way? Formation of community and education authority excepted language committee Capacity building of language committee MLE curriculum need to be culture focused Competency linked with national competency Materials content need to be from childrens familiar environment e.g. Story, Songs, Rhymes, Games, Cultural math, Science A huge reading materials need to be published Advocacy with Local authority and national concern ministry to uptake and institutionalize MLE MLE Be Institutionalize The Bangladesh Govt. incorporate the childrens right to learn in their mother tongue in National Education Policy 2010 Bangladesh Govt. will start mother tongue
based pre-primary education from January 2014 with the five language group Save the children is contributing to the MLE Technical Committee in national level to incorporated SC MLE best practices into the implementation guidelines, curriculum and materials under development with MOPME and the National Curriculum and Textbook Board (NCTB) Govt. has already amazed to see SCs MLE preschool, teachers training and teaching materials. Challenges What are the challenges involved in improving overall teaching and learning practices for MLE in the classrooms? How can we overcome these challenges? Challenges Remote area Unavailability of qualified teacher Teachers can not read and write in their Mother tongue Drop out of trained teachers Villages are scattered in the hilly areas and childrens number are few in the classroom Childrens mother tongue script is not common in their environment Scarcity of the drinking water in the classroom Children absent from the school for 3 months in the monsoon for Jhum cultivation in the hill with parents Challenges Condition of political
conflict and unrest Graduated children loose their interest slowly in Primary School due to not having child friendly environment Script selection become even more political within the national system Decision by the govt to go for 1-year MLE rather than 2, Translation approach decision Sustaining the NGO funded work while we work with the govt policy development process Govt. change hamper in policy implementation Overcome of the challenges Overcome of the Challenges Engage youth to support the teacher Capacity building of the teacher in Mother tongue and national language in reading and writing Class room with multi age children Develop a huge number of MT based reading materials in the community Established library in the community Indigenous childrens academic calendar address by the
Govt. Other agencies need to emphasis on WATSAN Thanks for your patients
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