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Sustainable multilingual literacy programs in 9 countries

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  • Don Osborn
    FYI, I found the following item on the Eldis site at http://www.eldis.org/cf/search/disp/docdisplay.cfm?doc=DOC19312&resource=f1 . The paper itself is
    Message 1 of 1 , Feb 19, 2006
      FYI, I found the following item on the Eldis site at
      . The paper itself is available at
      http://unesdoc.unesco.org/images/0014/001402/140280e.pdf . DZO

      First language first: community-based literacy programmes for minority
      language contexts in Asia
      Sustainable multilingual literacy programs in nine countries
      UNESCO Bangkok / UNESCO - Education Sector , 2005

      This comprehensive report is the outcome of the Regional Workshop on
      Mother Tongue/Bilingual Literacy Programmes for Ethnic Minorities held
      in Kunming, China (May 2004). This workshop presented findings from
      UNESCOs action research on using the mother tongue/bilingual approach
      in pilot literacy projects for ethnic minority communities. The aims
      of these pilots are to increase literacy rates among ethnic minority
      communities and to improve the quality of life and preserve
      traditional culture.

      The report deals with education programmes that use learners' mother
      tongue as a medium of instruction, for both adults and children, in
      various Asian contexts. It is divided into two parts:

      * Part I details the outcomes of the 2004 workshop. It addresses
      the planning and implementing of a sustainable multilingual literacy
      programme. It highlights experiences from nine countries focusing on
      community mobilization, identification of learning needs, development
      of minority language writing systems, development of curriculum and
      materials, training of facilitators, strategies/tools for evaluation,
      strategies for government policy and sustainability. Papers in this
      section include:
      o overview on the use of local languages in education in
      south-east Asia: the paper finds an increased level in the use of
      local languages in education throughout the region
      o project overview and country summary reports: provides
      details on the literacy projects for ethnic minorities in the five
      countries that are currently implementing pilot projects and four
      additional countries that are beginning to participate
      o community mobilization and identification of learning
      needs: a number of principles to aid the development of a
      community-based education programme, including supportive case studies
      o developing minority language writing systems: some
      principles to develop a writing system which is situation-specific
      o developing teaching/learning materials and graded reading
      materials: teachers and other mother-tongue speakers can, with basic
      training and support, generate much of the reading material necessary
      for learners
      o field visit and reflections on observation of pilot
      programme: participants' perspectives on existing literacy initiatives
      o training for facilitators of community-based literacy
      programmes: experiences from case study communities
      o strategies and tools for evaluation: five key areas for
      development evaluation
      o strategies for government policy and sustainability:
      national policies concerning ethnic minority education.
      * Part II contains resource papers and examples of good practice
      from countries participating in the project. It includes papers
      written by well-known linguists Susan Malone and Kimmo Kosonen, and
      descriptions of best practices in mother-tongue literacy from China,
      India, Bangladesh, Philippines and Thailand.
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