PLANNING MOTHER TONGUE-BASED EDUCATION PROGRAMS IN ... · A plan for a mother tongue-based education program needs to be “flexible”. That is, That is, as leaders of the program,

PLANNINGMOTHERTONGUE-BASEDEDUCATIONPROGRAMSINMINORITYLANGUAGECOMMUNITIES

Resourcemanualforplanningandimplementingmothertongue-basededucationprogramsinnon-dominantlanguagecommunitiesSusanE.Malone©SILInternational2010

Attribution-NonCommercial-ShareAlikeCCBY-NC-SAViewLicenseDeed|ViewLegalCodeThisworkisdistributedunderaCreativeCommonsAttribution-NonCommercialShareAlikelicense.Youmayfreelycopy,distributeandtransmitthisworkandyoumayalsoadapttheworkunderthefollowingconditions:1)Youmustattributetheworktotheauthor(butnotinanywaythatsuggeststhattheyendorseyouoryouruseofthework).2)Youmaynotusethisworkforcommercialpurposes.3)Ifyoualter,transform,orbuilduponthiswork,youmaydistributetheresultingworkonlyunderthesameorsimilarlicensetothisone.

Program Planning Resource Manual

2

TABLEOFCONTENTS

Preface 3

Chapter1.Overview:PlanningsustainableMTBMLEprograms 4Resource1.1MTBMLEprogramsthatbuildastrongfoundationandagoodbridge 13

Chapter2.Preliminaryresearch 19Resource2.1Assessingcommunitygoals 26Resource2.2Languageattitudessurvey#1 29Resource2.3Languageattitudessurvey#2 30Resource2.4Languageusessurvey 33Resource2.5Literacyusessurvey 34

Chapter3.Mobilization 36

Chapter4.Recruitmentandtraining 40Resource4.1Strategiesfortrainingfacilitator/teachers 53

Chapter5.Orthographydevelopment 56

Chapter6.Curriculumandinstructionalmaterials 62Resource6.1Essentialelementsoflanguageeducation 70Resource6.2Matchingactivitieswithlearningoutcomes 71Resource6.3Comparisonof3commonlyusedteachingmethods 73

Chapter7.Literaturedevelopment 74Resource7.1Characteristicsofgradedreadingmaterials 80Resource7.2Writingcreativelyinthemothertongue 84Resource7.3Editing 86Resource7.4EvaluatingStageOnereadingmaterials 87

Chapter8.Documentationandevaluation 90Resource8.1Writingprogressreports 100Resource8.2FourtypesofevaluationsofMTBMLEprograms 101

Chapter9.Programcoordination 103Resource9.1Writingfundingproposals 109


3

PREFACE

Thisbookisaboutplanningandimplementingeducationprogramsthatpromotelife-longeducationinminoritylanguagecommunities.Itisspecificallyformothertonguespeakersofthelanguagesbutcanalsobeusedby“outsiders”whoarehelpingminoritylanguagecommunitiesdeveloptheirprograms.

Asyouwillseeinthefollowingpages,thismanualsuggestsseveralprioritiesforprogramplanners:

• Theprogramsarelearner-centered.Theirpurposeistohelplearnersachievetheirowneducationalgoals.

• Theprogramsarecommunity-centered.Membersofthecommunitiesparticipateinmakingdecisionsabouttheirprogramfromtheverybeginning.

• Theprogramsfocusoneducationfordevelopment.Readingandwritingarenotconsideredgoalsbutastoolstohelppeopleachievetheirgoals.Thecontentoflessonsisdrawnfromthelearners’ownexperiences,anddealwithtopicsthatareespeciallyinterestingtothemandrelevanttotheirlives.And,wheneverpossible,theprogramisintegratedwithotherdevelopmentefforts.

• Theprogramsenablelearnerstobuildastrongeducationalfoundationintheirfirstlanguageandagoodbridgetotheirsecondlanguagesothattheycancontinuelearninginbothlanguages.

ThisbookfocusesonthefirstpartofaMultilingualEducationprogram—basiceducationinthelearners’homelanguages.Anotherbookisbeingplannedforthe“bridging”componentoftheprogram,inwhichlearnersusethestrongfoundationtheyhavebuiltintheirmothertongueto‘bridge’ortransitiontolearningasecondlanguage(and,ifdesired,toathirdlanguage.)

Organizationofthemanual

TheManualisorganizedintoninechapters.ChapterOnepresentsanoverviewofmothertongue-basededucationprograms.Eachofthenextothereightchaptersdealswiththeessentialfeaturesofstrongandsustainedprograms.Resourcesectionsattheendofsomeofthechaptersprovideadditionalmaterialsrelatingtothetopicsthatarediscussedinthatchapter.

Noteofthanks

Thefirstversionofthismanual,DevelopingTokplesEducationProgrammesinPapuaNewGuinea,wasdevelopedforthePNGNationalDepartmentofEducationin1991.Sincethen,ithasbeenrevisedmanytimes,asIhaveworkedwithmembersofminoritylanguagecommunitiesinplanning,implementing,trainingandassessingMTBMLEprograms.IwillalwaysbegratefultodearcolleaguesinAsia,AfricaandthePacificforteachingmesomuch.

SusanMalone,November2004,June2006,November2008,October2010,May2012


4

CHAPTER1.OVERVIEW:PLANNINGSUSTAINABLEMOTHERTONGUE-BASEDEDUCATIONPROGRAMS

THINKINGABOUTSUSTAINABILITY

Mothertongue-basededucationprogramshavebeenstartedinalmosteverycountryoftheworld.Unfortunately,manyoftheseprogramshavenotbeensustained.Theprogramsoftenendandlearnersdonotachievetheirlong-termeducationalgoals.Aseducationspecialists,wemightask,“Whydosomeprogramsfailandotherssurvive?Whatcanwedotomakesureourownprogramsaresuccessfulandsustained?”Astudyofprogramsthathavebeensustainedoveraperiodoftimerevealsthattheyshareseveralcharacteristics:

• Theprogramisstartedbecausepeopleinthecommunitywantit.Theybelievethattheprogramwillhelpthemachievespecificgoalsormeetspecificneeds.

• Communitymemberstakeaformativeroleinplanningandimplementingtheirprogram.

• Oncetheprogramhasbeenestablished,peopleinthecommunity(especiallythelearners)findthattheprogramisindeedhelpingthemtoachievetheirgoalsandmeettheirneeds.

• Thecommunityhastakenresponsibilityformaintainingtheirprogram.Theyparticipateindecision-makingandevaluationandindecidingwhatchangesareneeded.

• Theprogramislinkedtootherdevelopmentprojectssothat,aspeoplelearntoreadandwrite,theycancontinuetogainnewandusefulideas,skillsandinformation.

• Theprogramislinkedtoformaland/ornon-formaleducationprogramswithinandoutsidethecommunity.Whenlearnerscompletethecommunityprogramtheycancontinuetheireducationiftheywanttodoso.Forexample,childrenwhohavecompletedapre-primaryeducationprogramintheirvillagecanmoveintotheformaleducationsystem.Adultswhohavesuccessfullycompletedanadultclasscanmoveintovocationaltrainingorothernon-formalorevenformaleducationprograms.

• Theprogramreceivesnecessarysupportfromoutsidethecommunity—government,non-governmentorganizations(NGOs),universities,thebusinesssector,anddonororganizationsandfromotherinstitutions(forexample,languageandcultureassociations.)

ENCOURAGINGCOOPERATIONAMONGSTAKEHOLDERS

“Stakeholders”areallthepeoplethathaveaspecificinterestinaprogram.Inamothertongue-basededucationprogram,stakeholdersarethelearners,theirfamilies,othersthatmightbeaffectedbytheprogramandallthepeoplethatareinvolvedinsupportingit.


5

Followingisalistofpossiblestakeholdersinacommunity-basededucationprogram:• Thepeoplewhoattendtheclasses• Theirfamilies• Theteachers,supervisors,trainersintheprogram• Thepeoplewhowrite,illustrate,edit,produce,anddistributetheteachingand

readingmaterials• Theleadersoftheprogram• Localschools(ifthelocalprogramisforchildren)• Otherpeopleinthecommunitiesinwhichclassesareheld• Local,stateandnationalgovernmentagencies,especiallyeducationagencies• Local,stateandnationalreligiousinstitutions• Local,state,nationalandinternationalNGOsthatareinvolvedand/orinterested

ineducationanddevelopment• Local,stateandnationalbusinessesthatsupporttheprogram• Donoragenciesthatprovidefundingandotherresourcesfortheprogram• Localgovernmentofficials(andstateandnationalofficials,aswell)• Vocationalcentersorotheradulttrainingprograms(iftheprogramisforyoung

peopleoradults)• Health,agriculture,andothergovernmentagenciesthatwanttocommunicate

informationtopeopleinminoritylanguagecommunities

Iftheprogramistobesuccessful,stakeholdersneedtoworktogetheraspartnerstosupportit.So,asleadersoftheprogram,youwillneedtospendtimetalkingwitheachgroupofstakeholders.Itwillbeimportanttodeveloplinkagesbetweentheprogramandallthepotentialstakeholders,encouragingthemtosharetheirvisionabouteducationinthecommunityandbuildingcommongoalsfortheprogram.(SeeChapter3,Mobilization.)

MTB MLE programs

Government agencies, NGOs,

businesses

Government agencies; NGOs; socio-cultural

associations; universities, donor agencies

INGOs; International donor agencies

Individuals, families, social,

religious, cultural and political

groups

International level

National level

Local businesses, government

agencies, schools, training programs

Sub-national level

Local level

Potential stakeholders in mother tongue-based education programs


6

PLANNINGTHEMOTHERTONGUE-BASEDEDUCATIONPROGRAM

Whymakeaprogramplan?

Ifyouareplanningamothertongue-basededucationprogram,agoodprogramplanwillbehelpfulbecause:

• Itwillhelpyouthinkaboutwhatyoushoulddoateachstageoftheprogramandwhatresourcesyouwillneed.

• Itwillhelpyouthinkaboutwhoshouldberesponsibleforthedifferentactivitiesandwheneachactivityshouldtakeplace.

• Whenyouevaluatetheprogramlater,ithelpsyouknowiftheobjectiveshavebeenaccomplishedandhowwelltheywereaccomplished.

Aplanforamothertongue-basededucationprogramneedstobe“flexible”.Thatis,asleadersoftheprogram,youshouldbeabletochangetheplanifyouseethatsomepartsoftheprogramarenotworkingwell.Ofcourse,youcannotpredictallthethingsthatmighthappenasyoubeginimplementingtheprogram.Sometimessomethinghappenstoslowprogress(naturaldisasters,lackofmoney,etc.).Or,somethingmighthappentomovetheprogrammorequickly(forexample,thegovernmentmightdecidetosponsortrainingcoursesortoprovidefundingforliteratureproduction).Whenyouandotherstakeholdersevaluatetheprogram—whichyoushoulddoregularly(seeChapter8:Evaluation)—youmightfindthattheprogramplandoesnotmatchwithwhathasactuallyhappened.Inthatcase,youshouldrevisetheplansothatitisrealisticandhelpfulforthesituation.

Planningtakestimeandpeoplemaybetemptedtoskipthisprocesssothattheycanstartclassesquickly.Thedangerofmovingtooquickly,withoutaplan,isthatthepeoplewhoareresponsiblefortheprogramwillnothaveanythingtoguidethemorhelpthemprepareforthenextstep.Agoodprogramplanshouldtellyouwhereyouhavebeenandwhereyouaregoing.Ifyoulookatsuccessfulmothertongue-basededucationprogramsaroundtheworld,youwillfindthatmostofthembeganwithagoodprogramplan.

Whoshouldbeinvolvedinplanning?

Ifaprogramistoservethecommunity,representativesofthecommunityshouldbeinvolvedinplanningit.NGOs,appropriategovernmentagenciesandotherstakeholderscansupportthecommunityinplanningtheirprogrambutcommunitymembersshouldbetheprimarydecision-makers.

Youcansupportcommunitydecision-makinginseveralways:

• Helpseveralcommunityleaderstovisitanestablishedprogram.

• Showthemacopyofagoodprogramplanfromanotherlanguagegroup.


7

• Talkwiththemaboutthedifferentpartsofaprogramsothattheycanaskquestionsandtalktogetherbeforetheactualplanningbegins.

• Helpthemidentifytheresourcestheywillneedtoimplementandmaintaintheprogram.

Whatkindofprogramcanweplan?

Dependingontheneedsandgoalsidentifiedbypeopleinthecommunity,theprogrammightbeforchildren,out-of-schoolyouth,oradults.Mostprogramsfitintooneofthefollowingcategories(AlsoseeResource1.1,page12):

• Beginningeducationclassesareforpeoplewhohavenotbeentoschoolbefore.Intheseclasses,theybeginusingreadingandwritingtohelpthemlearnthethingstheywanttoknowanddothethingstheywanttodo.

• Fluencyclassesareforpeoplewhohavebasicreadingandwritingskillsbutwanttoreadandwritebetterandwithmoreunderstanding.Influencyclassestheylearnhowtousereadingandwritingtolearnnewideasandinformationandtocommunicatewithothers.

• “Bridging”classesareforpeoplewhoalreadyreadandwriteinonelanguageandwanttobecomeliterateinasecondlanguagethattheyalreadyspeakandunderstand.Bridgingclassescangotwoways.Insomeclasses,peoplewhoareliterateintheirfirstlanguagelearntoreadandwriteintheirsecondlanguage1.Inotherclasses,peoplewhoareliterateintheirsecondlanguagelearntoreadandwriteintheirfirstlanguage.Bothoftheseare“bridging”classesbecausetheirpurposeistohelppeoplebuilda“bridge”betweenthetwolanguagessotheycanbecomefluentreadersandwritersinbothlanguages.

• Continuing(“life-long”)educationisforpeoplewhowanttocontinuetouseandexpandtheirreadingandwritingabilitiesinboththeirfirstandsecondlanguages.Thesemightbevillagereadingclubs,trainingprogramsoutsidethecommunityorformalandnon-formaleducationprograms.

Whatisinvolvedinplanningamothertongue-basededucationprogram?

Thefollowingactivitiesareoftenpartofaprogramplan:

• Identifythecommunity’sstrengthsandaccomplishments—themostimportantresourcesforestablishingsuccessfulandsustainedmothertongue-basedprogramsofanykind.

• Identifythereasonswhypeoplewanttheprogram.Peoplestartnewprogramsonlywhentheyperceiveaneedforchange.Whatarethecommunitymembers’goalsfortheirownlivesandfortheircommunity?Whatfactorsmightstopthemfromachievingtheirgoals?Whydotheythinkamothertongue-basededucationprogramwillhelpthem?(SeeChapter2.Research).

1 This assumes they already know the second language. If they do not, they would start by learning to understand and speak the language and then learn to read and write the language.


8

Hereisanexampleofareasonforstartingawomen’seducationprogram:

Manywomeninourcommunityhavenothadanopportunitytogotoschool,sotheyneverlearnedtoread,writeordocalculations.Theyraiseandsellverygoodvegetablesbutcannotkeeptheirmoneyinthebankbecausetheycannotreaddepositandwithdrawalslips.

Setprogramgoals.Goalsaretheintendedlong-termimpactoftheprogram.

Herearesomeexamplesofprogramgoals:

1)Womeninourcommunitywillbeabletoread,writeandcalculate.Theywillunderstandfairtradeandwillnotbecheatedwhentheybuyandsellgoodsatthemarket.

2)Theirearningswillbesecureinthebankandwillbeavailabletothemwhentheyneedit.

3)Theywillearnagoodincomefortheirfamiliesbecausetheyusegoodagriculturaltechniquesforgrowingtheirmarketvegetables.

Identifythedesiredprogramoutcomes.Outcomesarethespecificthingsthattheprogramwillachieve.Herearesomeexamplesofprogramoutcomes:

1)Within5yearswomen’seducationclasseswillbeestablishedin10communities.

2)Therewillbe2womentrainedasteachersforeachclass.

3)Asystemwillbeestablishedforproducingreadingmaterialsthatthewomenhavesaidtheywanttoread.

Identifytheprogramoutputs.Outputsarethethingsthatwillbeachievedintheshorterterm.Herearesomeexamplesofoutputs:

Attheendofthistwo-yearperiodwewillhaveproduced:1) Aplanforconductingteacher-trainingcourses2) Aninstructionalplanforteachingthewomen’sclasses3) Atleast40beginningreadingmaterials(stories,posters,etc.)

inthelearners’mothertongue(MT)abouttopicsthatthewomenhavesaidtheywanttoread

4)Atleast40moreadvanced(Stage2or“fluency”level)MTmaterialsabouttopicsthatthewomenhavesaidtheywanttoread.

Plantheprogramactivities.Activitiesarethespecificactionsyouwilltaketoproduceprogramoutputsandoutcomes.Hereareexamplesofactivitiesforawomen’seducationprogram:

Toachieveourprogramoutcomeswewilldothefollowingthings:1)Conductaneedsassessmentsurvey.


9

2)ConductaLiteratureProductionworkshop.3)Developacurriculumfortheadultclasses.

Thefollowingactivitiesarepartofmanymothertongue-basededucationprogramsinminoritylanguagecommunities.(Theremainingchaptersofthismanualwillbedevotedtoeachoftheseactivities.)1. Conductpreliminaryresearch.Thisinvolvescollectingtheinformation

thatwillbeusedtoplanandimplementtheprogram(Chapter2).2. Mobilizeresourcesanddeveloplinkages.Thisinvolvesencouraginga

senseofownershipfortheprogramamongthestakeholdersandencouragingpeopletoworktogethertosupporttheprogram(Chapter3).

3. Recruitandtrainstaff.Thisinvolvesidentifyingthepeoplethatwillbeneededfortheprogram,identifyingthequalificationstheywillneed,recruitingthemandprovidinginitialandon-goingtrainingforthem(Chapter4).

4. Developanorthography(writingsystem).Thisinvolvesidentifyingthesymbolsthatwillformthewritingsystem(ifthelanguagehasneverbeenwrittenbefore)oradaptinganolderwritingsystemtofitthelanguageasitisspokennow(Chapter5).

5. Developcurriculumandinstructionalmaterials.Thisinvolvesselectingtheteachingmethodthatwillbeused,developingteachers’guides,andplanningthecontentofthelessons(Chapter6).

6. Developliterature.Thisinvolveswriting,illustrating,editing,testing,producinganddistributingavarietyofgradedreadingmaterialsinthelocallanguagethatareinterestingtothereaders(Chapter7).

7. Evaluatetheprogramanddocumentprogress.Thisinvolvesassessingtheprogramandthelearners’progressregularlytofindoutiftheprogramisservingtheneedsofthecommunityandifyouareachievingtheprogram’sobjectives.Italsoinvolveskeepingrecordsoftheplanningandimplementationprocessandofthelearners’progress(Chapter8).

8. Coordinatetheprogram.Thisinvolvesmakingsuretheprogramgoeswell.Programcoordinationincludesobtainingandallocatingfunds,keepingrecords,writingreportsandensuringthatstaffaresupervisedandsupported(Chapter9).


10

ThediagrambelowdisplaystheessentialfeaturesofstrongandsustainedMTBMLEprograms:

A system for obtaining,

distributing, accounting for

and reporting on funding for the

program

FEATURES OF STRONG MTB MLE

PROGRAMS

© Susan Malone, 2010

Research that provides information about 1) language attitudes and uses in the community;

2) the community’s goals, needs and problems; and 3) resources for the

program

Recruitment methods that bring

motivated, knowledgeable and

respected individuals into the program (and keep

them there)

Training and supervision that help

all staff gain competence,

creativity, commitment and

credibility within and outside the community

A process of developing and

testing an orthography that is acceptable to the

majority of stakeholders and

promotes on-going reading and writing

in the language

A process for developing, testing

and revising curriculum and instructional

methods so they are relevant and

appropriate in the ethnic minority

community

A system for writing, illustrating, editing,

evaluating, producing, storing,

and distributing literature in the minority language

A management and coordination system

that provides support for program staff and ensures that necessary materials

are on hand

Evaluation and documentation that

regularly provides information for

strengthening the program and for reporting to other

stakeholders (e.g., government, donors)

Mobilization activities that generate interest and

support (including resources) for the program within and

outside the community (government, NGOs, universities, donors,

businesses)

A political environment that supports the use of

minority languages in education; Cooperation

among supporting agencies: government, NGOs,

universities, etc.


11

WorkPaper:Programoverview

Usethisworkpapertohelpyouthinkaboutthereasonswhyamothertongue-basededucationprogramisneeded,theprinciplesthatyouthinkshouldguidetheprogramandwhatyouwanttheprogramtoaccomplish(goals).Youcanlookatthe"SamplePlan,"whichfollows,forsomeideas.Butsincethisisyourownprogram,youshouldmakesurethatwhatyouwriteherefitsyourownsituation.

STRENGTHSANDRESOURCESOurcommunityhasthefollowingstrengthsandresourcestohelpusachieveourgoals:REASONSWHYTHEPROGRAMISNEEDED(Situationstatement)Thismothertongue-basededucationprogramisneededbecause…GOALSTheoverallgoal(s)ofthisprogramarethat…OUTCOMESWewillaccomplishthefollowinglong-termoutcomesinthenext__years:OUTPUTSWewillaccomplishfollowingshorter-termoutputsinthenext__years


12

Example:Thinkingaboutamothertongue-basededucationprogramforadultsSTRENGTHSANDRESOURCES(foundationalinformation)Ourcommunityhasthefollowingstrengthsandresourcestohelpusachieveourgoals:

1. Weworkwelltogetherasacommunity2. Thereareseveralpeopleinthecommunitythatcantakeleadershipofthisprogram.3. Wehaveasupportiveschoolwithteacherswhoknowandvalueourlanguageand

cultureREASONSWHYTHEPROGRAMISNEEDED(Situationstatement)Thisprogramisneededbecause…

Someadultsinourcommunitycannotreadandwritesotheydonothaveaccesstonewinformationandideasandtheyareunabletocommunicatetheirownideastopeopleoutsidethecommunity.

GOALSTheoverallgoal(s)ofthisprogramarethat… Theadultsinthiscommunitywillbeableto

1) Communicatewitheachotherinwrittenformintheirownlanguageandinthenationallanguage;

2) Getinformationandideasfromoutsidethecommunity;3) Communicatetheirideasandneedstothegovernmentandothersoutsidethe

community

OUTCOMESWewillaccomplishthefollowingthingsinthenext5years:

1) Adulteducationclassesestablishedinatleast6villages.2) Ateachertrainingsystemthatprovidesregularpre-serviceandin-servicetraining.3)Asystemfordeveloping,testing,producing,storinganddistributingreadingmaterials4)Asystemfordocumentingandevaluatingtheprogram

OUTPUTSWewillaccomplishthefollowingthingsinthenext3years:

1)Produceatleast50beginning(Stage1)readingbooksrelatingtotopicsthatareespeciallyinterestingtothelearnersandrelevanttotheirlives

2)Producealeast50second-level(Stage2)readingbooksthatintroducethelearnerstonewideasandinformationthatareimportanttothem

3)Developanalphabet-teachingbook(primer)forlearningtheirhomelanguage4)Developa“transitionalprimer”thatwillhelpthem‘bridge’intothenationallanguage6)DevelopTeachersGuidesthatforbeginningclasses,7)Identifyandprepare2teachersforeachclass8)Identifyandprepareatleast2teachertrainers


13

Resource1.1MTBMLEprogramsthatbuildastrongfoundationandgoodbridge2

ThechallengetoMTBMLE:Howdoweplan,implementandsustaineducationprogramsthat…

Enablemothertongue(MT)speakersofnon-dominantlanguagestobuildastrongeducationalfoundationintheirfirstlanguage…

Bridgesuccessfullyintooneormoreadditionallanguagesand…

Continuetouseboth/alllanguagesforon-goingeducationandlife-longlearning?

IntendedlearningoutcomesforlanguageeducationinMT-basedMLE

Intendedlearningoutcome#1

Learnerswillbuildcompetenceandconfidence(inbothlanguages)inlistening,speaking,readingandwritingformeaningandinhearing,speaking,readingandwritingcorrectly.

2 From Susan Malone, Paper presented in Dhaka, March, 2006. MTB MLE: Mother tongue-based multilingual education (refers to non-formal education programs for adults and for programs for children in the formal and non-formal education systems in which 2 or more languages are taught and used.)

Beginning in the learners’ L1

Bridging to the L2 and continuing to use both L1

and L2 for life-long learning

Illustration by Dennis Malone, 2002


14

Emphasis:meaningand

communication(focusonwholetexts)

Emphasis:accuracyandcorrectness(focusonpartsofthelanguage)

Listening Listeninordertounderstandandtothinkcritically

Recognizeanddistinguishsounds,recognizepartsofwords

Speaking Speakwithunderstandingtocommunicateknowledge,ideas,experiences

Usecorrectvocabulary,pronunciation,grammar

Reading Readformeaningandunderstandinginordertoapply,analyze,evaluatetexts,createnewknowledge

Decodetextsbyrecognizingletters,syllables,tonemarks,syntax,grammar

Writing Writetocommunicateknowledge,ideas,experiences,goals

Formletters,words,sentences,paragraphsproperlyandneatly;spellwordsaccurately;usecorrectgrammar

Fromtheresearch:

Whattheoryimplies,quitesimply,isthatlanguageacquisition,firstorsecond,occurswhencomprehensionofrealmessagesoccurs…

Languageacquisitiondoesnotrequireextensiveuseofconsciousgrammaticalrulesanddoesnotrequiretediousskills…(Krashan,2001).

Intendedlearningoutcome#2

Learnerswillgaincompetenceandconfidenceinusingtheiroralandwrittenlanguagesforeverydaycommunicationandforlearningacademic(abstract)concepts.


15

From“Bloom’sTaxonomy”:

Create3

Createnewknowledge(Abstract)

Evaluate

Thinkcritically(Abstract)

Analyze

Seepatterns;compareandcontrast

(Abstract)

Apply

Usewhatwastaught

(Concrete)

Understand

Explainwhatwastaught(Concrete)

Remember

Recallwhatwastaught(Concrete)

AdaptedfromBloom,1956Planningthestrongfoundationandgoodbridge

TheprocessbeginsbyenablinglearnerstobuildastrongeducationalfoundationintheirL1.

Fromtheresearch:

Thelevelofdevelopmentofchildren'smothertongueisastrongpredictoroftheirsecondlanguagedevelopment…Children…withasolidfoundationintheirmothertonguedevelopstrongerliteracyabilitiesintheschoollanguage(Cummins,2000).

ThemostpowerfulfactorinpredictingeducationalsuccessforminoritylearnersistheamountofformalschoolingtheyreceivedintheirL1.…Onlythoselanguageminoritystudentswhohad5-6yearsofstrongcognitiveandacademicdevelopmentthroughtheirL1—aswellasthrough[L2]—didwellinGrade11assessments(ThomasandCollier,1997,2004)

Itthenbuildsa“goodbridge”tothenewlanguage(s),beginningwithlistening,thenspeaking,thenreadingandwriting.

Firstlistening…

Thebest[languagelearning]methodsare…thosethatsupply“comprehensibleinput’inlowanxietysituations,containingmessagesthatstudentsreallywanttohear.ThesemethodsdonotforceearlyproductionintheL2butallowstudentstoproducewhentheyare‘ready’,recognizingthatimprovementcomesfromsupplyingcommunicativeandcomprehensibleinput,andnotfromforcingandcorrectingproduction(Krashan,2001).

3 Bloom placed “evaluation” at the top of this progression. I have placed “synthesis” at the top because in order to create new knowledge, we need first to evaluate existing knowledge.


16

Thenspeaking…

…oralproficiencyinthetargetlanguage[is]ofcriticalimportanceforthedevelopmentof…readingcomprehensionamongthird-andfourth-gradestudents…(Droop&Verhoeven,2003,pp.78-103).

Additionalresearchfindsthatcomprehensibleoutput,asanadjuncttocomprehensibleinput,helpsstudentsbecomeawareofthestructureofthelanguageandhelpsthembecomemorecompetentinitsuse(Cummins,2001).

Thenreadingandwriting…

Theprocessshouldenablelearnerstogofromtheknowntotheunknown—usingwhattheyhavelearnedaboutreadingandwritingintheL1andtheirknowledgeoforalL2tobridgeintoreadingandwritingtheL2.(Thesameprocesswouldapplytolearningadditionallanguages.)

Children'sknowledgeandskillstransferacrosslanguagesfromthemothertongue…totheschoollanguage(JimCummins,2000)

Thinkingabouttheprogression

PlanningforMLEinethniccommunitiesrequiresknowledgeofthecontextsinwhichtheprogramwilltakeplace.Withthatawareness,andusingwhathasbeenlearnedthroughpastexperienceandthroughresearcharoundtheworld,wecanidentifysixgeneralphasesofbridgingprograms:

ContinueoralandwrittenL1andL2assubjects.Useboth

languagesforinstructionatleastthroughprimaryschool

ContinueoralandwrittenL1andoralL2assubjectsIntroducereadingandwritinginL2

ContinueoralandwrittenL1asasubjectIntroduceoralL2

ContinueoralL1asasubjectIntroducereadingandwritinginL1

Buildsmallchildren’sfluencyandconfidenceinoralL14

4 L1 = the learners’ first language, home language, heritage language. This is the language they know best so they should use this language when they begin their education.


17

Planningtheprogressioninamothertongue-basedbilingualeducationprogram

Itisveryimportantthat[anMLE]programcontinuethrough8thgrade,becausewhentherearenonative[L2]speakersintheclasses,ittakeslongertoreachgradelevelin[the]secondlanguage.Inthismodel,studentsreceiveliteracydevelopmentinL1andL2,aswellasacademiccontentdevelopmentinL1andL2.Thisisanenrichmentmodel,justliketwo-way(VirginiaCollier,personalcommunication,2004).

Thefollowingexampleofaprogressionplanisforan8-yearprograminwhichK1andK2areintegralpartsofprimaryschool.TheprogramhasastronglanguageeducationcurriculumandchildrenareatleastfouryearsoldwhentheybeginK1.Incontextswherethisisnotpossible,theprogressionshouldbeadapted.K1

(age4)K2

(age5)Grade1 Grade2 Grade3 Grade4 Grade5 Grade6

DeveloporalL1L1forteaching

DeveloporalL1IntroducewrittenL1IntroduceoralL2(2ndsemester)L1forteaching

Developoral&writtenL1,oralL2

IntroduceL2alphabet(2ndsemester)

L1forteaching

Developoral&writtenL1,oralL2Bridgetoreading&writinginL2L1-L2-L1forteaching

L1&L2taughtassubjectsL1-L2-L1forteaching





18

References

Bloom,B.S.(Ed.)(1956)Taxonomyofeducationalobjectives:Theclassificationofeducationalgoals:HandbookI,cognitivedomain.NewYork;Toronto:Longmans,Green.

Cummins,Jim(2000).BilingualChildren'smothertongue:WhyIsItImportantforEducation?http://www.iteachilearn.com/cummins/mother.htm

Cummins,Jim.(2001).“Instructionalconditionsfortrilingualeducation.”InternationalJournalofBilingualEducationandBilingualism.Volume4#1.pp.61-75.

Droop,Meinke&LudoVerhoeven(2003).Languageproficiencyandreadingabilityinfirstandsecondlanguagelearners.InReadingResearchQuarterly38:1.Pages78-103.

KenjiHakuta,YukoGotoButlerandDariaWitt(2000).HowLongDoesItTakeEnglishLearnerstoAttainProficiency?UniversityofCaliforniaLinguisticMinorityResearchInstitutePolicyReport2000-2001.

Krashen,StephenD.1981.PrinciplesandPracticeinSecondLanguageAcquisition.EnglishLanguageTeachingseries.London:Prentice-HallInternational(UK)Ltd.

_____.(2001).http://www.languageimpact.com/articles/rw/krashenbk.htm.p.6-7

NationalCouncilofEducation,ResearchandTraining.(2005).PositionPaper:NationalFocusGroupontheTeachingofIndianLanguages.page39.

Thomas,WayneandVirginiaCollier(1997).Schooleffectivenessforlanguageminoritystudents.

http://www.ncela.gwu.edu/ncbepubs/resource/effectiveness/

_____.(2004)ANationalStudyofSchoolEffectivenessforLanguageMinorityStudents’Long-TermAcademicAchievement.FinalReportExecutiveSummary.http://www.ncela.gwu.edu/ncbepubs/

Verhoeven,Ludo.(1990).“AcquisitionofreadinginDutchasasecondlanguage.”ReadingResearchQuarterly,25.Pages90-114.


19

CHAPTER2.PRELIMINARYRESEARCH

Whydoweneedtodoresearchbeforewebeginamothertongue-basededucationprogram?

Thereareseveralgeneralpurposesfordoingresearchbeforeyoubeginplanning:

• Tocollectinformationthatwillhelpyoudevelopaplanthatisappropriateforyourparticularcommunity

• Tohaveinformationaboutthesituationbeforetheprogramstartssoyoucanevaluateprogresslater

• Toestablishawrittenhistoryoftheprogram

• Tohavethedocumentationyouwillneedwhenyouwritereportsfordonors

• Tomakesureprogramleadersheartheideasofasmanycommunitymembersaspossible

Howcanpreliminaryresearchhelpstrengthenourprogram?

• Youwillhavetheinformationyouneedforplanningtheprogram

• Youwillhaveinformationtoestablishawrittenhistoryoftheprogram.

• Youwillbeabletoreportknowledgeablytodonorsandotherstakeholders.

• Youwillhave“baselineinformation”aboutthesituationbeforetheprogrambeginsandwillbeabletousethatinformationinthefutureforevaluatingprogramimpact.

Whatkindofinformationwillweneedforplanning?

Thefollowinginformationwillbehelpfulwhenyouplantheprogram:

Informationaboutpeople’sgoals,needsandproblems(Resource2.1).Ifthisistobeamothertongue-basededucationprogram,thisinformationwillbethefoundationfortheentireprogramplan.Itwillbeespeciallyhelpfulforplanningcurriculumanddevelopingreadingmaterials.(SeeChapter6:CurriculumDevelopmentandChapter7:LiteratureDevelopment.)

Informationaboutthecommunitiesinwhichtheprogramwilltakeplace.Howdopeopleworktogether?Whocanworkwithwhom?Howdopeopleinthecommunitysupportthosewhoprovideservices(e.g.,teachers,religiousleaders,traditionalhealers)?Youwillneedthisinformationwhenyourecruitworkersfortheprogram(e.g.,teachers,supervisors)andwhenyouthinkaboutcompensationfortheworkers.


20

Informationaboutthestakeholders.Themostimportantstakeholdersarethepeoplewhowillbedirectlyaffectedbytheprogram—thelearnersandtheirfamilies(ifthelearnersarechildren).Otherstakeholdersincludecommunityleaders,governmentofficials,schoolofficials,healthworkers,religiousleaders,NGOsandevenbusinesseswithinandoutsidethecommunity.Allofthesearepotentialsupportersoftheprogram,aswellasstakeholders.Whenyouidentifythemattheverybeginningyouwillbeabletousetheirvaluableknowledgeandexperienceandyouwillalsoencouragethemtosupporttheprogramwiththeirknowledge,ideasandfinances.

Informationaboutthewritingsystemforthelanguage.Isthereawritingsystemalready?Ifso,doesitrepresentthemeaningfulpartsofthelanguageadequately?Isitacceptabletomostofthepeoplewhowillbeusingit?Isituseableacrossdialects?Willithelpreaderstotransferbetweenthelocallanguageandthenationallanguage?Thisinformationwilltellyouifthecurrentwritingsystemisacceptabletothepeopleandifithelpsthemlearntoreadandwrite.Italsomighttellyouthatyouneedtomakechangesinthewritingsystem.(SeeChapter5:Orthography.)Ifthewritingsystemdoesneedtobechanged,thisresearchwillalsohelpyoulearnifthecommunitywillneedconsultanthelpfromoutsidethecommunity.

Informationabouteducationinthecommunitybeforetheprogrambegins.Thisinformationwillhelpyoulaterwhenyouwanttoseeiftheprogramhasledtopositivechanges.Examplesofthiskindofinformationinclude:1)thenumberofschoolsinthelanguageareaandwheretheyarelocated;2)thenumberofchildren(female/male)enteringprimaryschooleachyear;3)theaveragenumberofyearstheyspendinschool;4)thenumberofchildrenwhogotohighschool;5)theservices(health,agricultural,etc.)thatareavailableinthecommunityandthenumberofpeoplewhousetheservices.

Informationaboutcommunitymembers'attitudestowardliteracyandeducationingeneral,bothintheirmothertongueandintheoutsidelanguage.Dopeoplewanttolearntoreadintheirownlanguageand/orinthenationallanguage?Ifso,why?Ifnot,whynot?Thisinformationwilltellyouifthereisenoughinterestamongnon-literatepeopleinthecommunitytostartaneducationprogram.Itwillhelpyouwhenyouplanformobilization.Anditwillhelpyouwhenyouareplanningthecurriculumanddevelopingreadingmaterials.

Informationaboutthewaysliteratepeopleinthecommunityusereadingandwriting.Whatkindsofthingsdopeopleread?Whatdotheywrite?Whatkindofreadingmaterialsdopeoplehaveintheirhomes?Whatlanguagesdotheyuseforreadingandwriting?Thisinformationwillhelpyoumakesurethatthenewprogramfitswithwhatisalreadyhappeninginthecommunity.Also,itwillhelpyouunderstandwhythenon-readersinthecommunitymightwanttobecomeliterateandthekindsofthingstheywillwanttoread.

Informationaboutthereadingandwritingabilityofpeopleinthecommunityandespeciallytheintendedlearners,intheirmothertongueandinotherlanguages.Thisinformationwillhelpyoutoidentifythetypeofclassesthatyoushouldstart.Italso


21

providesinformationthatyoucanuselatertoseeiftheeducationprogramismakingadifferenceinhelpingpeoplebecomeliterate.

Informationaboutfactorsthatarelikelytoaffecttheprogram.Doesthegovernmentsupporttheuseofminoritylanguagesineducation?Willprogramsupervisorsbeabletotravelaroundtothevisitclasses?Willadultlearnershavetimetocometotheclasses?Whatkindsofresourcesareavailabletohelpsupporttheprogram?Awarenessofthesefactorswillhelpyouplanaprogramthatisappropriateandrealistic.Itwillalsohelpyoumakethebestuseoftheresourcesthatarealreadyavailablewithinandoutsidethecommunity.

Whoshoulddotheresearch?

Inmothertongue-basededucationprograms,communitymembersareanimportantpartoftheresearchteam.Theytakepartin…

• Planningtheresearch

• Collectingtheinformation

• Analyzingtheinformation

• Documentingwhattheylearned

• Decidingwhattodowithwhattheyhavelearned.

Havingcommunitymembersaspartoftheresearchteamprovidesmanybenefits.Forexample,theyknowthekindsofquestionsthatcanbeaskedwithoutcausingoffense.Theyunderstandwhatpeoplemeanwhentheysay(ordonotsay)certainthings.

Itisalsogoodforcommunitymemberstoparticipateintheresearchprocessbecauseitchallengesthemtothinkabouttheirowngoals,needsandproblems.Iftheresearchshowsthataneducationprogramisneeded,theresearchparticipantswillbeencouragedtothinkaboutwhatneedstobedone.Theimportantthingforyouasprogramleaderstorememberisthat,whenpeopleinthecommunityhaveidentifiedtheircommunity’sgoals,needsandproblemsandwhentheyseethatamothertongue-basededucationprogramcouldhelpsolvetheirproblemsandachievetheirgoals,thenyoucanhelpthembeginplanningtheprogram.

Whatkindofresearchcanwedo?

Youcandoinformaland/orformalresearch:

InformalResearch.Youdoinformalresearchwhenyoutalkwithpeopleastheygoabouttheirdailylives.Youlistenaspeopletalkabouttheirlivingsituationsandtheirplansforthefuture.Youlistenastheytalkaboutthethingsthattheyworryabout—thethingsthatstopthemfromachievingtheirgoalsforthemselvesandtheirchildren.Youcanencouragepeopletothinkabouttheirlivesandaboutwaysthattheycouldimprovetheirlivingsituation.Asyoulistenyoucancollectinformation


22

thatyouwilluseforplanningtheprogram.Lateryoucanrecordthisinformation(ifappropriate)soitcanbeusedforfutureplanningandforevaluation.

Youcanalsodoinformalresearchasyoutalkwithpeopleoutsidethecommunity—governmentofficials,businesspeople,NGOleaders,andothers.Fromthesepeopleyoucanlearnaboutthepolitical,social,economic,religiousandotherfactorsoutsidethecommunitythatmightaffecttheprogram.

Herearesomemethodsfordoinginformalresearch:

• Informaldiscussionswithindividualsandsmallgroupsinthecommunity

• Meetingsinwhichspecificissuesareraisedfordiscussion

• Games,activities,skitsaboutspecificissuesthatleadtogroupdiscussionaboutthoseissues

• Groupwork(e.g.,developacommunitymap,etc.)thatleadstodiscussionofrelevantissues

• Studyofreports,letters,minutes,newspapers,etc.

• Observation(especiallywhenyouparticipatewithpeopleinactivities)

Theinformationyougatherinformallywillbeanimportantpartofyourdocumentationoftheprogramandwillbeessentialtoplanning.Soyouneedtobesurethatyouputallofthisinformationintowrittenform.Itisgoodtogetpeople’spermissiontorecordwhattheysay,evenininformaldiscussions.Itisespeciallyimportanttoaskthemforpermissionifyouwanttousetheirnamesinareport.

Formalresearch.Formalresearchinvolvesamoresystematiccollectionofinformation,usuallyusingpreparedforms.Insomecasesyoucanaskpeoplespecificquestionsandrecordtheiranswersonataperecorderoronpaper.Inothercasesyoucanaskpeopletotakeatest(toassesstheirreadingandwritingability).

Formalresearchusesthefollowingmethods:

• Questionnaires

• Interviews

• Tests

Whatdowedowiththeinformationwegatherthroughthisresearch?

• Checkthatwhatyourecordediswhatthepeoplewantedtosay.Ifpossible,gobacktothepeoplewithwhomyouspoke,readwhatyouwroteduringtheresearchsessionandaskthem,“Isthiswhatyouactuallysaidorwhatyouwantedtosay?”

• Onceyouaresureyouhavecorrectlyrecordedwhatpeoplesaid,analyzetheinformation.Howmanypeoplearesayingthesamethings?Dopeopleagreeordisagreeoncertainthings?Whatkindsofconclusionscanyoudraw?


23

• Checkyourconclusionswithtrustedpeopleinthecommunity.Dotheconclusionssoundreasonabletothem?Eventhoughtheymightnotagreewiththeconclusions,theycantellyouifyouarecorrect.

• Recordwhatyouhavelearned.Keepcopiesoftheformsyouused.(Butagain,besureyoucheckwithpeople,toseeifitisokaytousetheirnames.)

• Usetheinformationforplanning,documentation,andcommunication.


24

WorkPaper:PlanforpreliminaryresearchINTENDEDOUTCOMESWhatdowehopetoachievethroughourpreliminaryresearch?

1. 2. 3.

4.ACTIVITIES,TIMEFRAMEANDINPUTSWewilldothefollowingthingstoachievetheseoutcomes:

ACTIVITY1._________________________________________________

Timeframe:

Inputs:

Risks/Assumptions:

Plan:


25

Example:PlanforpreliminaryresearchforanadulteducationprogramINTENDEDOUTCOMESWhatdowehopetoachievethroughourpreliminaryresearch?

1. Documentationofthecommunity’smotivationoftheprogram,asdescribedbydifferentgroupsofpeopleinthecommunity.

2. Documentationoftheliteracyleveloftheincomingadultlearners3. Documentationofthelanguagesituationinthecommunity(forexample,if

peopleacceptthealphabetthathasbeendeveloped,andifanybooksarebeingused.)

4. DocumentationofcommunityresourcesthatcanbeusedintheprogramACTIVITIES,TIMEFRAMEANDINPUTSWewilldothefollowingthingstoachievetheseoutcomes:

ACTIVITY1. Informalresearchtofindoutifpeoplewanttostartanadulteducationclass.

Timeframe: Withinthenext2months(date)Input: Communitymemberstoaskthequestions;listofquestions;

exercisebookstorecordresponses.Risks/assumptions: Peoplemightbereluctanttoanswersomequestionsinpublic,

mayneedtotalkprivately.Plan: Visitdifferentmarketsandotherplaceswherepeoplegather;

talkwithatleast20peopleindividuallyandwithatleast3groupsofpeople(women,men,mixedgroup,children)

Meetwithlocalgovernmentofficials,religiousleaders,localschoolteachers

Aftertheinformalinterviews,recordinformationinexercisebooks.

ACTIVITY2. Languagesurveyinthecommunity Timeframe: Withinthenext3months(date)Inputs: Surveyforms;researchers;trainingworkshopforresearchersRisks/assumptions: Peoplemaybereluctanttodoanythingthatlookslikeatest.Plan: 1)Identifytheinformationthatweneedforplanning. 2)Selectsixadultstodotheresearch. 3)Conductthetrainingworkshop.Doapracticeresearch-

gatheringsessionandchangethemethod,asneeded. 4)Collecttheinformation,etc.


26

Resource2.1.Assessingcommunitygoals

Purpose

Thepurposeof“NeedsandGoalsAssessment”istolearnaboutthethingsthatareimportanttopeopleinthecommunity.

“Needsandgoals”researchencouragespeopletoidentifyproblemsorneedssothattheycanbeginworkingonsolutions.Italsoencouragesthemtothinkintothefuture.Whataretheirgoalsforthemselves,theirfamiliesandtheircommunity?

Needsandgoalsassessmentmayinvolvethefollowingactivities:§ People(usuallyworkingingroups)thinkaboutanddescribetheirindividual,

familyand/orcommunitysituation.§ Theyidentifyproblemswiththeircurrentsituationortheyidentifythingsthat

arenotnecessarilyproblemsbutthattheywouldliketochangeorimprove.§ Theyidentifytheirgoalsfortheirownlivesandfortheircommunity.§ Theythinkaboutwhattheyneedinordertosolvetheproblemstheyhave

identifiedortoachievetheirgoals.

Hereisalistoftopicsthatcanbeusedforthiskindofassessment:§ Household-related:theeverydaysituationsofindividualfamilyunits§ Occupation-related:theworkthatindividuals,familiesandcommunitiesdoto

providefortheirnecessities:food,drink,shelter,clothes,money,etc.§ Resources-related:thematerialandhumanresourcesthatareavailable(ornot

available)toindividuals,familiesandthecommunity§ Land-related:thewaythatlandisdistributedandhowitisused;howproductive

itis;howitiscaredforand/orabused§ Weather-related:theweatherpatternsthataffectthelivesofthepeople;

controllingeffectsofweather,disasters(cannotbecontrolled)§ Health-related:commonhealthproblemsinthecommunity;traditionaland

modernmedicalresources/practices;activitiesthatpromotehealth;thingsthatpromotesickness;patternsofsicknessoccurringinthecommunity

§ Income-and-expense-related:financialneeds;sourcesofcreditforthosewholackneededmoney,problemsrelatingtoincomevs.expensesinpeople’sdailylives.

§ Power-related:politicalandsocialrelationshipsthataffectpeoples’dailylives;thewaysthatpower-relationshipsprovideadvantages/disadvantagestodifferentpeople

§ Others:otherneedsandgoalsthatarenotdiscussedhere.Researchersneedtobealerttootherneedsandgoalsthatpeoplemightidentify.


27

Collectingandusingthisinformation

Oncethecommunityunderstandsthepurposeoftheneedsassessment,identifythepeoplewhowouldliketobeinvolvedintheassessmentprocess.Plantheresearchprocess.

Belowaretwomethodsforcollectinginformation.NOTE:Bothofthesemethodsassumethatthepeoplewhoareaskingthequestionsorfacilitatingthediscussionsaremothertonguespeakerswhoarerespectedinthecommunity.

Interviewsandgroupmeetings§ Ifitisacceptableinthecommunity,interviewfamiliesintheirhomes(as

manyfamiliesaspossible).Asksomeopen-endedquestionsandthenlistenfortheproblems/needs/goalsthattheyexpress.

§ Aftertheinterviewsarefinished,holdacommunitymeeting.Talkaboutthegeneralinformationthatyoucollected(butdonotsaythenamesofthepeoplewhogavetheinformation.)Discusstheneedsandproblemsthatpeoplehaveidentified.Askthecommunitymemberstotalkmoreaboutthoseneedsandproblems.Encouragethemtolisttheneedsinorderofpriority.Thentalkwiththecommunityaboutwhattheycandototakeactiontoaddresstheirproblems/needs,andgoals.

ParticipatoryRuralAppraisal(PRA)5Inthisprocess,membersofthecommunityanalyzetheirlifesituationthroughtheuseofgraphics,whichtheythemselvesdevelop.Indevelopingandtalkingaboutthegraphicstheyidentifythestrengthsandweaknesses(problems/needs)oftheirsituation.Havingidentifiedtheneeds,theythinkabouttheactiontheycantaketoimprovetheirsituation.ThefollowingaretypicaltypesofgraphicsusedinPRAprograms.Theparticipantsconstructthesegraphics,,withhelpfromthefacilitator.

§ Maps

HouseholdMapsdisplayallthehousesinthecommunity(Canincludethenumberofpeopleineachhouseorthetypeofhousing,locationinrelationtowatersources,etc.)

AgriculturalMapsdisplaythelocationofdifferentcrops.(Canleadtoadiscussionofchangingpatternsovertheyearsorthelevelofproductivity.)

NaturalResourceMapsidentifyaccesstoorcontrolofsourcesofwoodandwater(Canleadtoadiscussionofenvironmentalissues)

LandTenureMapsrepresenttheownershipofland,whetherindividual,cooperativeorlargelandholding.

§ Calendars

5 Robert Chambers first developed PRA. These examples are taken from Archer, D. & Cottingham, S. (1996b). REFLECT Mother Manual: Regenerated Freirean Literacy through Empowering Community Techniques. London: Actionaid.


28

RainfallCalendarsdisplayclimatepatterns/trends(Canleadtodiscussionofdroughts,floods.)

Agriculturecalendarsdisplaythedifferentagriculturalactivities(e.g.,clearing,planting,weeding,fertilizing,harvesting,storing,selling)thattakeplacethroughouttheyear

GenderWorkloadCalendarsdisplaythemainactivitiesofmenandwomenplottedthroughtheyear.(Canleadtodiscussionofgenderroles.)

HealthCalendarsdisplaylocalillnessesandtheirrelativeoccurrencethroughtheyear(Canleadtoadiscussionaboutwhydifferentillnessesoccuratdifferenttimes.)

Income&ExpenditureCalendarsexplorefinancialpatternsofatypicalfamilythroughtheyear.(Canshowthedifferentsourcesofincomeandthedifferentexpenses.Canleadtoadiscussionofwaystosavemoneysoitisavailablewhenitismostneeded.)

§ Charts

CropChartsdisplaythedifferentkindsofcrops.(Canleadtoadiscussionoflanduse;fertilizeruse,etc.)

HealthChartsdescribethetreatmentscommunitymembersusefordifferentillnesses(e.g.,herbs,medicine,traditionalhealer,hospital)(Canleadtoananalysisofthedifferentcausesofillnessandacomparisonofdifferenttreatments.)

CreditChartslistthesourcesofcreditthattheyhave(e.g.,family,friends,money-lender,creditunion,bank)andtheusestheymakeofthecredit.

HouseholdDecisionChartsdisplaythecontributionsofdifferentfamilymemberstodecision-makinginthehome.(Canencouragewomenandmentoanalyzethedegreetowhichwomenparticipateindiscussing,planningandcarryingoutdecisionsindifferentareasofhouseholdlife.)

§ Diagrams

“Piecharts”ofOrganizationsrepresentalltheorganizationswithinthecommunityandthoseexternalorganizationswithaninfluence.

DiagramofInformalPowerRelationsexploresthepowerfulindividualswithinthecommunityandtheirgroupings,splinters,inter-relationships,etc.

§ OtherTechniques

Timelinesshowahistoryofacommunity,anorganizationoranindividual.


29

Resource2.2Languageattitudessurvey#1[Theblanklineisforthenameofthelocallanguage.]

1.Shouldyourchildrenbeabletospeak____________?

2.Shouldyourchildrenbeabletospeakthenationallanguage?

3.Whatlanguageshouldamotherspeaktoherchildren?

4.Whatlanguageshouldchildrenlearntospeakfirst?

5.Whatlanguageshouldchildrenlearntospeaksecond??

6.Whichlanguagewouldyouliketoknowbetter?

7Ifthereisa___________-languageschoolandannationallanguage-mediumschool,whichonewouldyousendyourchildto?

8.Shouldyourchildrenbeabletoread_____________?

9Shouldyourchildrenbeabletoreadthenationallanguage?

10Wouldyoumarryapersonwhospeaksonly_____?

11Wouldyoumarryapersonwhospeaksonlythenationallanguage?

12.Wouldyoulikeyourchildtomarryapersonwhospeaksonlythenationallanguage?


30

Resource2.3Literacyattitudessurvey#2

AdaptedfromUnseth,Peter.(1986),Evaluatingthedegreeofliteracyinuse.NotesonLiteracy48:3-5.

Communitybeingsurveyed _______Date Languagebeingsurveyed _______Otherlanguagesthatareusedinthecommunity: Name(s)ofresearcher(s) Name(s)ofco-researcher(s)


31

Part1:Attitudestowardlocallanguageandlocallanguageliteracy1.1)Whatlanguagedoyouusewhenyouspeak toyourspouse

toyourchildren

toyourparents

toyoursiblings

topeopleatmarket

topeopleatdistrictcentre

topeopleatvillagecouncil

toclassmatesatschool

toteacheratschool

1.2)SomepeoplesaythattheL1isdying.Whatdoyouthink?

1.3)SomepeoplesaythatthechildrenareashamedtospeakL1.Whatdoyouthink?

1.4)SomepeoplesaythatallthechildrenshouldgiveupL1andjustspeakL2.Whatdoyouthink?

1.5)SupposethechildrencouldlearntoreadandwriteinL1beforetheylearntoreadandwriteL2.Wouldyousendyourchildrentothatkindofschool?Why?Whynot?

1.6)Supposesomeonestartedaclass/schoolforlearninghowtoreadandwritetheL1.Wouldyouyourselfwanttoattend?Forwhatpurpose?


32

2.1)CanyoureadandwritetheL2?Howdidyoulearn?

2.2)IsitimportanttoknowhowtoreadandwriteL2?Forwhatreasons/purposes?

2.3)IfyoucouldlearntoreadandwriteL1orL2,whichonewouldyouchoose?Why?

2.4)AnL1personsaidthatL2isapowerfullanguageanditsbettertojustuseL2,notL2.Whatdoyouthink?

2.5)IfallthechildrenstopusingL2anduseonlyL2orforspeaking,readingandwriting,thenwhatchangeswillhappentoyourcommunity?Howdoyoufeelaboutthat?

Part3:Literatureinthelocallanguage3.1)DoyouknowofanythingwritteninL1?Ifso,whatisit?

3.2)IfaL1writingsystemisdeveloped,whatkindsofthingsshouldbewritten?

3.3)SomepeoplesaythatwouldbegoodtohavebooksaboutL1lifeandcustoms.Whatdoyouthink?

3.4)Ifthosekindsofbookswerewritten,wouldyouwanttoreadthem?Wouldyourchildrenwanttoreadthem?

3.5).Doyouhaveprintedmaterials(books,newspapers,magazines,posters,etc.)athome?Whatkinddoyouhave?Whatlanguage(s)aretheywrittenin?


33

Resource2.4Languageusessurvey

1.Howoftendoyouspeak________________? dailyweeklymonthlynever

2.HowoftendoyouspeakL2? dailyweeklymonthlynever

3.Whatlanguagedoyouspeaktobuythingsatthemarket?

4.Whatlanguagedoyouspeaktobuythingsatthestores?

5.Whendoyouspeak__________________topeoplefromoutsidethecommunity?

6.DoyoueverspeakL2toapersonfromyourownlanguagecommunity?

7.Whatlanguagedoyouspeaktoyourworkers?

8.Arethereany________speakerswhospeak______differentlythanyoudo?

9Whatlanguagetoyouusewhenyoutalktosomeoneyoudonotknow?

10Howoftendoyouchoose_______________languageforlisteningtomusic?

Always/Usually/Sometimes/Never

11HowoftendoyouchooseL2forlisteningtomusic?

Always/Usually/Sometimes/Never

12Whatlanguagedoyouuseatthemosque/temple/church?

13Whatlanguagedoyouspeaktoyourspouse?

14Whatlanguagedoesyourspousespeaktoyourchildren?

15Whatlanguagedoyourparentsspeaktoyou?

16Whatlanguagedoyouspeaktoyourchildren?

17Whatlanguagedoesyourspousespeaktoyourchildren?

18Whatlanguagedoyourchildrenspeaktoyourspouse?

19Whatlanguagedoyouspeaktoyourbrother?

20Whatlanguagedoyouspeaktoyoursister?


34

Resource2.5Literacyusessurvey

AdaptedfromUnseth,Peter.(1986),Evaluatingthedegreeofliteracyinuse.NotesonLiteracy48:3-5.

Communitybeingsurveyed

Date

Languagebeingsurveyed

Otherlanguagesusedinthecommunity:

Nameofresearchers

Part1:Commercialusesofliteracyinthelanguage

1.1)Storesandbusinessesusethewrittenlanguageforsigns,advertising,labels,etc.

_____

1.2)Thereareafewjobsthatrequireliteracyinthelanguage. _____

1.3)Therearemanyjobsthatrequireliteracyinthelanguage. _____

1.4)Productsaresoldwithwritteninstructioninthelanguage(thatmustbereadifproductistobeusedproperly).

_____

1.5)Newspaperadsareprintedinthelanguage _____

1.6)Publictransportationsignsarewritteninthelanguage. _____

1.7)Privatepeopleusethewrittenlanguageforinformaladvertising,announcements.

_____

1.8)Posters,wallhangings,calendars,etc.areforsalebearingmeaningfulwritinginthelanguage.

_____

Part2:Communityusesofliteracyinthelanguage

2.1)Publicnoticesarepostedinthelanguage. _____

2.2)Announcementswritteninthelanguageareadequatetoinformthemajorityofthecommunity.

_____

2.3)Alocalnewspaperisproducedinthelanguage. _____

2.4)Somepeoplewritetoeachotherinthelanguage. _____


35

2.5)Thewrittenlanguageisusedforreligiousservices:songs,liturgy,teaching,symbols.

_____

2.6)Childrenusewritinginthelanguageinplayactivities. _____

Part3:Educationalusesofliteracyinthelanguage

3.1)Peopleknowaboutreadingandwritingintheirlanguage. _____

3.2)Someformofeducationusesthewrittenlanguageforteaching. _____

3.3)Primaryeducationusesthelanguageinitswrittenform. _____

3.4)Intermediateeducationusesthelanguageinitswrittenform. _____

3.5).Secondaryeducationusesthelanguageinitswrittenform. _____

3.6)Literacyinthelanguageisavailabletoadultsinthecommunity. _____

3.7)Instructionalmaterialswritteninthelanguageareavailableinthecommunity.

_____

Part4:Literatureinthelanguage4.1)Awritingsystemexistsforthelanguage. _____

4.2)Writingmaterialsaresoldlocally(pencils,pens,paper,notebooks,etc.) _____

4.3).Printedmaterialinthelanguageissoldlocally. _____

4.4).Atleastoneperiodical(magazine)issoldinthelanguage. _____

4.5).Booksareforsaleinthelanguage. _____

4.6)Morethanfivetitlesofbooksareforsaleinthelanguage _____

4.7).Atleastfourkindsofbooksareforsaleinthelanguage(education,religion,novels,politics,etc.)

_____

4.8)Adictionaryinthelanguageisforsaleinthecommunity. _____

4.9)Thereisatleastonefacilityforduplicatingprintedmaterialinthelanguage.

_____

4.10)Gamesprintedinthelanguageareforsale. _____

Yesanswers=1point;Noanswers=0points


36

CHAPTER3.MOBILIZATION

Whatismobilizationandwhatdoesitinvolve?

“Mobilization”isaboutencouragingpeopletotakeactionforaspecificpurpose.Inmothertongue-basededucationprograms,thegoalofmobilizationisthat1)individualsandgroupswithinthecommunitywillrecognizethateducationcanbeavaluabletoolfortheirownandtheircommunity’sdevelopment,2)theywillplanand/orsupportaneducationprogramthatservestheircommunity’sneeds,and3)individuals,agenciesandorganizationsoutsidethecommunitywillsupportthecommunityinimplementingandsustainingtheirprogram.

Ifyou,asleadersoftheprogram,wanttheprogramtobetrulycommunity-centeredthenyouwillwaittostarttheprogramonlywhenpeopleinthecommunitywantitandarepreparedtohelptakeresponsibilityforit.

Thefirststepinmobilizingthecommunityistoencouragepeopletotalkaboutthestrengthsandresourcestheyhaveinthecommunity,thegoalstheyhavefortheirlives,thethingstheyneedandtheproblemstheythemselveshaveidentified(seeChapter2,Research).

Oncetheyhaveidentifiedtheirstrengthsandresources,goals,needs,andproblems,youcanencouragethemtothinkaboutthekindofeducationprogram(e.g.,developmentfocus;formaleducationpreparationfocus)thatwillbesthelpthemachievetheirgoals,meettheirneedsandsolvetheirproblems.

Whenthecommunitymembersindicatethattheywanttostartamothertongue-basededucationprogramandthattheyarepreparedtotakeresponsibilityforit,thenseriousprogramplanningcanbegin.

Whyshouldmobilizationbepartoftheprogramplan?

Mobilizationisanimportantpartofmothertongue-basededucationprogramsthataremeanttosupportcommunity-centereddevelopment.

• Itencouragespeopletothinkcriticallyabouttheirownsituationsandaboutwaystoachievetheirgoals,meettheirneeds,andsolvetheirproblemsusingtheirownstrengthsandresources.

• Itencouragesthemtothinkaboutthewaysthattheprogramcanhelpthemachievetheirownandtheircommunity’sgoals.

• Itprovidesthemwithinformationaboutmothertongue-basededucationprogramsinothercommunitiesandaboutthewaysthattheprogramshavehelpedpeopleinthosecommunities.

• Ithelpscommunitymembersunderstandwhatisinvolvedinestablishingastrongprogram.


37

• Itencouragescommunitymemberstoworktogethertostartandmaintaintheirprogram.

• Itencouragesthemtoidentifyagencies(governmentandNGO)thatmightbewillingtosupporttheirprogramandthentoestablishrelationshipswiththeseagencies.

• ItencouragesgovernmentagenciesandNGOswithinandoutsidethecommunitytosupporttheprogram.

Howdowemobilizethecommunity?

Communitymembersmayhavemanyoftheirownideasformobilizingtheirlocalcommunityandalsoformobilizingpotentialstakeholdersoutsidethecommunity.Belowaresomeexamplesofmobilizationactivitiesthathavebeenusedincountriesaroundtheworld:

• Makecolorfulpostersthattellabouttheprogram.Distributethesethroughoutthearea.

• Talkinformallyabouttheprogramwithpeopleinthecommunity

• Encouragecommunitypeoplewhosupporttheideaofstartingamothertongue-basededucationprogramtogivespeeches,doskitsanddemonstrationsat:§ Villagemarketsandotherinformalgatheringplaces§ Religiousmeetings§ Women'sandyouthgroupmeetings§ NGOmeetingsandworkshops

• Produceshortbooksandothermaterialsinthelocallanguageandsellordistributetheseatthelocalmarket,churches,schools,shops,etc.

Howdowemobilizepeopleoutsidethecommunity?

• Buildamailinglistwiththenamesofpeopleingovernment,NGOs,universities,religiousorganizations,businesses,etc.thatmightbeinterestedintheprogram,eveniftheyhavenotindicatedspecialinterestyet.

• Producearegularreportoftheprogramthatincludesphotos,titlesofmaterialsthathavebeenproduced,responsesfromlearners,parents,communitymembersandothers.Sendthisreporttothepeopleonthelist.

• Inviteoutsiderstovisitthecommunityandtakepartinmobilizationactivities,trainingworkshops,andend-of-school-yearschoolceremoniestogivespeechesand/orhandoutcertificatesatopeningandclosingceremonies.


38

WorkPaper:PlanformobilizationINTENDEDOUTCOMESWhatdowehopetoachievethroughourmobilizationefforts?1.

2.

3.

4.ACTIVITIESWewilldothefollowingthingstoachievetheseoutcomes:ACTIVITY1._________________________________________________

Timeframe:

Inputs:Risks/Assumptions

Plan:


39

Example:Planformobilization

INTENDEDOUTCOMESWhatdowehopetoachievethroughourMobilizationefforts?

1. Communitysupportcommitteeestablished.2. SupportfromgovernmentofficialsandNGOleaders3. SupportfromclanleadersandfromthelocalWomen’sGroup

ACTIVITIESWewilldothefollowingthingstoachievetheseoutcomes:ACTIVITY1. Visitwithindividualsandgroupsinthecommunity.

Purpose: Encouragethecommunitytotakeownershipoftheprogram

Timeframe: BeginningafterwehavefinishedanalyzingresearchinformationandaftertheAdvisoryCommitteehasbeenformed:

Inputs: Committeemembersandotherswillingtodopromotion

Risks/assumptions: Mayhaveproblemsgettingmeetingswithofficials,others

Plan: Gotothelocalmarketeachweektotalkwithpeopleabouttheprogram.

CommitteemeetswithlocalgovernmentofficialsandlocalWomen’sGroup;tellthemaboutmothertongue-basededucationprogramsthathavebeenstartedinothercommunities.

Makeappointmentswithlocalschoolprincipalsandschoolofficialstotellthemabouttheprogram;askthemforideasaboutwaystolinktheprogramwithon-goingeducation.

Meetinformallywithlocalclanleaders.ACTIVITY2. Etc.

Etc.


40

CHAPTER4.RECRUITMENTANDTRAINING

Therearemanyaspectsofmothertongue-basededucationprogramsandallofthemareimportant.Butperhapsthemostimportantofallarethepeople—theteachers,writers,supervisorsandotherswhowillteachtheclasses,preparethematerialsandoverseetheprogram.

RECRUITINGTHEPEOPLEFORTHEPROGRAM

Whatdoweneedtothinkaboutbeforewebeginrecruitment?

OncetheAdvisoryCommitteeisformedandbeforeyoubeginrecruitingworkersfortheprogramyoucanfollowthesesteps(inmoredetailbelow):

• Identifytheworkersthatwillbeneeded(teachers,writers,supervisor,etc.)

• Listtheresponsibilitiesforworkersineachposition

• Identifythequalificationsthattheywillneedtodotheirwork.

• Planapre-servicetrainingprogramthatwillequipthemtodotheirwork.

• Planfortheiron-goingtechnical,financial,andpersonalsupport.

Itisimportanttothinkaboutthesethingsbeforeyoubeginrecruitingpeoplefortheprogram.Ifyoumovetooquicklyyoumaygetthewrongpeople.Oryoumaybeunabletoprovidethetrainingandsupporttheyneedtodotheirworkwell.

Whattypesofworkerswillweneedfortheprogram?

Amothertongue-basededucationprogramwillneedthefollowingpeople:• Teachers• Writers,artists,editors• Coordinator/trainer• Supportcommittee• Supervisor/assistanttrainer

Whatwillbetheresponsibilitiesforpeopleineachposition?

Teachers• Teachclasses• Maintainanatmosphereintheclassroomthatsupportsandencouragesthe

learners.• Usetheteachingmethodologyeffectively.Applyallaspectsofthemethodologyas

presentedduringpre-servicetraining


41

• Collecttheoralstoriesthatthelearnerscreateinclassandputthemonpostersintheclassroom.(Note:Someofthese“learner-generated”storiescanbeputintobookletsandbecomepartofthecommunity’swrittenliterature.)

• Keepaccuraterecords

Writers,editors,artists• Writerswrite,adapt,andtranslatereadingmaterials• Artistsillustratethematerials• Editors(andwriters)checkthematerialsforclarity,language,punctuationand

spelling.Testthematerialswithlocalpeople.Revisethemasnecessary.

Supervisor/trainer(NOTE:innewprograms,onepersonmayneedtoserveascoordinator,supervisorandtrainer.)• Visiteachclassregularly;observeteachersastheyteach;identifytheirstrengthsand

weaknesses;helptheteacherswhentheyhaveproblems.1. Beresponsibleforassessingthelearners’progress;makesureaccuraterecordsare

keptoftheirprogress.2. Regularlyaskthelearners(ortheirparents)fortheiropinionsabouttheclass.3. Conductpre-serviceandin-servicetrainingforteachers(withhelpfromthe

coordinator).• Makesureteachershavetheequipmentandsuppliestheyneed.• Trainandsupervisepeopleinvolvedinmaterialsproduction.

Programcoordinator• Takeoverallresponsibilityforthetotalprogram,withhelpfromtheSupportor

AdvisoryCommittee.• WorkwiththeCommitteetomakedecisionsabouttheprogram(e.g.,selecting

teachers,expandingtheprogram).• Encourageandsupportteachers;ensurethattheyreceivesomekindofstipend• Makesurethatregularassessmentsaredone;makesurethatrecordsare

maintainedforeachlearner.• Encouragethecommunityandoutsideagenciestosupporttheprogramandstaff.

Keepeveryoneinformedabouttheprogram;writereportsregularly.• Ensurethatpre-serviceandin-servicetrainingworkshopsareconductedregularly;

ensurequalityoftraining• Overseeproductionofcurriculumandreadingmaterials.• Identifyandmakeuseofavailableresources.

SupportorAdvisoryCommittee• Serveasadvisorsfortheprogramcoordinator.• Workwiththecoordinatortoorganizerecruitmentefforts(e.g.,sponsorwriting

conteststoidentifywritersandteachers).


42

• Serveasthelinkbetweenstaffandthecommunity;communicatethegoals,objectivesandactivitiesoftheprogramtothecommunity.

• Encouragethecommunitytomaintaintheclassroomsandclassroommaterials.• Makesurethatteachersgetsuppliesfortheschool.• Ifpossible,raisefundstosupporttheprogram.• Ensureaccountabilityintheuseoffundingandotherresources.

Whatqualificationswilltheprogramstaffneedtodotheirwork?

Beforeyoubeginrecruitingpeoplefortheprogram,thinkaboutthequalificationsthateachworkerwillneedtohavetocarryouttheirresponsibilities(above).Forexample,teachersshouldberespectedinthecommunity,theyshouldbeabletospeakandreadtheirlanguagefluentlyandtheymustbeabletowriteneatlyonachalkboard.

Meetwithpeoplefromthecommunity.Tellthemaboutthepeoplethatareneeded(teachers,writers,etc.)andthendescribethequalificationsforeachposition(suggestionsbelow).Invitethecommunitytogiveyouthenamesofpeoplethathavethequalificationsyoudescribe.Askthemtohelpyoumakesurethatthecandidatesforeachpositionhavethenecessaryqualificationsbeforeyougivethemthejob.Thenyouwillbesurethateachworkerwillbeabletocarryouther/hisresponsibilitieseffectively.

Followingaresuggestedqualificationsforstaff.

Teachers(alsocalledfacilitators,animators)• Speak,readandwritethecommunitylanguagefluently• Understandandappreciatethecommunityculture• Haveclearandlegiblehandwriting• Speak,readandwritetheoutsidelanguagefluently.• Arerespected,selectedandapprovedbythecommunity;approvedbytheadvisory

committee

Writers• Speak,readandwritethecommunitylanguageastheirmothertongue• Writeclearly(orbeabletousecomputerortypewriter)• Understandandappreciatethecommunityculture• Recognizedinthecommunityasgoodstorytellersand/orartists• Literateintheoutsidelanguage;abletoadaptmaterialsfromtheoutsidelanguage

intothecommunitylanguage• Selectedandapprovedbythecommunityandadvisorycommittee

Artists• Abletodrawpicturesthatreflectthelocalcultureandsociety• Selectedandapprovedbythecommunityandadvisorycommittee

Editors• Speak,readandwritethecommunitylanguagefluently


43

• Arefamiliarwiththewritingsystemofthelanguage;understandgrammarandpunctuationrules

• Understandandappreciatethecommunityculture• Approvedbytheadvisorycommittee

Advisorycommitteemembers• Understandthepurposeandgoalsoftheprogram• Committedtotheprogramandwillingtoworktogetherforitssuccess• Respected,selectedandapprovedbythecommunity

Coordinator/supervisor/trainerSpeaks,readsandwritesthecommunitylanguagefluentlyKnowledgeableaboutthehistoryandcultureofthelanguagegroupSpeaksandwritestheoutsidelanguagefluentlyAbletointeractwithgovernmentofficialsandNGOleaders(coordinator)Abletocommunicateabstractideasandmodelgoodteachingtechniques(trainer)Goodcommunicator,trainerorteacher(trainer,supervisor)• Committedtotheprogram• Respected,selectedandapprovedbythecommunity

Howcanwerecruitthepeopleweneed?

CommunityleaderscanrecommendpeopleasmembersoftheAdvisoryCommittee.OtherstaffmemberscanbenominatedbypeopleinthecommunityandapprovedbythecoordinatorandAdvisoryCommittee.

Beforeyouapprovepeopleasteachers,itisgoodtotesttheirabilityto

• speakandunderstandthecommunitylanguage

• readthecommunitylanguage

• writeneatlyonthechalkboardandonpaper

Youcansponsorawritingcontesttoidentifywritersandeditors;youcansponsoradrawingcontesttoidentifyartists.

Testwritersandeditorsbeforeyouselectthemtobesuretheycanwriteortypetheirlanguageneatlyandcorrectly.

TRAININGTEACHERS6

Whatdoweneedtothinkaboutaswedevelopaplanfortrainingteachers?

Followingisalistofquestionstohelpyouasyouplanforteachertraining:• Whatisthepurposeofthetraining?

6 See Chapter 7. Literature Development for information on training writers.


44

• Whatwillbetheobjectivesofthetraining:whatdoyouwantthetraineestolearn?Whatdoyouwantthemtobeabletodo?

• Whoarethetrainees?Whatdotheyalreadyknow?Howcanyoubuildonwhattheyalreadyknow?

• Howlongwilltheworkshoplast?• Whowilldothetraining?• Whatwillbeinvolvedinfollow-up(“in-service”)training?• Howoftenwillyouhavein-servicetrainingworkshops?• Whatfundsandotherresources(venue,(meetingplace),materials,etc.)are

availablefortraining?Wherecanyougettheadditionalresourcesthatyouwillneed?

Whatarethepurposesoftraining?

Thepurposeoftrainingistobuildthecapacityoftheteachertrainees.Thisincludes:• Encouragingtraineestodevelopandsharetheirownvisionforclasses• Providingtimeforthemtoworktogetherinplanningacurriculum(oradaptingan

existingcurriculum)thatwillbeappropriatefortheirclasses• Helpingthembecomefamiliarwiththeteachingmethodtheywilluseandgiving

themplentyofopportunitiestopracticethemethodsotheybecomecompetentandconfidentinusingthemethod

• Establishinganatmosphereinwhichthetraineesarefreetoexperimentwithnewideas,information,andskills;encouragingthemtobecreative

• Providingopportunitiesforthemtoshareexperiencesandexchangeideas• Modelinganattitudeofrespectforlearnersbyshowingrespectforthetrainees• Providingopportunitiesforthemtolearnhowtopromoteaninteractivelearning

atmosphere• Helpingthemtodevelopasleaders

Whatshouldbeincludedinteachertrainingworkshops?

Onceyouhaveidentifiedthepurposesforthetrainingandthebackground(experienceandknowledge)ofthetrainees,youcanbeginplanningthecomponentsoftrainingworkshops.Thelistsbelowdescribetheactivitiesthatyoucouldincludeinpre-serviceandin-serviceworkshops.

Pre-servicetrainingItisbestifpre-servicetrainingworkshopsareatleast3-4weekslong.Atleasthalftheworkshopshouldbeusedforpracticeandde-briefing.Youcouldusethefollowingsequenceofactivitiesforapre-servicetrainingworkshop:1) Participantsdescribethelearners—whattheyalreadyknowandcando;whatthey

needtolearntoachievetheirowngoals.2) Theydiscusstogetherallthethingstheycandotohelpthelearnersachievetheir

goalsforlearning.


45

3) Theydiscusstogetherthekindofclassroomatmospherethatisbestforencouragingthelearners.

4) Theydiscussthethingsthatshouldbeincludedineachclass(e.g.,groupdiscussions,questionsandanswers,teachingandlearning,tryingnewthingsout,etc.)

5) Theylearnhowtousetheteachingmethod:a) Thetrainerdemonstratesthemethod.b) Traineestalkaboutwaystheycouldrevisethemethodtomakeitmore

appropriateforthelearners.c) Traineespracticethemethod,withotherteachertraineesasthe“learners”.d) Theytalktogetheraboutwhattheydid—whatwasgoodandwhatcouldbedone

differently.

Othercomponentsofpre-servicetraininginclude.• Needsassessmentandexpectationsatthebeginningoftheworkshop(toidentify

participants’learningneeds,goalsandexpectations).Thisisespeciallyimportantifthetrainersarenotalreadyacquaintedwiththetrainees.

• “Get-acquainted”activitiesiftheworkshopisforseverallanguagegroups(toenableparticipantstogettoknoweachother,buildrelationships)

• Skits,roleplays&demonstrations(topresentideasinaninterestingway;tostimulateparticipantstothinkaboutpotentialproblemsandhowtheywoulddealwiththem;tomodeltheteachingmethod)

• Visionsharing(toshareideas,fostermutualgrowthandlearning;tostimulatenewwaysofthinkingaboutthemselves,aboutthelearnersandabouttheprogram)

• Team-buildingactivities(toencouragetraineestothinkaboutwaystheycandeveloppartnershipswithpeopleinthecommunity,withotherteachersandwiththelearners)

• Discussions(toclarifywhatthetraineesalreadyknow;tofindoutiftheyunderstandtheideasthatarebeingpresented;toencouragethemtoshareideas)

• Problemsolvingactivities,especiallyinsmallgroups(toencouragetraineestousetheirowncreativityanddevelopcriticalthinkingskills

• Modeling(trainingbyexample).

• Explanation/lecture(toexplainnewconcepts,answerquestions)

In-servicetrainingIn-servicetrainingisusually1-2weeksbutsometimesonly2-3days.Ideally,teachershaveatleast4in-servicetrainingworkshopseachyear.

• Ifsupervisorshavenotbeentalkingwithteachersabouttheirneedsforfurthertraining,youcanbeginthein-servicetrainingworkshopbyaskingtheparticipantstoidentifytheirexpectationsfortheworkshopandthespecificareasinwhichtheyneedfurthertraining.


46

• “Get-acquainted”activitiesiftheworkshopisforseverallanguagegroups(toenableparticipantstogettoknoweachother,buildrelationships)

• Sharingexperiences(toshareideas,identifyproblemsandencouragetraineestoanalyzetheirownperformanceintheclassroom)

• Discussions(toclarifywhatparticipantsalreadyknowandwhattheydonotyetunderstand)

• Role-plays/skits(toencouragetraineestoactoutclassroomsituationsandthinkaboutwaystohandleproblems;buildonstrengths)

• Individualconsulting/advising(todiscusswhathashappened,whathasbeenlearned;toidentifystrengths;totalkaboutthingsthatneedtobechangedorimproved)

• Lecture(toexplainnewconcepts,answerquestions)

• On-goingmentoring(toprovidesupportoutsideoftheworkshop)

Whatprinciplescanguideusasweplanandconducttrainingworkshops?

JaneVellaisanadulteducatorwhohasconductedtrainingworkshopsinmanycountries.Shehaswrittenabookinwhichshesetsoutprinciplesforworkingwithadults.SeveralofVella’sprinciples,listedbelow,canbeaguideforanyoneconductingtrainingworkshops.

PRINCIPLESOFADULTLEARNING TEACHER’SACTIONS

Makeeach“learningevent”learner-centered.

Showrespectforthelearners.Makethecontentrelevanttothelearners’needs.Buildonwhatthelearnersalreadyknow.

Encouragelearnerstotakeactionandthentoreflectontheiractionanditsconsequences.

Designactionandreflectionintolearningevents.

Provideopportunitiesforthelearnerstosolveproblems

Dorole-playsinwhichlearnersencounterproblemsandshowhowtheywouldsolvetheproblems.

Encourageteamwork Provideopportunitiesforlearnerstoworkingroups.

Encourageself-discoveryandself-direction.

Invitelearnerstotakepartinmakingdecisionsaboutwhatwillhappenintheclass.

FromVella,Jane(1994).Learningtolisten,learningtoteach.Thepowerofdialogueineducatingadults.SanFrancisco:Jossey-Bass.


47

WorkPaper:PlanforrecruitingstaffforourprogramTeachers

Responsibilities: Suggestedqualifications:Writers Responsibilities: Suggestedqualifications:Artists Responsibilities: Suggestedqualifications:Editors Responsibilities Suggestedqualifications:


48

Coordinator Responsibilities: Suggestedqualifications:SupportCommitteemembers Responsibilities: Suggestedqualifications:Supervisor Responsibilities: Suggestedqualifications:Trainer Responsibilities: Suggestedqualifications:


49

WorkPaper:Trainingprogramsneeded

Teacherswillreceivethefollowingtraining:Trainerswillreceivethefollowingtraining.Supervisorswillreceivethefollowingtrainers.Writerswillreceivethefollowingtraining.Artistswillreceivethefollowingtraining.Editorswillreceivethefollowingtraining.Etc.


50

WorkPaper:PlanfortrainingteachersINTENDEDOUTCOMESWhatdowehopetoachievethroughourteachertrainingefforts?1.

2.

3.


Timeframe:

Inputs:

Risks/Assumptions:

Plan:

ACTIVITY2._________________________________________________

Timeframe:

Inputs:

Risks/Assumptions:

Plan:

Etc.


51

Example:Overviewoftrainingplanforanadulteducationprogram

Teacherswillreceivethefollowingtraining:1. AttendaMaterialsProductionWorkshop(withotherwriters,artists,etc.):

2. Usethenext8weeksinthevillagetotestmaterialstheywroteatthefirstworkshop.

Revisematerialsasneededandprintenoughcopiesforeachpersonintheirclass.3. After8weeks,attendateachertrainingworkshop.4. Observeanexperiencedteacherforatleastoneweek,andthenteachtheclassunderthe

supervisionoftheexperiencedteacherforatleastoneweek.

Writers,artists,andeditorswillreceivethefollowingtraining(attheworkshopandinformally)

1. Learnhowtowriteintheirlanguage,usingapprovedspelling.2. Practicewritingdifferentkindsofgradedmaterials.3. Editstoriesofotherwriters.4. Practiceillustratingstories.5. Testmaterialsinavillagesituation.Revisethemasnecessary.

6. Havethematerialscheckedbyanexperiencedteacherorsupervisorbeforeprinting.


52

Example:Planfortrainingteachers

INTENDEDOUTCOMESWhatdowehopetoachievethroughourteachertraining?

1. Teacherswillhavethecompetence,confidenceandcapabilitytofacilitatesuccessfullearningintheirclassrooms

2. Teacherswillbecomfortableproducingavarietyofreadingmaterialsthatareinterestingtothelearners.

3. Teacherswillkeepaccuraterecordsandassessanddocumentlearners’progressACTIVITIESWewilldothefollowingthingstoachievetheseoutcomes:ACTIVITY1. ProvideTraining-of-Trainersforthosewhowillbetrainers.

Timeframe: Bytheendoftheyear(8monthsfromnow)

Inputs: Provincialtrainingworkshop(governmentsponsored) Accommodationforouttrainertrainees

InstructionalPlanfortheadultclass Etc.

Risks/Assumptions: Governmentwillnotcancelthetrainingprogram Trainerswillbeabletobeattheworkshopfor2weeks

Plan: 1)Identifythetrainers. 2)TelltheProvincialNFEofficerhowmanypeoplewillbecoming. 3)Arrangefortransportation,lodgingandmeals 4)Planthecomponentsoftheprogram(seeoutcomes,above).


53

Resource4.1Strategiesfortrainingfacilitator/teachers7AdaptedfromtrainingmaterialsproducedbyJessieGlover,SILInternational

UsingappropriatestrategiesforadultlearnersIndividuals’previousexperiencesinlearningcanpresentaproblemfortraining.Sometrainers,especiallythosewithmoreformaleducation,tendtousealinear(part-to-whole)methodoftraining.Thatis,theyidentifythespecificknowledgeandskillsthattheteachertraineeswillneedintheclassroomandpresenteachtopic,usuallyusingthelecturemethod,whilethetraineestakenotes.

Anewer,andmoreeffectivemethod,especiallywithadults,takesamoreholisticapproachtotraining.Focusisonthecontextinwhichtheprogramtakesplace.Facilitatorsencourageparticipantstoanalyzetheirlocalsituationsandmaketheirownconclusionsaboutactionsthatareneeded.Thenparticipantsandfacilitatortogetherdesigneffectivestrategies.

Suggestedstrategiesfortraining:

1) Facilitatorinvitestraineestohelpplanthetrainingcurriculumbyidentifyingthethingstheywanttolearn.Thefacilitatorusestheirsuggestionsindevelopingtheschedule.Abouthalfwaythroughthetrainingsession,traineesdoaninformalevaluationandoffersuggestionsforchangestheywouldliketoseeintheremainingdaysofthecourse.

2) Facilitatorstartsthetrainingwithalookatthe“bigpicture.”§ Firstconcentrateonthepeoplethatwillbeservedbytheprogram(thelearners),

theirbackgrounds,andtheneedsandgoalstheyhaveidentified.Perhapsthegroupcantalkaboutthelearnersandthenlisttheircharacteristics.Puttheseonaposterthatcanbeplacedinastrategiclocationwithinthetrainingareaandreferredtofrequently.

§ Nextdiscussthepurposeoftheprogram:whyitisneeded,itsgoalsandobjectives(allofwhichwillbebasedontheneedsandgoalsofthelearners.)Youcouldalsolisttheseonaposterandkeepthelistinacentralplacesoitcanbereferredtoduringthetrainingsession.

3) Asthetrainingsessionproceeds,thefacilitatorcontinuestolinknewideasbacktothe“bigpicture”andespeciallytothelearners.

4) Thefacilitatorkeepsthis“whole-to-part’orientationthroughtheentireworkshop,includingtheintroductionoftheteachingmethoditself.S/hebeginswithademonstrationofacompletelesson.Thisisfollowedbyquestionsanddiscussionandthenabriefexplanationofthemethod—itsbackground,theeducationaltheoriesonwhichitisbased,anditscomponents.

5) Traineesaskfurtherquestionsforclarificationanddiscusshowthemethodcouldbeadaptedtofittheirlocalclasses.

7 Assumes that MTB MLE teacher training is not yet included regular teacher training programs.


54

6) Facilitatorintroducesthespecificcomponentsofthemethod,onepartatatime.Theteachertraineesdiscussthewaytheythinkthespecificcomponentfitsintothebiggerpicture(e.g.,whatisthepurposeofthisspecificpartandhowdoesitcontributetothewhole?)

7) Facilitatordemonstrateseachcomponentofthelesson.Aftereachdemonstration,trainees,ingroupsof3-4,practicethatcomponent.Followingeachpracticetime,groupsdiscussthestrengthsandweaknessesofeachtrainee’sdemonstrationandoffersuggestionsforimprovement.Assistanttrainerssitinonthesepracticetimesandalsooffersuggestions.

Soeachcomponentofthemethodfollowsthissequenceofactivities:§ Traineesobserveafacilitatordemonstratingapartofthelesson.§ Theydiscusswhattheyhaveobserved.§ Theyeachpracticethatpartofthemethodinfrontof3or4oftheirfellow

traineesandafacilitator.§ Traineesdiscusstogether(withafacilitator)howtheycanimprovetheir

teaching.

8) Usesimulatedand(preferably)realpracticeteachingsituationstoreinforceskillslearnedinthetrainingsessions.Encouragetraineestobecreativeinadaptingthemethod,aslongastheykeepthemostimportantparts.

9) Allowplentyoftimeforquestionsandclarificationsespeciallyafterpracticesessionstomakesureeveryoneunderstandsandfeelscomfortablewiththemethod.

10)Usedemonstrations,drama,skits,singing,audio-visuals,interviewsandgroupdiscussionsasmuchaspossible,especiallyforcommunicatingnewknowledgeandconcepts.

Morethingstothinkaboutfortrainingandworkingwithadults

Problemswiththelecturemethod.Teachingbythelecturemethodmaybecounter-productivebecausethelectureristheonlyonewhoisactivelyinvolvedinthepresentation.Itcanmakethespeakerseemsuperiorandthelistenersfeelinferior.

Thevalueofgroupdiscussions.Ingroups,participantssharewithoneanotherfromtheirownknowledgeandexperience.Thismethodrecognizesthevalueofeachparticipant’scontribution.Theissuesthatareraisedareimportanttotheparticipants.Whentheydiscussnewideasandapplythemtotheirownsituations,theyaremorelikelytoseethewaystheideascanbeused.Theyarealsomorelikelytospotpotentialproblems.

Theimportanceofmodeling.Peopletendtoteachinthewaythattheythemselvesweretaught.Thereforeifthefacilitatorshaveonlyhadtraditionalclassroomlearningexperiences(suchaslectures),theywillmostlikelyusethatmodelwhentheythemselvesareteachers—unlesstheyareintroducedtoamoreparticipatorymethod,becomefamiliarwithit,andrecognizeitsvalue.


55

Learningnewwaysofsharingideas.Facilitatorsneedtobehelpedtoexplorenewwaysofsharingideas:

§ Stories

§ Songs

§ Games

§ Roleplays

§ Drama&puppetshows

§ Learningbydoing

§ Practicalexperience

§ Smallgroupdiscussions

§ Solvingrealproblems,trial&error

Additionalreferences• Rempel,Robin.1990.Learningstylesandtrainingprinciples.NOL64:51-56.• Werner,David,&BillBower.1982.Helpinghealthworkerslearn.PaloAlto:Hesperian

Foundation.Ch.1.


56

CHAPTER5.ORTHOGRAPHYDEVELOPMENT8

Whatisan“orthography”?

Anorthographyisasystemforwritingaparticularlanguage.Developinganorthographyinvolvesselectingandtestingthesymbolsandspellingrules(capitalletters,punctuation,hyphens,etc.)torepresenttheimportantsoundsofthelanguage.Thegoalinorthographydevelopmentisthatthemothertonguespeakersofthelanguagewillapprovetheorthographyanduseitconsistently.Anothergoalisthatorthographiesforminoritylanguageswillbeacceptabletoappropriategovernmentdepartments.

Whodevelopstheorthography?

Mothertonguespeakersofaminoritylanguageshouldbetheprimarydecisionmakersfortheirownwritingsystem.Othersfromoutsidethelanguagecanprovidetechnicalandpoliticalinformationandadvice.ItisoftenhelpfultoformaLanguageCommitteetotakeresponsibilityfordevelopingtheorthography.Thefollowingpeoplecanserveonthecommittee:

FluentMTspeakers,includingthosewhodonotknowhowtoreadandwrite,areimportantmembersofthecommittee.Theyknowthebestwaystoexpressdifferentideasintheirlanguageandhowtopronouncewordscorrectly.Theyunderstandthecorrect“rules”forputtingwordstogether(grammar),eveniftheyarenotabletoexplaintherules.FluentMTspeakerswhoarealsoliterateinthemajoritylanguagemaybethemostinfluentialmembersofthecommitteebecausetheyarealsoawareoftherelationshipbetweentheirownlanguageandtheoutside(dominant)language.IfaMTeducationprogramisplanned,itisgoodalsotoincludetheMTspeakerswhowillserveasteachers,writersandtrainersonthecommittee.

Languagespecialist.Apersonwithspecializedtraininginlanguageswhoisfamiliarwiththelocallanguageandthedominantoutsidelanguagewillbeanimportantresourceforthecommittee.Thispersoncanhelpthecommitteeidentifytheimportantfeaturesofthelanguagethatshouldberepresentedintheirorthography.Thespecialistcanalsosuggestsymbolsthatcanbeusedtorepresenttheimportantfeatures.Oncethecommitteehaschosenthesymbolsfortheirwritingsystem,thelanguagespecialistcanhelpthemplanasystemfortestingit.

Peoplefromneighboringlanguages.Peoplefromneighboringlanguagescanalsoprovidesuggestions,especiallyiftheirlanguageiscloselyrelatedtotheonebeingdeveloped.

Governmentrepresentative.Arepresentativefromtheappropriategovernmentdepartmentcanprovidethecommitteewithinformationaboutlanguagepoliciesthatmightaffecttheirorthographydecisions.

8 Some parts of this chapter were adapted from the “Manual for Functional Literacy for Indigenous Peoples”, written by Susan Malone, published by UNESCO, Bangkok, in 2004. (http://www.unescobkk.org/ips/ebooks/documents/minoritylanguage/minoritylanguage_revised.pdf)


57

Howdowegoaboutdevelopinganorthographyforourlanguage?

Therearenospecific“rules”fordevelopinganorthographybutthereareseveralgeneralquestionsthatcanhelpthelanguagecommitteethinkaboutandplantheirorthography.Thesequestionsarelistedbelow.

Dowewantourlanguagetolooklikethenationallanguageoraneighboringlanguageordowewanttoitlookdifferentfromtheotherlanguages?Thecommitteeshouldthinkabouttheimplicationsofallthesepossibilitiesbeforemakingadecision.(Forexample,iftheMTspeakerswanttomakeiteasierforchildrentomovefromtheirMTintotheschoollanguage,theymightdecidetomaketheirorthographysimilartotheschoollanguageorthography.)Thelanguagespecialistshouldbeabletoprovideinformationaboutdifferentpossibilitiesandpotentialconsequencesofeachone.

MTspeakers’decision-makingabouttheirorthography.

Asmuchlike Astruetothe AsdifferentfromLWCas MTaspossible theLWCaspossible possible

|_______________________________|_______________________________|

Howmanydialectsarethereinourlanguage?Ifthereismorethanone,cantheyallusethesamesymbolsorwillsomedialectsrequiredifferentsymbols?Selectingasingleorthographytoserveallthedialectsinthelanguagewouldalloweveryonetousethesamewrittenmaterials.Butifthedialectsareverydifferent,somedialectgroupsmayhavetroublereadingmaterialsdevelopedforanotherdialect.Ontheotherhand,developinganorthographyforeachdifferentdialectwillrequiredifferentwrittenmaterialsforeachgroup.Thiswillbemuchmoreexpensiveandtakemuchmoretime.

Doesawritingsystemalreadyexistforourlanguage?Ifanorthographywasdevelopedatsomepointinthepast,thecommitteeneedstofindoutiftheoldorthographyisadequate,iftheoldonecanbeusedbutneedstoberevised,orifaneworthographyisneeded.Ifthecommitteedecidesaneworthographyisneeded,theyshouldfindoutiftherearesomepeoplewhoarestronglyattachedtotheoldorthography.TheywillneedtotesttheneworthographycarefullyandinvolveasmanyMTspeakersaspossibleinthetestingprocess,includingthepeoplewhopreferredtheoldorthography.

Doesthegovernmenthaveapolicyaboutthewaythatminoritylanguagesshouldbewritten?Somegovernmentswantminoritylanguagestolookthesameasthenationalorofficiallanguage(thatis,usethesamescriptasthenationalorofficiallanguage).Othergovernmentsdonothavepoliciesorrulesonscriptsforminoritylanguages.

Howcanwerepresenttheimportantfeaturesofourlanguageaccuratelyandconsistently?Thecommitteewillneedtoidentifysymbolstorepresenttheimportantsoundsofthelanguageandalsotorepresentotherfeatures(forexample,stressand/ortone).Thelanguagespecialistcanhelpthecommitteeidentifywhichfeaturesneedtoberepresentedandthentothinkaboutoptionsforrepresentingeachfeature.MTspeakersthenmakethedecisions.


58

Howcanwemaketheorthographyaseasyaspossibletolearn?Thelanguagespecialistshouldhelpthecommitteemakesuretheyuseonlyasmanysymbolsasareabsolutelynecessarytorepresenttheimportantsoundsoftheirlanguage.Sometimessoundsthatarecloselyrelatedshouldberepresentedbyasinglesymbol.Addingunnecessarysymbolsmakesitdifficultforpeoplewhoarelearningtoreadthelanguage.Ontheotherhand,thecommitteeshouldmakesurethatalloftheimportantsoundsareincludedintheorthography.Leavingimportantsoundsoutcanmakeitdifficultforpeoplewhoarelearningtowritethelanguage.

IsitimportantforMTspeakerstobeabletotransferbackandforthbetweenreadinginourlanguageandthemajoritylanguage?IfthelanguagecommunitythinksitisimportantforMTspeakerstobeabletoreadandwriteintheirownlanguageandinthemajoritylanguage,theymaywanttheirorthographytobelikethemajoritylanguageorthography.Thiswillmakeiteasiertotransferbackandforthbetweenlanguages.

Whatprocesscanwefollowindevelopingourorthography?

Asnotedabove,thereisnosinglesetofrulesorstepsfordevelopinganorthographythatshouldalwaysbefollowed.ThesuggestionsbelowcanhelpaLanguageCommittee(withalanguagespecialisthelpingthem)planfororthographydevelopment.9

1) Doalinguisticanalysisofthelanguage.Alsoanalyzethesociolinguisticsituation(forexample,people’sattitudestotheirlanguage,thewaysthatdifferentagegroupsusethelanguage.)

2) Describeanyorthographiesthatalreadyexistinthelanguage;alsodescribeorthographiesforrelatedneighboringlanguages.

3) Decidewhichsoundsinyourlanguagecanberepresentedclearlyusingsymbolsfromrelatedlanguages.Listtheoptionsthatyoumightbeabletouseforsoundsthatarenotfoundinotherlanguages.

4) ConductanorthographyworkshopinyourlanguageareaandinvitearepresentativegroupofMTspeakersandothersthatshouldbeinvolved(e.g.,someonefromthelocalschool;governmentrepresentative;peoplefromsimilar,neighboringlanguages).Thepurposeoftheworkshopistomakepreliminarydecisionsabouttheorthography.Emphasizethatanydecisionsparticipantsmakeatthisworkshopwillbecarefullytestedinthecommunitybeforefinaldecisionsabouttheorthographyaremade.

5) Attheworkshop,explainoptionstothepeoplewhoaremakingdecisions.Includeadiscussiononteachingpeopletoreadandwriteinthelanguage.Encourageparticipantstoaskthemselvesthisquestionwhentheyaremakingdecisionsaboutwhichsymbolstouse:Willthisorthographyencourageandhelppeopletoreadandwriteinourlanguageorwillthisdecisionmakeitmoredifficult?

9 Adapted from Chelsey Ray. (1995) “Report on the OrthoTech Workshop at Ukarumpa, PNG, 14-21 June 1995.


59

6) Thinkabouthowthecommitteewilltesttheorthography.Youwillneedtotestallthedifferentoptionsbeforemakingafinaldecision.AnexcellentwaytodoinformaltestingistoencourageliterateMTspeakerstowrite.Astheywrite—andasotherMTspeakersreadwhattheywrite—theywilltryouttheorthographicoptionsandwillgetabetterideaofwhichoptionsworkbest.

7)Setatimeframe(assoonaspossible)forformaltestingoftheorthography.Markadateforbeginningandendingthefirstroundoftesting.Setadateforthefollow-upworkshopthatwilltakeplaceassoonasthetestsareanalyzed,todealwithproblemsthatwereidentifiedinthefirstroundoftesting..

8) Makethenecessarychangestotheorthography,basedonaconsensusofMTspeakers.Planforon-goingtestingandrevision.


60

WorkPaper:Planfororthographydevelopment

INTENDEDOUTCOMESWhatdowehopetoachievethroughourorthographydevelopmentefforts?

1.

2.

3.


Timeframe:

Inputs:Risks/Assumptions:

Plan:


61

Sampleplan:Orthographydevelopment

INTENDEDOUTCOMESWhatdowehopetoachievethroughourorthographydevelopmentefforts?

1. AnorthographythatisacceptabletoMTspeakersofthelanguageandthatmotivatesthemtoreadandwriteintheirlanguage.

2. Onethatisacceptabletothegovernment.3. Onethatenablespeoplewhowantto“bridge”betweenreadingandwritingtheMT

andreadingandwritingtheoutsidelanguage.4. Onethatwecanwriteonourcomputersandtypewriters.

ACTIVITIESWewilldothefollowingthingstoachievetheseoutcomes:

(Assumesthatpreliminarylinguisticanalysisisdoneandtentativeorthographyisprepared.)

ACTIVITY1.ConductanOrthographyWorkshop

Timeframe: A3dayworkshop,tobeheld4monthsfromnow

Inputs: Workshopcoordinator;literateandnon-literateMTspeakerstorepresentthelanguagecommunity;governmentoreducationrepresentativeandotherstakeholders;venue;analphabetchart(posterandindividualcopiesforparticipants);sampleshortreadingmaterial(story)aboutafamiliartopicintheMT,usingtherecommendedorthography;pencilsandpapers(topracticewritingusingthesymbols);resourceperson(linguist).

Risks/Assumptions: Therewillbeatimethatsuitseveryone;thepeoplewhocomewill

representthedifferentpopulationgroups

Plan: 1)Prepareanalphabetchart(picturesandrecommendedsymbols)

2)Findatimewhenthelinguistandotherresourcepeoplecanbepresent.

3)IdentifyMTspeakers(literateandnon-literate;womenandmen)torepresentthecommunity.

4)Plantheworkshopcontentsandschedule.

5)Arrangeforthevenue,meals,transport,etc.


62

CHAPTER6.CURRICULUMANDINSTRUCTIONALMATERIALS

Whatisacurriculum?

Acurriculumdealswiththreebasicquestions:

• Whataretheeducationalgoalsforlearnersinthisprogram?(Willbedifferentfordifferentstudentgroups)

• Whatarethelearningoutcomesforeachgrade?(InMLEprograms,thesearebasedoncompetenciesestablishedbytheMinistryofEducation)10

• Howwillteachershelpstudentsachievethelearningoutcomes?(instructionalplan;learningactivities)

Mothertongue-basedMLEprogramsareestablishedbecausepeoplewanttogaintheknowledgeandskillsnecessarytoachievetheireducationalgoals.

• Parentsmaywanttheirchildrentomovesuccessfullythroughtheprimaryandsecondaryeducationsystemsothechildrencanearnagoodincome.

• Youthmaywanttogettechnicaltrainingthatwillenablethemtogetjobsand/orperformausefulservicefortheircommunity.

• Adultsmaywanttostartanincome-earningprojectthatwillprovidethemwithfundsfortheirindividualandcommunityprojects.

Eachofthesegroupsoflearnerswillhavedifferenteducationalgoals.Curriculumdevelopmentwillfocusondevelopingcompetencies,instructionalplans,andlearningactivitiesthatareenablelearnersineachgrouptoachievetheirowngoalsandalsoachievethestandardsorcompetenciesestablishedbythegovernmentfortheirprogram.

Whoshoulddevelopcurriculumformothertongue-basededucationprograms?

Curriculumformothertongue-basedprogramswithintheformaleducationsystemarebasedonthegovernment-establishedcompetenciesbutadaptedforstudentswhodonotspeaktheofficialschoollanguage.Programsestablishedoutsidetheformalsystemneedtheirowncurriculumortheycanuseanexistingcurriculumthathasbeenadaptedtotheirspecificsituation.Thefollowingpeoplecantakeresponsibilityforthisprocess:

• Membersofthecommunitywhomakesurethatlessonsfocusonthetopicsthatareimportanttothelearners.Iftheprogramisforbothfemalesandmales,bothgroupsshouldberepresentedequallysothatbothhaveavoiceinplanningthecontent.

• Teachers/facilitatorswhowillusethematerials

• Trainersandsupervisorswhowilltraintheteachersandoverseetheclasses

10 Resource 6.1 lists competencies and indicators for the First Language component of a children’s education program.


63

• Culturalexpertsfromthecommunity(toincorporatelocalcultureintothelessons)pluslocalwritersandartistswhowillhelppreparereadingmaterials

• Acurriculumexpertwithknowledgeandexperienceindevelopingteachingmaterialstofacilitatetheprocess

• Ifpossible,arepresentativefromthegovernmenteducationsystem(national,provincialand/orlocal),toensurethatthematerialsfollowgovernmentguidelines

Whatinformationdoweneedtodevelopcurriculum?

Asamemberofthelanguagecommunity,youmayalreadyhavesomeofthisinformation.Evenifyouareabletoanswerthequestionsyourself,itisstillgoodtotalkwithpeopleinthecommunityandaskthemtotellyouwhattheythink.Bytalkingwithothers,youmaylearnmanynewthingsaboutyourcommunityandyouwillencourageothercommunitymemberstotakepartinplanningtheprogram.

Itwillbehelpfulifyoukeepawrittenrecordoftheinformationrelatingtoeachsetofquestions.Lateryoucancheckwithcommunitymembers(andotherswhoareknowledgeableaboutthedifferenttopics)tobesurethattheyagreewithwhatyouhavewritten.Whenyouaresurethattheinformationiscorrectyoucanuseittodevelopthecurriculumandinstructionalmethod.

Hereisthekindofinformationyouwillneed:

ValuessharedbymostpeopleinthecommunityMembersofeachlanguagecommunitysharecertainvalues—certainbeliefsaboutwhatisgoodandbad.Beforeyoubeginplanningthecurriculum,itisimportanttoidentifythevaluesthataresharedwithinthecommunitysothatthesecanbeincorporatedintotheprogram.Herearesomeexamplesofquestionsyoumightask:§ Istheheritagelanguageandcultureimportanttocommunitymembers?§ Dotheybelievethatitisimportantforfamiliestostaytogether?§ Isitimportantthatyoungpeopleshowrespecttotheirelders?§ Dopeoplesharecertainspiritualvalues?§ Aretherechangescomingintothecommunity?Ifso,dothechangessupport

existingvaluesordotheyopposethem?Iftheyopposetraditionalvalues,dopeoplethinkthisisgoodorbad?(Forexample,dowomenwanttochangetheirlowstatuswithrespecttomen?Domenalsowantthatchange,ordotheywanttokeepthingsthewaytheyare?)

Insidersonthecurriculumdevelopmentteamwillhavetothinkcarefullyabouthowthecurriculumcansupportthegoodthingsinthecommunityandhelptochangethingsthatarenotsogood.

Learners’educationalgoalsWhatdothelearnerswanttobeabletodowithwhattheylearnintheprogram?Onceyouhaveidentifiedthelearners’goals,yournextquestionwillbe:“Whatdo


64

learnersneedtolearntohelpthemachievetheirgoals?”Theanswerstothatquestionwillbeanimportantresourcefordevelopingtheinstructionalplan.

Thereareseveralthingsyoucandotoidentifylearners’educationalgoals:§ Ifyouareplanningachildren’smothertonguebasiceducationprogram,youcan

talkwithparentsandperhapswithotherswhocareaboutthechildren(suchasteachers,communityleaders,religiousleaders).Encouragethemtotalkabouttheireducationalgoalsforthechildren.Mostparentswanttheirchildrentodowellintheformaleducationsystemsothatthechildrenwillgetgoodjobs.Dotheyalsowanttheirchildrentolearntolovetheirlanguageandculturesothatthechildrenwillkeepthelanguageandculturestrong?Youmayfindthatmanyparentssharebothofthesegoals.Inthatcase,youwillneedtoconsiderbothgoalsinthecurriculum.

§ Iftheprogramisforadultsyoucantalkwiththelearnersthemselvesabouttheireducationalgoals.Thesemightrelatetoimprovingtheireconomicsituationorhelpingthembeabletovoteortowriteletterstogovernmentofficials).Theirgoalsmightbespiritual(theywanttoreadsacredtexts)orsocial(theywanttowriteletterstofamilyandfriends).Youmayfindthattheadultlearnershavemorethanonegoalforlearning.

Learners’backgrounds:whattheyalreadyknowandwhatintereststhem.Beforeyoucanbeginplanningthecurriculum,youneedtolearnaboutthelearners—theirage,theirprevioustrainingoreducation,thethingstheyalreadyknow,thethingstheyareinterestedinandthethingsthatareimportanttothem.§ Whatknowledge,attitudesandskillswilltheybringtotheclasses?§ Whatthingsareespeciallyinterestingtothem?

Learners’opportunitiesforfurthereducationPeoplewhofinishthecommunityeducationprogrammaywanttocontinuelearning,eitherintheformalsystem(especiallychildren)orthenon-formalsystem(mostlyyouthandadults).Thequestionis,“Howcanwemakesureourprogramwillfitintothislargereducationalcontext?”Herearesomequestionsyoumayneedtoaskifyouarestartingapre-primaryclassforchildren:§ Whatwillthechildrendowhentheyfinishthecommunityeducationprogram?If

theyaregoingontoprimaryschool,howcanyouhelpthemprepareforthat?Whataretheexpectationsofthepeopleinchargeoftheschoolthatthechildrenwillattend?

§ Willthechildrengofromthemothertongueclassesintoaprimaryschoolinwhichanotherlanguageisused?Ifthatisthecase,howwillyoupreparethechildrensotheycanlearneffectivelyinthenewlanguage?

Iftheclassesareforyouthoradultswhowanttocontinuetheireducationwhentheyfinishyourprogram,youwillneedtogetinformationabouton-goingeducationalopportunities.§ Whatspecificknowledgeandskillswilltheyneedtomoveintofurthertrainingor

educationprograms?


65

§ Ifthefollow-upprogramistaughtinthemajoritylanguage,whatarethelanguageexpectations?Shouldthelearnersbeabletospeakthemajoritylanguagewhentheystartthenextprogram?Shouldtheybeabletoreadandwriteinthemajoritylanguageand,ifso,atwhatlevel?

Youwillneedtolearnabouttherequirementsoftheeducationprogramsthatlearnerswillattendwhentheyfinishyourprogram.Thenyoucanplanthecurriculumtomakesurethatthelearnersarewellequippedtocontinuetheireducation.

Governmentstandards(especiallyforformaleducation).Anessentialearlystepistofindoutiftherearestandardsestablishedforthegovernmentforthetypeofprogramyouwanttostart.Ifitisachildren’sprogramintheformaleducationsystem,thelocalcurriculummustbebasedongovernmentstandardsforeachgrade.Somegovernmentsalsohavestandardsfornon-formaleducation.Iftherearegovernment-establishedstandards,youwillneedpermissiontoadaptthemforlearnerswhodonotspeaktheofficialschoollanguage.Youwillalsoneedtogetthelocalcurriculumapprovedbytherelevanteducationofficialsbeforeitisusedinyourprogram.

Teachers’educationalbackgroundandqualificationsInorderfortheteacherstoprovideagoodlearningenvironment,theywillneedtobecomfortableusingtheinstructionalmaterials.Someteachersmayhavehadformalteachertrainingandexperienceintheclassroom.Othersmayhavenobackgroundinteachingandalimitedformaleducation.Ifyourgoalistohelptheteachersdotheirjobwell,youneedtodevelopacurriculumandinstructionalplanthatfitstheircapabilities.

Yourtaskwillbetolearnasmuchasyoucanabouttheteachers:§ Theireducationalbackground§ Theirpriortraining(anykindoftraining;notjustteachertraining)§ Theirteachingexperience(andtheteachingmethodstheyhaveused)§ Theirunderstandingofthecommunitylanguageandculture§ Theirunderstandingoftheoutsidelanguageandculture§ Theirmotivationforteaching

Thisinformationwillhelpyouplanacurriculumandinstructionalplanthatbuildsontheteachers’ownexperiencesandexpertise.Itwillalsohelpyouplanteacher-trainingworkshops.Belowareadditionalthingsthatyouwillneedtoknowtodeveloptheteachingandlearningmaterials:

InstructionalandreadingmaterialsalreadyavailableinthecommunityHastherebeenaneducationprograminthecommunitybefore?Ifso,theremaybeteachers’guides,textbooks,readingbooks,primers,orotherinstructionalmaterialsavailable.Iftherearesomematerialsalreadyavailable,examinethemcarefullytoseeifyoucanusepartsofthemforyourprogramandthengetpermissiontousethem.


66

Howdowedevelopthecurriculumforourprogram?

Belowaresomegeneralstepsyoucanfollowtodevelopyourcurriculum:

1)EstablishthelearningoutcomesandindicatorsforeachsubjectintheprogramLearningoutcomesaregeneralstatementsofwhatthelearnersshouldknoworbeabletodowhentheycompleteeachphaseoftheprogram.Eachlearningoutcomeshouldhaveindicatorsthatarespecificandmeasurable.Resource6.1showsexamplesofoutcomesandindicators.

Asnotedabove,iftheprogramisintheformaleducationsystem,thecurriculummustbebasedongovernmentstandardsforeachgrade.Itisbesttolistthosefirstandthenplanoutcomesandindicatorsthatarebasedoneachstandardandadapted,asnecessary,sotheyareappropriatetostudentswhodonotspeaktheofficialschoollanguageorcomefromthedominantculture.

Developaweek-by-weekinstructionalplan11Theinstructionalplanforeachtermorunitshouldbebasedontheoutcomesandindicatorsforthattermorunit.Thecontentofthelessonsshouldfocusontopicsthatarefamiliar,relevantandinterestingtothelearners.Forexample,earlyreadingmaterialsshoulduselocalstorieswrittenbymothertonguewritersabouttopicsthatarefamiliartothelearners,intheirmothertongue.(SeeChapter6.)Iftherearemeaningfulandinterestingmaterialsalreadyavailable,youcanincorporatetheseintotheinstructionalplan.Iftheteachersarenotprofessionallytrainedandespeciallyiftheyhavealimitededucationthemselves,youmayneedtoprovidethemwithlessonpatternsthatremainthesamefromweektoweek.Besurethattheinstructionalplandescribesthelearningactivitiesclearlyandlistsallthematerialsthattheteacherswillneedforeachactivity.

DevelopassessmenttoolsAssessmenttoolswillbeneededtodetermineifthelearnersareachievingthelearningoutcomessetforeachlevel(grade)oftheirprogram.

Assessmentswillalsohelpyouidentifyspecificproblemswiththecurriculumsoyoucanmakenecessarycorrections.Withoutaplanforon-goingevaluation,youwillruntheriskofcompletingtheentireeducationalprogramwithoutachievingthelearners’orthecommunity’seducationalgoals.Assessmentsallowyoutochangeinstructionalmethodsthatarenotworking.Ittellsyouwhenyouneedtoaddnew,moreeffectiveideasintotheteachingplan.

Belowareseveralassessmenttoolsthatteachersandsupervisorscanadministerandrecord:

11 Some basic education programs focus on helping learners gain basic literacy skills in their first language. See Resource 6.3 for a description of three commonly used methods for teaching reading and writing.


67

• Portfolioassessment.Theteacherkeepssamplesofthelearners’workoverthewholeperiodoftheprogram.Thesecanbeusedtoassessindividualprogressandtocomparethelearnerswitheachotherandwithlearnersinotherprograms.(Note:thisrequiresorganizingandmaintainingfilesforeachlearner.Thismaynotbepossibleinsomesituations.)

• Teacher-administeredoralreadingtests.Theteachersitswitheachlearnerwhiletheyreadaselectedtextaloudandobservesandrecordsanyproblemsthatthelearnerencountersinreadingthetext.

• Finalexams.Theadministratorsoftheprogramcreateafinaltestforalllearners.Thisassessesthedegreetowhichtheintendedlearningoutcomeshavebeenachieved.

• Learnerself-assessment(especiallywithyouthandadultprograms).Thelearnersareaskedtoassesstheirownprogress.Administratorsandteachersthenevaluatetheirresponsestodeterminewhatchangesmayneedtobemadeintheprogram.


68

WorkPaper:CurriculumDevelopmentINTENDEDOUTCOMESWhatdowehopetoachievethroughourcurriculumandinstructionalplanningefforts?1.

2. 3.

4.ACTIVITIES,TIMEFRAMEANDINPUTSWewilldothefollowingthingstoachievetheseoutcomes:ACTIVITY1._________________________________________________

Timeframe:

Inputs:

Risks/Assumptions:

Plan:


69

Example:PlanfordevelopingcurriculumforanadulteducationprogramINTENDEDOUTCOMESWhatdowehopetoachievethroughourcurriculumandinstructionalplanningefforts?

1. AcurriculumandinstructionalplanthatwillhelpthelearnersbecomefluentinreadingandwritingintheirlanguageandabletospeaktheNationalLanguage.Thecurriculumcontentwillberelatedtotheintereststhatthelearnershaveidentified.

ACTIVITIES,TIMEFRAMEANDINPUTSWewilldothefollowingthingstoachievetheseoutcomes:

ACTIVITY1. Identifypeoplewhowillbeonthecurriculumdevelopmentteam.

Timeframe: Withinthenext3months(specificdate)Inputs: Adescriptionofthecurriculumdevelopmentprocesstoshowto

teammembers.

Trainer/facilitatorfortheworkshopRisks/Assumptions:Teachersmightthinktheyaretoobusytohelp;wemighthave

problemsfindingoutsideexpertstohelpus(ifweneedthem).Plan: Talktopeopleinthecommunitytogetthenamesof1or2

individualswhoarerecognizedfortheirknowledgeofthecommunity’ssocialandculturalsituationnowandinthepast,andwhoarefluentspeakersofthelanguage.

Contactpeoplewithexistingprograms.Askfor1)copiesoftheir

curriculum,2)namesofpeoplewithexperienceinthisprocessthatcouldhelpus.

Getnamesofpeople(includingformerteachers)intheformaleducationsystemwhoarerecognizedasgoodteachers.

Prepareachartshowingthegeneralplanfordevelopingtheprogram(includingthepurposeoftheprogram)thatwecanshowtopeopleaswerecruitthemfortheteam.

ACTIVITY2

Etc.


70

Resource6.1.Essentialelementsoflanguageeducation12

Inorderforlearnerstobecomesuccessfullearners,theymustbeableto

--Listenandreadwithunderstanding

--Speakandwritetocommunicatethoughts,ideas,needsandexperiences

--Readletters,words,andsentencescorrectly

--Speakandwritecorrectly

A“balancedteachingmethod”thathelpslearnersgainallfouroftheseskillscanbedividedintotwo“tracks”.Onetrackemphasizesaccuracyandcorrectnessandfocusesonthepartsofthelanguage.Theothertrackemphasizesmeaningandcommunicationandfocusesonwholetexts.Thefollowingtablepresentsthemainfeaturesoftheseessentialcomponentsinlanguageeducationprograms:

Emphasis:meaningandcommunication

FocusonwholetextsEmphasis:accuracyandcorrectness

Focusonpartsofthelanguage

Listening Listeninordertounderstand;thinkcriticallyandrespondcreatively

Recognizeanddistinguishsounds,recognizepartsofwords,followdirections

Speaking Speakwithunderstandinginordertocommunicatethoughts,ideas,needs,andexperiences

Uselanguagecorrectly(pronunciation,grammar)

Reading Readformeaningandunderstanding Decodewordsbyrecognizingtheirparts(letters,syllables,tonemarks,etc.)

Writing Writecreativelyinordertocommunicatethoughts,ideas,needsandexperiences

Formlettersproperlyandneatly;spellwordsaccurately;usecorrectgrammar

12 A very early version of this description was developed for the National Department of Education, Papua New Guinea, based on work done by Mary Stringer of SIL International.


71

Resource6.2.MatchingactivitieswithlearningoutcomesThechartbelowlistsoutcomesandactivitiesfortheFirstLanguage(L1)componentofachildren’sL1-firsteducationprogram.LearningOutcomesareinbold;activitiesarethebulletpointsundereachoutcome.Thelearningoutcomesandactivitiesarelistedaccordingtotheirfocusonwholelanguage/meaningoronpartsofthelanguage/accuracy.

FOCUSONWHOLELANGUAGE/MEANING FOCUSONPARTSOFLANGUAGE/ACCURACYRecognizethatprintedtexthasmeaning§ Lookatpicturesoffamiliarscenesandsay

whattheymean§ TakepartinSharedReadingActivities§ Activelyinvolvedinusingbooksalone;

turnspagesincorrectorder,pointstoandtalksaboutpicture

§ Lookatasequenceofpicturesthattellastory;correctlyrelatethestory

§ Readandunderstandshortsimple(Stage1)storieswithpictures

Readandunderstandshortpredictabletexts§ Readalongwithothersduring“sharedreading”activities

§ ReadStage1storiesaloneorwithapartner

§ Selectonbooktoreadwithapartner§ Showsinterestinlookingatandreadingprintedmaterialsintheclassarea

§ MatchwordorsentencecardscorrectlytoaSharedReadingStory

Developstrategiestoreadandunderstandshorttexts(Stage1stories)§ Usepicturestohelpunderstandingoftext§ Usespicturestopredictwhatwillhappen

nextinastoryaboutfamiliartopic§ Listenstoorreadstextsandasks

questionsforclarificationUsewrittenformstocommunicaterealmessages§ Takepartincreating“ExperienceStories”§ Drawapictureandtellthestoryinthe

picture

Recognizelettersofthealphabet,tonemarks,otherlanguagefeatures§ Read/saythesoundsoflettersin

isolation§ Read/soundoutshortwordsinisolation§ Writetheletters/symbolsofthewriting

system§ Readandwriteownnamecorrectly

Recognizethatsentencesarecomposedofwordsandthatwordsarecomposedofsyllablesandletters(spellingawareness)§ Combinewordpartstoformnewwords§ Soundoutunknownwordsbyseparating

intosyllablesand/orsounds§ Trytofigureoutanewwordbylookingat

thefirstpartandusingknowledgeaboutwordsandcontexttomakealogicalguess

Usestrategiestohelpinlearningtowritesymbolscorrectly§ Copysymbolsfromthechalkboard

correctly;traceoutlinesofsymbolsinworkbookscorrectly

Formlettersaccurately;spellcorrectly§ Followdottedlinestoformletters§ Copylettersandwordscorrectlyand

neatly§ Writekeywords(fromPrimerlesson)and

sentencesfromdictation§ Spellknownwords(fromprimerlessons)

correctly§ Writelabelsforthingsintheclassroom

(door,wall,mat,etc.)§ Soundoutwordstohelpinspellingduring

writingactivity


72

§ Drawapictureandwriteatitleforthepicture

§ Scribbleandusemarksandpicturestorepresentletters(veryearlywriting)

§ (Byendoftheyear),drawpictureandwritea2-3sentencestory


73

Resource6.3.ComparisonofthreecommonlyusedteachingmethodsFromDennisMalone,SILInternational,2001

PART-TO-WHOLEMETHODS

WHOLE-TO-PARTMETHODS

BALANCEDMETHODS

READINGWHOLETEXTS

Providesminimumreadingofwholetexts,withcontrolledandsometimesunnaturallanguage.

FocusesonreadingformeaningandfeaturestheuseofBigBooks(withchildren)andotherinterestingstorycontent.Includeslotsofstory-retellingactivities.

Providesforreadingwholetextsthroughavarietyofmeans:languageexperiencestories,listeningtostoriesreadbyfluentreader,sharedreading.

READINGWORDS&PARTSOFWORDS

Emphasizes“breakingthecode”inasystematicpatternofdrills.Majorityoftimeusedfordrills.Criticizedbynumerousreadingresearchersbecauseofover-emphasisonskillsandcode-breakingactivitiesbutlessattentiontoreadingformeaning.Dangerthatlearnerswilllosetheirenthusiasmtoread.

Notemphasized.Someapproachesincludewordattacklessons,includingphonics,inearlyinstruction,butonlyasthelearnersexpressreadinessandneedforit.Criticizedbynumerousreadingresearcherswhofeelthatdirectphonicsinstructionininitialreadingisessential.

Providesforpart-to-wholereadingbyincludingsomephonicsorsound-symbolactivitiesaimedathelpinglearnersdecodeunfamiliarvocabulary,oftenbybreakingdownakeywordintoitssyllablesandsounds,thenre-combiningthesyllablesintonewordifferentwords.

WRITINGWHOLETEXTS

Almostnoprovisionforthiselementintheprimer.Expectslearnerstousedecodingskillsastheythinkbest.Needstobesupplementedwithpracticalandcreativewritingactivities.

Majorfocus,withnoconstraintsplacedonlearnertoabidebywritingstandards.Encourages“invented”spellings.Encouragescreativityandself-expressionbylearners.

Althoughthereislessfocusthaninwholelanguage,writingcreativelyandexpressivelyisencouragedandinventedspellingsarepermittedinthispartofthelesson.

WRITINGWORDS&PARTSOFWORDS

Providesamplepracticeinformingletters,spellingwords,copyingtextandwritingfromdictation.

Contendsthatover-emphasisoncorrectspellingstifleswrittenexpression.Criticizedbecauseitresultsinpoorspellingabilities.

Spendsanequalamountoftimeondirectteachingofcorrectspellingandotherstandardwritingconventions.


74

CHAPTER7.LITERATUREDEVELOPMENT

Whatdoweneedtothinkaboutaswebegindevelopingreadingmaterialsinourlanguage?

Beforeyoubeginthinkingaboutthekindsofreadingmaterialsyouwilldevelop,youneedtothinkaboutthepotentialreadersinthecommunityandthekindsofthingstheymightwanttoread.

Differentgroupsofreaders,§ Femaleandmale§ Children,youngpeople,andadults§ Peoplelivinginruralareasandpeoplelivingintownsandcities

Differentpurposesforreading§ Togetinformation§ Tolearnmoreabouttheirownsocialandculturalheritage§ Tolearnabouttheworldoutsidetheircommunity§ Togainmarketableskills§ Forenjoyment

Whatkindofreadingmaterialsdoweneedforpeoplewithdifferentreadingabilities?

Whenpeoplefirstlearntoreadintheirmothertongueor“first”language(L1),theyneedmaterialsthatareshortandeasyandareaboutthingsthatarefamiliartothem.AstheybecomemorefluentreadersintheirL1andlaterintheirsecondlanguageorL2,theyneedreadingmaterialsinbothlanguagesthatarelongerandmorecomplex.Toprovidereadingmaterialsfortherangeofpeopleinyourlanguagecommunity,youwillneedtoconsiderfourstagesofliteraturedevelopment:

• StageOneliteratureisforpeoplewhoarejustbeginningtoreadintheirL1.

• StageTwoliteratureisforpeoplewhoarebecomingfluentreadersintheirL1.

• StageThreeliteratureisforpeoplewhohavelearnedtoreadinonelanguageandnowwanttoreadinasecondlanguage.Forexample,peoplewhofirstlearnedtoreadintheirL1maywanttolearntoreadintheirL2.PeoplewholearnedtoreadintheirL2firstmaywanttolearntoreadintheirL1.

• StageFourliteratureisforpeoplewhoarefluentreadersinboththeirL1andL2andwanttocontinuereadinginbothlanguages,andforavarietyofpurposes.

Gradedreadingmaterialsthatpromoteliteracyin2ormorelanguages

Stage 1 materials

For learning to read

Stage 2 materials

For gaining fluency

Stage 3 materials

For bridging to another

language

Stage 4 materials

For life-long reading in

all languages


75

Howcanwegetliteratureforpeopleinourcommunity?

MTspeakersinthecommunitycancreatetheirownmaterials.

Characteristics§ Aboutpeople,placesandactivitiesthatarefamiliartothereaders§ Promotereaders’awarenessandappreciationoftheirlanguageandculture

Examples§ Originalstories,songs,poetry,proverbs,legendscreatedbylocalpeople§ Stories,songs,poetry,legendsfromtheoraltraditionputintowrittenform§ Storiesaboutthewriters’experienceswithinandoutsidethecommunity

Materialscreatedoutsidethecommunitycanbeadaptedtothelocallanguageandcontext

Characteristics § Provideinformationfromoutsidethecommunityinaformandlanguagethat

localreaderscanunderstandanduseeasily.§ Originalformcanbechanged.§ Names,placesandactivitiescanbechangedsotheyarefamiliartolocalreaders.

Examples§ InformationbrochureaboutAIDSismadeintoastoryorposter.§ Informationaboutprotectingtheenvironmentismadeintoagame.

MTspeakerscantranslatematerialsfromanotherlanguageintothelocallanguage.

Characteristics§ Moredifficulttoreadthanlocallycreatedorlocallyadaptedmaterials.§ Textistranslatedintothelocallanguagebutcontentisunchanged.

Examples§ Healthandagriculturalinformation§ Informationaboutpoliticalissues,voting§ Sacredwritings

Nationallanguagematerialscanbepurchasedforthecommunity.

Characteristics§ Writteninanoutsidelanguage(whichmaybethesecondorthirdlanguageof

communitymembers).§ Suitableforfluent(Stage4)readerswhounderstandtheoutsidelanguage.

Examples


76

§ Provincialornationalnewspapersandmagazines§ Stories,songs,poetry,dramas§ Articlesaboutnationalculture,sociallife§ Informationaboutanytopicsthatareinterestingtopeopleinthecommunity

Whatkindsofliteraturecanwecreateourselves?

Peopleinthecommunitycanproducemanytypesofliterature.Notonlywillthislocallyproducedmaterialbeinterestingtothenewlearners,itwillalsobeeasierforthemtoreadthanmaterialsabouttopicsthatareunfamiliartothem.Belowarejustsomeofthepossibilities:

• Originalstoriesbasedonthewriters’personalexperiencesorcreatedfromtheirimagination

• Songsandpoetryfromthetraditionalcultureorcreatedbythewriters

• Biographiesandhistoriesaboutcontemporaryorhistoricalpeopleandevents.Biographiesandhistoriesforfluentreaderscanbeaboutpeopleandeventsfromoutsidethelanguagecommunity.

• Folktalesandlegendsfromthetraditional(oral)literature

• Jokes,riddlesandwisesayingsfromthetraditionalliteratureorcreatedbythewriters

• Travelandgeographythatcanbeaboutthecommunity,aboutplacesthewriters’havevisitedoutsidethecommunityandaboutimportantnationalandinternationalplaces(forfluentreaders)

• Informationabouttopicsthatareimportanttothelearners(environment,politicalsituation,health)

• Instructionsanddirections(directionsformakingandusingcompost,recipeforbakingbread,instructionsforsewingadress,suggestionsforstartingamicro-creditprogram)

• Religiousandmoralteachingsthatincludethecommunity’ssacredtextsandstoriesorlessonsaboutspiritual,moralandethicaltopics

• Booksthatcontaindramasandskitswithactionsanddialogue

• Pictureswithshortdescriptionsoffamiliarpeople,placesandactivities(fornewreaders)andaboutpeople,placesandactivitiesoutsidethecommunity(formorefluentreaders)

• Alphabetbooksthatteachthelanguageletters.Stage1alphabetbookscanhaveoneletterperpageandseveralsimplepicturesoffamiliarobjectsthatbeginwiththatletter.(ExampleinEnglish:theletter“b”withpicturesofaball,boy,bucketandbasket).Stage3alphabetbookscanteachmajoritylanguageletters.

• SimpledictionarieswithMTwordsandtheirequivalentsinthemajoritylanguage.Somedictionariesincludeashortsentenceinbothlanguagesforeachword.


77

• Numeracybooksthatuseactivitiestoteachnewconceptsandintroduceproblemsthatchallengelearnerstoexpandtheirnumeracyabilities.

• Activitybooksthatpresentavarietyofactivitiesthatareinterestingandenjoyablefornew(andmoreadvanced)learners.

• Gamesthatprovideawayforpeopletohavefunastheylearntoreadandthathelpteachnewconceptsandproblem-solvingskills(formorefluentreaders)

• Promotionalmaterialsandannouncementsthatprovideinformationaboutupcomingcommunityevents

• Calendarsthatdisplaydays,weeksandmonthsoftheyear(orwhateversystemMTspeakersusetokeeptrackofdates).

• Planningbooksforkeepingtrackofappointments

• Letterstoeachotherandtopeopleoutsidethecommunity.

• Signsonshops,schools,orreligiousbuildingswithnamesandotherinformationintheMTand/ormajoritylanguage.

• Newssheetsand/ornewslettersfornewreadersandformorefluentreaders,inthereaders’MTonlyorinbothlanguages.

Youcandevelopmanykindsofreadingmaterialsrightinthecommunity.Stories,traditionalliteratureandinformationcanbeputintoavarietyofformats:

• Smallreadingbooks• BigBooks• Flipcharts• Posters


78

Workpaper:Planforcommunity-centeredliteraturedevelopment

INTENDEDOUTCOMESWhatdowehopetoachievethroughourliteraturedevelopmentefforts?1. 2. 3.

4.ACTIVITIES,TIMEFRAMEANDINPUTSWewilldothefollowingthingstoachievetheseoutcomes:ACTIVITY1._________________________________________________

Timeframe:


Plan:


79

Example:PlanforCommunity-centeredliteraturedevelopment

INTENDEDOUTCOMESWhatdowehopetoachievethroughourliteraturedevelopmentefforts?

1. Atleast40Stage1storyandrelevantinformationbookletsforadultlearners

2. Atleast40Stage2bookletsrelatingtotopicsthattheadultlearnershaveidentifiedasimportanttothem

3. Atleast40Stage3(Bridging)materialsthatareinterestingandusefultothelearners

4. Atleast40Stage4titlesintheMTthatareinterestingtoMTspeakers

5. Atleast10MTspeakerswhoaregiftedauthorsandwriting,adapting,andtranslatingMTreadingmaterials

6. Atleast5communitymemberswhoaregiftedartists,andareillustratingMTreadingmaterials

7. Atleast2MTspeakerswhoarerecognizedasgoodeditorsandwhoareeditingallmaterialsproducedinthecommunity

8. Afullyequipped“LiteratureProduction”Centerinuseinthecommunity


ACTIVITY1. Conducta“WritingandDrawingContest”toidentifywritersandartists

Timeframe: 6monthsfromnow(date);contestwilllast1week

Inputs: posterstoadvertisetheevent;paperandpencilsforparticipants;prizesforcontextwinner;peopletojudgethestoriesandpictures

Risks/Assumptions: None

Plan: 1)Identifypeopleasjudgesforstoriesandpictures;2)Makepostersannouncingthecontestandprizes;3)Preparecontestrules;preparesamplestoriesandpicture:

topic/lengthofstories;topicsofpictures;typesofpicturesthatareacceptable(e.g.,linedrawingsonly);

4)Plananopeningceremony(seeseparateplan);invitespecialguesttospeak;

5)Conductthecontest;6)Examineallentries;awardprizes;7)Identifypotentialwriters,artists(andeditors).


80

Resource7.1Characteristicsofgradedreadingmaterials

STAGE1.LITERATUREFORNEWREADERS

Purposes § Newreadersrealizethatwrittentextshavemeaning.

§ PeoplewholearnedtoreadintheirL1beginreadinganotherlanguagethattheyhavelearnedorally.

Features

§ WrittenbyfluentL1speakersinalanguagethereadersunderstand.

§ Aboutpeople,placesandactivitiesthatarefamiliartothereaders.

§ Sentencesareshort,easytoreadandusevocabularythatthereadersknowanduse.

§ Picturesoneachpagehelpreadersunderstandthetext.

§ Translationintooneormoreadditionallanguagesatthebackofthebook.

Formats§ Smallbooksforreadingaloneorwithapartner

§ BigBooksorPosterStoriesforsharedreading

§ Games;matchingword/picturecards

§ Alphabetpicturecharts

Content § Stories,songs,poetry,informationaboutfamiliarpeople,placesandactivities

§ Healthandotherinformationrelatingtofamiliartopics(nonewconcepts)

Pictures § Picturesoneachpagecommunicateexactlythesamemessageasthetext.

Length EarlyStage1:4-8pages,1sentenceperpage

LaterStage1:6-10pages,1-3shortsentencesperpage

ExampleofStage1storyforchildren

Themanandtheboygofishing.(Picture:manandboyfishing)

Themancatchesabigfish.(Picture:manpullingabigfishfromthewater)

Themanshowsthebigfishtotheboy.(Picture:manholdingbigfish;boylookingatit)

Thefishjumpsbackintothewater!(Picture:manandboylooksurprised;bigsplashthatshowsthefishjumpingbackintothewater)


81

STAGE2.LITERATUREFORPEOPLEWHOAREGAININGFLUENCY

Purpose Helpreadersgainconfidenceinusingprintliteratureforlearningandenjoyment.

Features § Writteninalanguagethatthereadersunderstandandhavelearnedtoread.§ Created,adaptedortranslatedbyfluentspeakersofthelanguage.§ Usesvocabularythatthereadershavelearnedorallyand/orthattheycan

predictbasedontheirknowledgeofthelanguageandthetopic.§ Translation(nopictures)intooneormoreadditionallanguagesattheback

ofthebookORbothlanguagesoneachpagebutclearlyseparated,asbyapicture.

Formats § Smallreadingbooks§ Posters,games,activitybooks,calendars,newssheets,etc.

Content EarlyStage2§ Localstories,songs,poetry,riddles,legends,folktales,jokes§ Localbiographies,histories§ Descriptionsoflocalpeople'sexperiencesoutsidethearea§ Directions,instructionsaboutfamiliaractivities(cookinglocalfoods,sewing)§ Newinformation(health,storiesfromothercultures,newsreport,etc.)

adaptedtothelocalcontextLaterStage2§ SometopicsthesameasearlyStage2butmaybelongerwithmore

complexsentences§ Includestoriesaboutpeopleandactivitiesoutsidethelocalarea§ Newconcepts,informationandideasadaptedsoreaderscanusetheir

existingknowledgeandtheirlanguagefluencytogetmeaningfromthetext

Pictures EarlyStage2§ Appropriatetoreaders’agesandlifesituationsandtothepurposeofthe

text§ Every1page(helptoexplainthetext)LaterStage2§ Appropriatetoreaders’agesandlifesituationsandtothepurposeofthe

text§ Every1-2pages

Length EarlyStage2:10-20pages,2-4sentencesperpageLaterStage2:15-30pages,3-4sentencesperpage

Example Healthbookaboutnutritionwithtextandpicturesadaptedsotheyareappropriatetothelocalcontext.(See,forexample,“ZambianBasicEducationCourse.NutritionEducationSupplementaryMaterial,Pupil’sBookGrade2.”http://www.fao.org/docrep/008/af847e/af847e00.htm


82

STAGE3.LITERATUREFORPEOPLEWHOWANTTOREADINANOTHERLANGUAGETHATTHEYUNDERSTANDANDSPEAK

Purpose Provideinformationaboutthevocabularyandgrammarofthelanguagesthatreadershavelearnedsotheycanusethelanguages—oralandwritten—forhigherlevelthinkingandlearning.

Features • Schoolgrammars(grade3andabove)thatprovideinformationandexamplesaboutthegrammaticalstructureofthelanguage

• Bilingualschooldictionaries(grade3andabove)

Part1focuseson“everyday”L1withequivalentL2(andpossiblyL3)terms

Part2focuseson“everyday”L2withequivalentL1(andpossiblyL3)terms

Part3focusesonL2(andL3)academic/abstracttermsrelatingtomath,scienceandotherschoolsubjectsthatreadersmustlearnastheymoveintohighergrades;providesshortdefinitionorexplanationinL1


83

STAGE4:FORPEOPLEWHOHAVEBECOMELIFE-LONGREADERSANDLEARNERS

Purpose Providereaderswithinformationandideasthatarerelevanttotheirlife,affirmtheirheritagelanguageandculture,andhelpthemlearnabouttheworldoutsidetheircommunity.

Features Variesaccordingtopurpose,typeandcontent

Formats Seetablebelow.

Topics Whatevertopicsthatareinterestingandrelevanttothereaders.

Pictures Variesaccordingtopurpose,typeandcontent

Length Variesaccordingtopurpose,typeandcontent

Language Allthelanguagesthatthereadersknow

ExamplesofStage4literatureinL1andL2

L1materials L2,L3andotherlanguagesmaterials

§ traditionalpoetry,music,legends,myths,history

§ storiesfromthelocalcultureaboutlocalpeople,events,situations

§ traditionalmedicines,foods,agriculturalmethods,income-generatingprojects.

§ histories,biographies

§ letters

§ newssheets,newspapers,newsletters

§ games,activitybooks

§ inspirationalliterature

§ worldoutsidethelocalarea

§ comediesanddramas

§ health,economic,agricultural,environmentalissuesandinformation

§ newspapers,magazines,games,activitybooks

§ poetry,music,proverbsinspirationalliterature

Rememberthateverycommunityneedsliteratureinall4stagesbecausetherearealwayspeopleateachstageintheireducationdevelopment.Thegoalisthatpeoplewillfindreadingenjoyableanduseful.Soyouwillneedtohavemanythingsforthemtoread!


84

Resource7.2.WritingcreativelyintheMotherTongue

Createoriginalreadingstoriesinyourlanguage

Beforeyoubeginwriting,thinkaboutWHO,WHY,ANDWHAT:

§ Identifytheaudience.(WHOwillbereadingthisstoryandwhataretheirinterests?)

§ Identifythepurposeforwritingthestory.(WHYamIwritingthisstory?WhatdoIwanttocommunicatetothereaders?)

§ Identifythecontent.(WHATwillthisstorybeabout?)

Asyouarewritingstoriesfornewreaders,rememberthesesimplerules

§ Keepthestoriesshortandsimple.Remember,readingisnoteasyfornewreaders.Youwantthemtohaveasuccessfulreadingexperiencesotheywillbeencouragedtokeepreadingandbeabletomovetomorecomplexreadingmaterials.

§ Makethempredictable.

Predictablestoriesthatareinterestingandculturallyfamiliarencouragenewreaderstoparticipateactivelyinthereadingexperienceandprovideasuccessfulreadingexperience,evenforpeoplewhoarejustlearningtoread.Thisprovidessafety(especiallyforadultreaders)andencouragesthemtocontinuereading.

§ Usenaturallanguage.

Newreadersmaynotbeabletoreadquicklybuttheydohaveanideaofwhatis“good”language,especiallywhenthetextiswrittenintheirmothertongue.Agoodwaytocheckfor“naturalness”istoreadwhatyouwrotealoud.Howdoesitsoundasyoureadit?Ifitdoesnotsoundnatural,thinkabouthowyoucanchangeit.Rememberthatthemorenaturalthelanguage,theeasieritwillbefornewreaderstounderstand.

§ Usefamiliarnamesandplaces.Rememberthatpeoplelearnbestwhentheystartwithwhattheyknow.Readingmaterialsfornewreadersshouldbeaboutpeopleandactivitiesthatarefamiliar(known)tothem.Later,astheybecomemorefluent,theywillbeabletouseprintedliteraturetolearnnewideasandinformation.

§ Writeforsomeoneyouknowwhorepresentsthepeoplewhowillreadyourbook.Whenyouwriteforaspecificpersonwhorepresentstheintendedreaders,yourwritingwillbemoreinterestingtothereadersandmorerelevanttotheirlives.It’sagoodideatoputtheperson’snameonapieceofpaperandputitrightinfrontofyouasyouwrite.Thatwillhelpyoutofocusonthatperson,thinkingofwhatwouldbemostinterestingandenjoyabletotheperson,andtoyourreaders.


85

§ Useavarietyofformstocommunicateyourthoughts.

Youcanusemanydifferentformswhenyouwritefornewreaders.Herearesomeexamples:§ Personalexperiencesthatarefamiliartothereaders.(Thinkofthatspecific

personandwriteaboutapersonalexperiencethatwillbeespeciallyinterestingtothem.)

§ Legendsormythsthatarewell-knowntopeopleinyourcommunity§ Songsorpoems—oldornew§ Proverbsorwisesayings§ Storiesthatyoumakeupaboutthingsthatarefamiliartothereaders

Formoreexperiencedreadersyoucanwritedifferently:§ Usemoredescriptivewordsandphrases.Thinkofall5senses(hearing,seeing,

smelling,tasting,touching)whenyouwrite.§ Introducenewideasandinformationthatwillbeinterestingtoyourreaders.§ Challengethereaders.Leavethemwithquestionsthatwillencouragethemto

examinetheiropinions.Challengethemtothinkcreativelyaboutdifferentissues.Encouragethemtothinkaboutnewwaysofdoingthings.

Whenyouwritestoriesfornewandexperiencedreaders,remembertoCLIMBTHEMOUNTAINwhenyouwriteyourstory!

2. Build the story so the reader wants to know what will happen next.

3. Come to the climax—the most important point—of the story.

4. Finish the story soon after the climax.

1. Introduce the people and events in the story.


86

Resource7.3Editingyourownandanotherperson’swriting

EDITINGYOUROWNWRITING

Whenyouhavefinishedwritingyourstoryorarticle,stop,takeabreak,thenreadwhatyouwrote.Askyourselfthesequestions:

• IsthiswhatIwantedtostay?• Whoisthisstory(orpoemorsong,etc.)for?Willthatpersonbeinterestedin

whatIhavewritten?• Isitclear?• IsthereanythingIshouldtakeout?• IsthereanythingIshouldadd?

EDITINGANOTHERPERSON’SWRITING

CHECKTHEcontent• Willtheintendedreadersunderstandthestory?Willtheylikeit?• Doesthestoryfollowanaturalprogression(sequence)?• Doestheendingfitwiththerestofthestory?

CHECKTHELANGUAGE• Isthelanguageclear?• Isitnatural?• Arethereanymistakesinthewaythesentencesarewritten(grammar)?• Aretherebetterormoreinterestingwordsthatcouldbeused?• Arethereforeignwordsthatshouldberemovedandreplacedwithwordsfrom

thelocallanguage?

CHECKTHEDETAILS.(PROOF-READING)• Aretherespellingmistakes?• Aretheremissingwords?

REMEMBER…

Asaneditor,yourjobistomakesurethestory(orpoem,song,etc.)isclear,naturalandinterestingtothereader.

Changeonlythethingsthatareabsolutelynecessary.Youwanttoencouragethenewwritertocontinuewriting.Changingtoomanythingswilldiscouragethewriter.


87

Resource7.4.EvaluatingStageOnereadingmaterials

Part1.EvaluatingStage1stories:FeedbackfromadultsBookTitle: Author: Datebookwaswritten:

Answer2questions:1)Isthestoryeasytoread?2)Isthelanguage(mothertongue)good?

1. Find3adultstohelpyouevaluatethebook.(Workwitheachoneseparately)• Makesuretheyarefluentreadersinthelocallanguage.• Makesuretheyhavenotseenthebookbefore.

2. Haveonecopyofthebookforthereader.

3. Haveasheetofpaperforyourself.Ontheleftsideofthepage,writethepagenumbersofthebook:

4. Askthepersontoreadthestory.Astheyread,makeamarkeverytimetheyhavetrouble(,readthewordwrong,hesitate,soundouttheword).Putthemarknexttothepagenumberonwhichtheyhavetrouble.Whentheyfinishreading,recordthenumberoftimestheyhadtroublebyputtingthenumberintheappropriateboxbelow

Page1 Page2 Page3 Page4 Page4 Page5 Page6

#1

#2

#3

2.Askeachreaderaboutthelanguageinthebook.Dotheythinkthelanguageisgood?Ifnot,whatshouldbechanged?

Reader Languageisgood

Languageisok

Languageneedstobechanged(Writepagenumbersandsaywhatneedstobechanged.)

#1

#2

#3 Whenatleast3peoplehaveevaluatedthereadabilityandlanguage,thinkaboutwhatyouhavelearnedandthenanswerthequestionsbelow.(Writeyouranswersonthebackofthesheetofpaper.)

Whatchangesareneededsothebookiseasiertoread?Whatchangesareneededtoimprovethelanguage?

1 2 3 4 5 6


88

Part2.EvaluatingStage1Stories:FeedbackfromchildrenAdaptedfromJeyLinghamandMarilinaVega,2003

Thispartoftheevaluationasks2morequestionsabouttheStage1book:1)Willchildrenunderstandthestory?2)Willtheyunderstandthepictures?Thistimefind3childrenwhocannotreadandarethesameageasthechildrenwhowillbeusingtheStage1storiesinschool.Dothispartoftheevaluationwithatleast3childrenwhohavenotheardthestorybeforeanddonotknowtheanswertoyourquestions.

1. Beforeyoubegin,readthroughthestoryyourself.Thenwrite2questionsaboutthestoryintheboxesbelow.Thenwritethecorrectanswertoeachquestion.Examplesofquestionswithanswers:Whydidthegirlruntothebeach?(Toseethenewboat)Whatdidsheseewhenshegottothebeach?(Theboathadsunkduringthestorm.)

Readthestorytothechild.Thenaskthe2questionsyouwroteaboutthestory.Istheiranswerthesameasyours,almostthesameorquitedifferent?Putacheckintheappropriatebox.

Write2questionsaboutthestory.Thenwritethecorrectanswer.

Child1

Child2

Child3

Question1:

Youranswer:

£ Same

£ Almostthesame

£ Different

£ Same

£ Almostthesame

£ Different

£ Same

£ Almostthesame

£ Different

Question2:

Youranswer:

£ Same

£ Almostthesame

£ Different

£ Same

£ Almostthesame

£ Different

£ Same

£ Almostthesame

£ Different

2.Beforeyoubegin,lookattwopicturesinthebook.Describethepicturesinthe2boxes

below.

Duringtheevaluation,askthechildtolookateachpicture.Askthem,“Whatdoyouseeinthepicture?”Istheiranswerthesameaswhatyouhadwritten,almostthesameordifferent?Checktheappropriatebox.


89

Writeabriefdescriptionof2pictures. Child1

Child2

Child3

DescriptionofPicture1:

£ Same

£ Almostthesame

£ Different

£ Same

£ Almostthesame

£ Different

£ Same

£ Almostthesame

£ Different

Descriptionofpicture2:

£ Same

£ Almostthesame

£ Different

£ Same

£ Almostthesame

£ Different

£ Same

£ Almostthesame

£ DifferentSummary:Basedontheseevaluations,doyouthinkthisbookisworthkeeping?___yes___noWhatchangesshouldbemade?(Writeyouransweronthebackofthispage.)


90

CHAPTER8.DOCUMENTATIONANDEVALUATION

PROGRAMDOCUMENATION

Whatis“programdocumentation”andwhyshouldweworryaboutit?

Programdocumentationinvolveskeepingrecordsandwritingreportsaboutthecommunityeducationprogram.Regularandcarefuldocumentationandreportingwillensurethatyouhavethenecessaryinformationto…

• Evaluatetheprogram.Documentationisespeciallyvaluableifthepeoplewhoevaluatetheprogramwerenotinvolvedinplanningorimplementingit;

• Writereportsrequiredbygovernmentagencies,donors,andotherstakeholders;

• Providehelpfulinformationforotherswhowanttostarttheirownprograms;and

• Publicizetheprogram.Whatshouldweincludeindocumentation?

Documentationdoesnothavetotakeagreatdealoftimebutshouldbedoneregularlysothatimportantinformationisnotlost.Followingaresomekindsofinformationthatshouldbecollectedandkeptinasafeplaceasarecordoftheprogram.

Baselineinformation• Thesituationbeforetheprogrambegan(numberofliterates—male/female;

numberofpeopleinschool,etc.)

• Resultsofneedsassessments

• Resourcesusedintheprogramandwhoprovidedthem(especiallynoteresourcesprovidedbythelocalcommunity)

• Literacyrates;educationrecordsincludingrecordsofattendanceanddrop-outsfromthepreviousyears(intheformaleducationsystem—forchildren’sprograms),touseforcomparison

Reports• Trainingactivities• Supervisoryvisits• Publicrelationsactivities(e.g.,schoolopeningceremony)• Supportcommitteemeetings• Meetingswithdonors

Records• Dailylearnerattendance(includingarecordofteachers’absences)• Learnerprogressreports(grades)• Programattritionrates(who,whichcommunity,when,reasons)


91

Samplesofmaterialsusedintheprogram• Copiesofallcurriculaandinstructionalmaterials(teachers’guides)Samplesof

readingmaterials

• Samplesofstudents’work

• Copiesofallassessmentinstrumentsincludingtests

Assessmentresults

• Resultsofpre-tests

• Resultsoffollow-upassessmentsoflearners’progressinformalornon-formaleducation

• Resultsofperiodicevaluationsofthecommunity’sperceptionoftheprogram

• End-of-yearevaluations

• Assessmentsofmaterials,training,curricula

Others

• Newspaperarticlesrelatingtotheprogram,etc.

PROGRAMEVALUATION

Whatisprogramevaluation?Anevaluationisameansformeasuringaprogramagainstitsoriginalobjectives.Ittellsyou:

• Iftheobjectivesarebeingmetandhowwelltheyarebeingmet

• Whichpartsoftheprogramareworkingandwhytheyareworking

• Whichpartsoftheprogramarenotworkingandwhytheyarenotworking

• Iftheprogramhasactuallyhelpedthelearnersandthecommunityasawhole

Whyshouldweevaluateourprogram?Evaluationsprovideinformationthatwillhelpyou:

• Learniftheprogramisaccomplishingwhatyousaiditwouldaccomplish

• Changethepartsoftheprogramthatarenotworkingwell

• Provideinformationtodonors

• Provideinformationtoothercommunitieswhowanttoplantheirownprograms

• Provideevidenceofyourprogram’ssuccessinordertoencouragepeopleinpowertosupporttheprogram

• Keeparecordofwhatyouhavedone,foryourselfandforothers

• Comparetheprogressofyourprogramwithotherprograms


92

Whatspecificthingsshouldbeevaluated?

Youcanevaluatemanydifferentpartsofamothertongue-basededucationprogram.Rememberthatanevaluationisatooltohelpyoumakeyourprogrammoresuccessful.Itshouldbekeptsimpleandinexpensive.Youneedtoplananevaluationcarefullysothatithelpsyougatherspecificinformationandgivesyoucleardirectionforthefuture.

Thelistbelowgivessomeexamplesofthedifferentthingsthatyoumightevaluateinyourprogramandsomeofthequestionsyoumightask.

• Programplan.Howwellwerethecommunity'sproblemsandneedsincorporatedintotheprogramplan?Howcleararetheplannedoutcomesandoutputs?AretheySMART(specific,measurable,achievable,realisticandtime-bound)?Howcanweimprovetheprogramplan?

• Curriculum/teachingmethod.Isthecurriculumclear?Isitappropriatetotheculture?Didtheteachersfeelcomfortableusingit?Dotheteachersfindtheteachingmaterialshelpful?Dothecurriculumandinstructionalmaterialshelpthelearnerstoachievetheireducationalgoals?Howcanweimprovethecurriculum?

• Personnel.Aretheteacherseffective?Arethesupervisorsandtrainersdoingtheirjobswell?

• Training.Doesthetraininghelpteachersunderstandtheteachingmethod?Doesitproduceeffectiveteachers?Howcanweimprovetraining?

• Materials.Aretherereadingmaterialsavailableforallthedifferentgroupsofreadersinthecommunity?Dopeoplelikethereadingmaterials?Isoursystemforproducingreadingmaterialsasefficientasitneedstobe?Isourdistributionsystemeffectiveandreliable?Whatpartsofthiscomponentcouldbeimproved?

• Learners’progress.Foradults:Howaretheyusingwhattheyhavelearnedintheirdailylives?Aretheysatisfiedwithwhattheyhavelearned?Forchildren:Istheprogramhelpingthemdobetterinschool?Aremoreofthechildrenprogressingthroughprimaryschoolnow?Howcanweimprovetheteaching/learningsituation?

• Program'sgrowth.Istheprogramgrowingaswesaiditwould?Arethepeopleresponsiblefortheprogramsatisfiedwiththewayitisgrowing?Isthecommunitysatisfied?Whatwouldcommunitymembersliketochange?

• Program'scosteffectiveness.Istheprogramworthwhatithascost?Howcanwemakeitmorecost-effective?

• Long-termimpactoftheprogramonthecommunity.Whatintendedandunintendedchangeshavecomeaboutasaresultofthemothertongue-basededucationprogram?

Whatdoweneedtoknowinordertodoanevaluation?

Todesignusefulevaluationsyouneedaclearunderstandingof:


93

• Thesituationbeforetheprogrambegan.(Hastheprogrammadeadifferenceinthecommunity?Hasitmadeapositivedifferencefortheindividuallearners?)

• Theprogramplanandeachofitsparts(Didwestateourgoals,purposes,outcomesandoutputsclearly?Didwewriteclearindicatorsforassessingprogress?)

• Clearindicatorsofprogress.(Aretheindicatorsforassessingprogressclearlywritten?)

Whatdoevaluationsmeasure?

Qualitativeevaluationsanswerthequestion,"Howwelldidwedo?"Theyareusedtomeasure:

• Attitudesandachievementsofthelearners(Whatdothelearnersthinkabouttheclasses,teachers,andmaterials?Dothelearnersbelievethattheeducationprogramhasmadeadifferenceintheirlives?Ifyes,howdotheydescribethedifference?)

• Training,attitudeandabilityofteachersandotherstaff(Havetheteachersdoneagoodjobincommunicatingnewinformation?Havetheybeenrespectfulandsupportiveofthelearners?)

• Qualityofmaterials(Dopeopleinthecommunitylikethematerials?Dotheythinkthematerialsrepresentthelocalcultureaccurately?Dotheyprovideinformationthatisinterestingandrelevanttothelearners?)

• Strategiesandactivities(Dopeopleinthecommunitythinkthatthedifferentaspectsoftheprogramarehelpful?Dotheythinktheteachersandthewritersdoagoodjob?Whatclassroomactivitiesdotheythinkaregood?Whatactivitiesdotheythinkarenotgood?)

• Costsoftheprogramcomparedtowhatwasachieved(Dopeopleinthecommunityandotherstakeholdersthinkthattheresultsoftheprogramareworththecostandeffortthatithastakentogettheprogramstartedandtokeepitgoing?)

Quantitativeevaluationsanswerthequestion,"Howmuchdidwedo?"Theycomparetheprojectedoutcomesdescribedintheplanwithwhatactuallyhappened.Quantitativeevaluationsmeasure:

• Numbersoflearners,classes,teachersandmaterials(Forexample,howmanypeoplestartedtheclassandhowmanycompletedit?Howmanyschoolswerestartedandhowmanyarestilloperating?Howmanyteachersweretrainedandhowmanyarestillteaching?Howmanybookswereproducedandhowmanyarebeingused?)

• Howmuchthelearnershavelearnedsincetheystartedtheprogram(Teststomeasurereading,writing,andnumeracyskillscomparedtoresultsoftestsbeforetheystartedclasses.)


94

• Costsoftheprogramcomparedtothelearners’successinachievingtheireducationalgoals(Howmanylearnershavecompletedtheprogramandhaveachievedtheireducationalgoals?Basedonthetotalcostoftheprogram,whathasbeenthecostper'successful'learner?)

• Costoftheprograminrelationtothenumberoflearners,numberofbooksandnumberofteachers(Whatwasthetotalcostforthefirstyearoftheprogram,includingteachers'salaries,classroomsupplies,andmaterialsproduction?Howdoesthatcomparewiththetotalamountofincomefromschoolfees,income-generatingprojects,andgrants?)

Whatmethodscanweusetogetqualitativeandquantitativeinformation?

Youcanusethefollowingmethodstogetqualitativeinformation:

• Conductinginterviews(keepaccuratequotes)

• Participatingwithandobservinglearnersintheirdailylives(e.g.,theirinvolvementintheclass;theiruseofthelanguagestheyspeak)

• Havinginformaldiscussionswithparticipantsandotherstakeholders

• Studyingreports,recordsandotherdocuments

• Usingquestionnaires(“open-ended”questions)

• Examiningmaterialsthatwereproducedfortheprogram

• Studyinglearners’portfolios(Thesearefilesofeachlearner'swork.Theyshowtheperson'sprogressoverthetimeoftheclass.Portfoliosalsoincludetheteachers'teachingplans.Thesecanbeusedtoassesstheteachers'understandingoftheirroleandoftheteachingmethod)

Youcanusethefollowingmethodstogetquantitativeinformation:

• Questionnaires

• Testing

• Analysisofclassrecordsandotherdocuments

• Surveys

Whendowedoevaluations?

Evaluationsshouldbedoneatthebeginningoftheprogram,atregularintervalsthroughoutthelifeoftheprogramandaftertheprogramhasended.

Contextevaluations

Purpose.Togetaclearunderstandingofthesituationinwhichtheprogramwillbeimplemented—thegoalsandneedsidentifiedbythecommunity,theresourcesthatmightbeavailable,andthefactorsthatarelikelytoaffecttheprogram

Timeframe.Beforeprogramplanningbegins.(Contextevaluationsarethesameas“preliminaryresearch”.)


95

Examples§ Beforeplanninganadulteducationprogram,youlearnabouttheprospective

learners’goals,needs,andproblems.§ Beforeplanningachildren’spre-primaryprogram,youfindoutwhatresources

(people,writtenliterature,buildings,materials)willbeavailable.

NOTE:Baselineinformationthatincludesassessingcommunitymembers’readingandwritingabilityshouldalsobepartofthecontextevaluation.IdeasforcollectingbaselineinformationarefoundinChapter2,“preliminaryresearch”sotheyarenotrepeatedhere.

Inputevaluations

Purpose.Tomakesurethattheprogramplanincludesthethingsthatpeopleinthecommunitywantittoinclude;tomakesurethatthematerialsthatareproducedareappropriate,interesting,anduseablebytheteachersandthatthematerialswillhelplearnersmeettheireducationalgoals.

Timeframe.Asyouareplanningtheprogramanddevelopingthematerialsthatwillbeusedintheclasses.

Examples§ Leadersoftheprogramdiscusstheprogramplanwithstakeholdersinthe

communitytofindoutiftheythinktheplanisappropriate.§ Leadersoftheprogramaskcommunitymemberswhocanreadtoevaluatethe

storiesandpicturesthathavebeenpreparedforthechildren’spre-primaryprogram.

Processevaluations(alsocalled"formative"evaluations)

Purpose§ Tofindoutiftheactivitiesyouplannedareactuallyhelpingyoutodowhatyou

saidyouwoulddo.§ Toidentifythestrongpointsoftheprogram§ Toidentifytheproblems

Timeframe.Doevaluationsatregulartimesduringtheprogram(forexample,inthemiddleandattheendofeachclassyear).

Examples:§ Foranadulteducationprogram,havemid-termmeetingswiththeadultlearners

andwiththeteachertofindoutwhytheythinktheprogramisdoingwellorwhytheythinkitisnotdoingwell.(qualitativeevaluation)

§ Forachildren'spreparatoryschool,givechildrenapre-test(beforetheclassbegins)andamid-termtesttomeasuretheirprogress.(quantitativeevaluation)

Impactorend-of-programevaluations(alsocalledsummativeevaluations)

Purpose:§ Tofindoutiftheobjectivesoftheprogramweremet.


96

§ Tofindoutifthecommunitythinksthattheprogramwashelpful(thatis,iftheprogramhelpedthecommunitymembersmeettheirowngoals).

§ Togetinformationthatcanbeusedtoplanfutureprograms.

Timeframe.Attheendoftheprogramoratthetimewhenagroupoflearnerscompletetheprogram.

Examples§ Forawomen’seducationprogram,interviewthewomentwoyearsafterthey

completetheprogramtolearnhowtheyareusingwhattheylearned.(qualitativeevaluation)

§ Forachildren’spre-primaryprogram,giveareadingtesttoGradeSixchildrenwhowentthroughtheprogram.ComparetheirscoreswiththescoresofanothergroupofGradeSixlearnerswhodidnotattendachildren'spreparatoryschool.(quantitativeevaluation)

Whatarethestepsfordoinganevaluation?

1) Identifythefocusoftheevaluation.Whatspecificpartoftheprogramdoyouneedtoevaluateatthistime?

2) Identifythepurposeoftheevaluation.Whydoweneedtoevaluatethiscomponent?Whowillusewhatwelearn?Howwilltheyuseit?Howwilltheevaluationbenefittheprogram?Howwillitbenefitthelearnersandthecommunity?

3) Identifytheindicators—thethingsthatwillshowiftheprogram(oracomponentoftheprogram)isachievingitsobjectives.Howwillweknowwearedoingwhatwesaidwewoulddo?

4) Identifythepeoplewhowillberesponsibleforcarryingouttheevaluation.

5) Identifythesourcesofinformation.Wherewillyougettheinformationyouneed?

6) Identifytheevaluationmethodsandthetoolsyouwilluse.Howwillyougettheinformationyouneed?

7) Planthetimeframe.Whenwilltheevaluationactivitiesbegin?Howlongwilltheylast?Whenwilldocumentationbecompleted?

8) Collect,checkandanalyzetheinformation.

9) Prepareareportofwhatyoulearn.Useitforfurtherplanning;shareitwithotherstakeholders.


97

REMEMBER.Thebestwaytodiscoverthetruevalueofamothertongue-basededucationprogramisfortheintendedbeneficiariesoftheprogramtoparticipatefullyintheevaluationprocess.

Focus What specific component of the program do we need to evaluate?

Purpose Why do we need to evaluate this part of the program? What will we do with what we learn? Who will use the information?

Responsibilities Who will be responsible for collecting and analyzing the information? Who will write the evaluation reports?

Indicators How will we know if we have achieved our objectives for this part of the program? What do we need to learn?

Information sources

Where will we get the information?

Parts of the participatory evaluation

process

Time frame When will the evaluation activities begin? How long will they last? When will we finish the documentation and reporting?

Methods How will we get the

information we need?


98

WorkPaper:DocumentationandevaluationINTENDEDOUTCOMESWhatdowehopetoaccomplishthroughourdocumentationandevaluationefforts?

1. 2. 3.

4.ACTIVITIES,TIMEFRAMEANDINPUTSWewilldothefollowingthingstoachievetheseoutcomes:

ACTIVITY1._________________________________________________

Timeframe:


Plan:


99

Example:Plantoevaluateachildren’spre-primaryeducationprogramINTENDEDOUTCOMESWhatdowehopetoachievethroughourdocumentationandevaluationefforts?

1. Wewillhaveinformationaboutthechildren’sprogresswhentheycompletethepre-primaryprogramandmoveintotheformaleducationsystem.

2. Wewillhaverecordsofthechildren’sattendanceinschool,whichwecan

correlatewiththeresultsoftheteststheytakeatcompletionofthepre-primaryclass.


ACTIVITY1. Interviewparentsandcommunityschoolheadmasterand

teachersTimeframe: Withinthenext2months(date)Inputs: Evaluationtools(questionnaires,interviewquestions),

researchers,ateamtoanalyzetheinformationRisks/assumptions: Peoplemightnotwanttoanswerquestionsinpublic.Plan: Develop4questionsthatwecanusetointerviewparents(see

objectives,above) Develop4questionsthatwecanasktheheadmasterand

teachersoftheprimaryschool(seeobjectives,above.) Trainfourpeopletodotheinterviews. Testthequestionsbydoingsometrialinterviews.Adaptthe

questionsasneeded. Interviewtheparentsofatleast4preschoolchildrenfromeach

ofthelast4years.InterviewtheheadmasterandGrade1-4teachersintheprimaryschool.

Analyzetheinformation.

Checktheaccuracyoftheconclusionswithresearchparticipants.Changewhatisnecessary.

Atafinalmeeting,summarizetheconclusions


100

Resource8.1Writingprogressreports

Ingeneral,itisgoodtoincludethefollowingpointsinaprojectreport:

Focusofthereport

Timeperiodcoveredbythereport

Programobjectivesandactivitiesforthisperiod(Youcanuseyourprogramplanandimplementationscheduleforthissection.)

Actualachievementsandactivitiesforthisperiodandtheindicatorsyouusedtodeterminethese.(Youcanincludenumbersofpeopleinvolved,whattheydidorlearned,andresults.)

Resourcesthatwereused.Weretheyadequate?Ifnot,whatweretheproblems?

Ifthereportisfordonors,includeafinancialreportthataccountsforexpendituresforthisperiod.(Don’tforgettodiscussothersourcesthanhavebeenused,includingcommunityparticipationandcontributionsin-kind.)

Lessonslearnedduringthisperiodofprojectactivityandhowthelessonswillbeappliedtocontinuedprojectwork

Problemsencounteredduringthisperiodwithanoteabouthowyoudidorwillyousolvetheseproblems

Plansforthenextperiodofprojectactivity.Noteiftheseplansinvolveanychangesintheproject’sobjectives,scheduleofactivitiesornecessaryresources?


101

Resource8.2FourTypesofevaluationsofMTBMLEprograms

CONTEXTEVALUATION(pre-planningresearch)

INPUTEVALUATION

PROCESSEVALUATION

IMPACTEVALUATION

PURPOSE

1)Definethesituationbeforetheprogrambegins2)identifyandassessneedsandgoals3)diagnosetheproblemsunderlyingtheneeds4)identifyexternalfactorsthatwillaffecttheprogram

1)Beawareofpotentialresources2)assesstheappropriatenessandfeasibilityoftheprogramplananditscomponents3)identifystakeholders

1)Identifystrengthsandweaknessesintheprogramplanandimplementation2)provideinformationforstakeholders3)keeparecordoftheimplementationprocessanditsimpactonthecommunity

Relateoutcomesoftheprogramto1)theoriginalsituationinthecommunity2)thegoalsandneedsidentifiedbythecommunity3)theobjectivesdescribedintheprogramplan4)theresourcesthatwereavailabletotheprogram

ACTIVITIES

1)Gatherbaselineinformationaboutthecommunityingeneralandtheintendedlearners;2)identifypeople’sgoalsandneeds;3)learntheirassessmentofproblems4)assessusesofliteracy,attitudestoliteracyindifferentlanguages5)assessliteracyabilitiesinthecommunity6)identifykeyfactors

1)Describe&analyzepotentialresources2)learnaboutotherprogramsoractivitiestowhichthemothertongue-basededucationprogrammightbelinked3)identifypotentialstakeholders

1)Documenttheimplementationprocessforeachcomponentoftheprogram2)interviewstakeholderstolearntheirassessmentofthecomponentsandoftheprogramingeneral3)conductregularassessments(qualitativeandquantitative)oflearnersprogress

1)Documentthesituationperiodicallyandcompareitwiththeoriginalsituation2)interviewcommunitymemberstogettheirassessmentoftheprogram’svalue3)identifystakeholdersdocumenttheirsatisfaction4)describetheresourcesthatwereusedandtheirinternalandexternalsources5)comparethisinformationwiththeoriginal


102

situationandwiththeoriginalprogramplan.

INFORMATIONUSES

For1)settingpriorities2)writingrealisticobjectiveswithrealistictimeframes

For1)usingresourceswell2)planningappropriateactivities3)developingappropriatelinkages

For1)revisingtheprogram2)adaptingobjectivesand/ortimeframetofitthechangingsituation

Fordecidingtocontinue,terminate,modify,expandorrefocustheprogram


103

CHAPTER9.PROGRAMCOORDINATIONIntroduction

Asuccessfulcommunitybasededucationprograminvolves:

• planning(developingthelongtermplanthatwillguidetheprogram)

• implementation(startingtheprogram,establishingthedifferentcomponentsoftheprogramandmakingsureeachcomponentisdoingwell)

• maintenance(managingorcoordinatingtheprogram;makingsurethatthethingsthatareneededareavailable;supportingandsupervisingthedifferentpeopleworkingintheprogram)

Itisimportanttonotethatthesethreepartsarenotseparatefromoneanother.Planningisnotaone-timejobthatstopswhenimplementationbegins.Implementationdoesnotendoncethefirstsetofbooksarewritten,thefirstteachertrainingworkshopisheld,orthefirstclassisstarted.Rather,planning,implementation,andmaintenanceformanon-goingprocessthatcontinuesforthelifeoftheprogram.Theprogramplangivesdirectiontoimplementation.Asthepartsoftheprogramareimplemented,theleadersevaluatehowwellthatpartisdoing.Iftheyseethatsomethingneedstobechanged,theygobacktotheprogramplanandmakethosechanges.Thentheyimplementthechanges.Theycontinuetoevaluatetheprogressofeachpartoftheprogramregularly.Andtheycontinuetochangetheplanasneededandtoimplementandevaluatethechanges.

Whatisinvolvedincoordinatingamothertongue-basededucationprogram?

Thecoordinatoristhepersonwhoisinchargeoftheoverallprogram.Sheorhebringsthedifferentstakeholderstogethertosharetheirideasandplanandevaluatetheprogram.Thecoordinatorhasoverallresponsibilityforimplementingandmaintainingthedifferentcomponentsoftheprogram.Withoutagoodcoordinatoramothertongue-basededucationprogram—evenonethatseemspromisingatthebeginning—islikelytofail.

Coordinationcanincludethefollowingactivities(SeealsoChapter3).Rememberthatthecoordinatortogetherwithotherstakeholders—especiallytheAdvisoryCommittee—willdomostoftheseactivities.Insomecases,thecoordinatormightidentifyotherpeopletotakeresponsibilityfortheactivities.

• Planandoverseeresearchbeforetheprogrambeginsandthroughoutthelifeoftheprogram.

• Developandmaintaincooperativerelationshipswithagencies(government,non-government,businesses)outsidethecommunity;encouragethemtosupporttheprogram.

• MeetregularlywiththeAdvisoryCommittee.Reporttothecommittee;carryoutthecommittee’sinstructionsinthefollowingareas:


104

§ Check,correctandapproveoftheprogramplan(withAdvisoryCommittee)§ Identifythecommunitiesinwhichclasseswillbeestablishedatthebeginningof

theprogramandastheprogramexpands.§ Approvetheappointmentofsupervisor(s)§ Mobilizestakeholderswithinandoutsidethecommunity§ Establishthequalificationsforprogramstaff(teachers,supervisors,trainers,

writers,others)§ Makedecisionsabouttuitionandaboutsalariesorstipendsforteachers,writers,

supervisor,etc.

• Recruitteachers,supervisors,artists,writers,etc.(withinputfromthecommunityandapprovalfromthesupportcommittee).

• Establishaninfrastructureforpre-serviceandin-servicetraining.

• Workwiththesupervisors,teachersandcommunitymemberstodevelopthecurriculumandinstructionalplan.Ifnecessary,recruitsomeonewithexpertiseinthisareatohelp.

• Establishaninfrastructureforproducingreadingandteachingmaterialsthatwillbemaintainedaslongaspeoplewanttokeepreadingintheirlanguage.

• Makesurethatevaluationsarecarriedoutregularly,withthefullparticipationofthecommunity.Thenusetheresultsoftheevaluationstohelpstakeholdersrevisetheprogramplan,ifnecessary.

• Identifytheresources(buildings,materials,books,people,etc.)thatareneededfortheprogram.Thenworkwiththecommunityandotherstakeholderstomakesurethatthoseresourcesareavailable.

• Preparethebudget.Allocatefundsasneeded,keeprecordsofmoneycominginandmoneybeingspent;writereportsandsendtoallsupportingagencies.

• Writeproposalsandapplicationstodonoragencies.Thenwritereportsforthedonorsonhowtheirfundswereused.

• Prepareregularreportsontheprogressoftheprogram(includingtheprogressofthelearners).Sendthereportstoallinterestedstakeholders.

Developingandusingresources(SeealsoChapter2,Mobilization)

People,buildings,materials,money,andtimearesomeoftheresourcesthatarenecessarytostartandmaintainamothertongue-basededucationprogram.Othervaluableresourcesforlocalprogramsarethetraditionalliterature—oralorwritten—inthelanguage,traditionalknowledgeandthetraditionalnumeracysystem.Allofthesecanbeputintowrittenformandmadeintogradedreadingmaterials(ifthisisacceptable)and/orusedorallyinclasses.

Abasicprincipleforusingresourcesinmothertongue-basededucationprogramsisthatlocalresourceswillbeusedwheneverpossibleandasmuchaspossible.Whentheprogramisplannedaccordingtothegoalsandneedsofthecommunityand


105

whencommunitymembersinvesttheirownresourcesintheprogram,theybecome“owners”oftheprogramandaremorecommittedtomaintainingit.Outsidefundingisoftenneeded,especiallyforproducingreadingmaterials.Butoutsidefundingshouldsupplementlocalresources,notreplacethem.

Whatare“people”resources?

Supportivecommunitymembersarethemostimportantresourceinanymothertongue-basededucationprogram:• Theytakepartinformalandinformalresearchbeforetheprogramstarts• Theydecidewhichdialect(s)willbeused• Theyapprovethewritingsystem• Theysetthegoalsandobjectivesfortheprogram• Theyplanactivitiestopromotetheprogramwithinandoutsidethecommunity• Theyselectandapprovepeoplefordifferentpositionsintheprogram• Theywrite,illustrate,edit,andproducecurriculaandreadingmaterials• Theytakeresponsibilityformaintainingtheprogramby:

§ Raisingfunds§ Supporting,andencouragingthelocalstaff§ Takingcareofbuildingsandclassroomequipment

• Theyserveonsupportcommittees• Theytakepartinevaluatingtheprogram

Howdoweidentifypeopleresources?

Thefollowingindividualsandgroupsinthecommunitymightbeinvolvedintheprogram:• Localgovernmentofficials;otherlocalpoliticalleaders• Religiousgroups,NGOs• Women’sgroupsandyouthgroups• Schoolleavers(peoplewhostartedschoolbutthencouldnotcontinue)• Businesspeople• Parents• Community,vocational,andhighschoolteachersandlearners• Peopleinlocalgovernmentagencies(Education,Health,others)

Whatotherkindsofresourcesdoweneedfortheprogram?

Forcommunityprogramsyouneedbuildingspacefor:• Holdingclasses(althoughclassescanalsobeheldoutside)• Storingbooksandclassroomsupplies• Preparingreadingandothermaterials(ifthisisdoneinthecommunity)


106

• Keepingthecommunitylibrary• ConductingtrainingworkshopsYouneedequipmentandsuppliesto:• Furnishclassrooms(forexample,teacher'stableordesk,shelvesforbooksand

supplies,matsforlearners,chalkboards,writingpaper,chalk,pencils,books.)• Producebooks(forexample,silkscreenprinters,ink,stencils,duplicatingpaper,

staplemachines,staples.)

Howdowemobilizetheseresources?

• Askthecommunitytomakeexistingbuildingspaceavailable.Iftherearenosuitablebuildings,encouragepeopleinthecommunitytoworktogethertobuildaplacetoholdclasses,produceandstorebooksandclassroommaterials,conducttrainingworkshopsandmaintainthecommunitylibrary.

• Askindividualsorgroupsinthecommunitytoprovideclassroomfurniture.

Whatkindoffinancialresourceswillweneed?

Foracommunityprogramyouwillneedfundsfor

• Transportation(research,mobilization,training,supervision,evaluation)

• Trainingworkshops

• Producingbooksandteachingmaterials

• Equippingclassrooms

• Providingstipendsforcommunitystaff

Howdowegetthefinancialresourcesweneed?

Herearesomepossiblewaystogeneratefundsfortheprogram:

• Chargeschoolfees

• Havecommunity-sponsoredfund-raisingevents

• Establishanincome-generatingprojectthatisdedicatedtosupportingtheprogram

• Uselocalgoods(forexample,gardenfoodandfirewood)andservices(forexample,helpwithgardeningorwithcuttingfirewood)tohelppayteachersandotherstaff

• Writeproposalsforgrantsandsubsidiesfromprovincial,andnationalgovernment,NGOs,anddonoragencies

• Integratetheprogramwiththegovernmenteducationsystem


107

WorkPaper:ProgramcoordinationINTENDEDOUTCOMESWhatdoweintendtoachievebydevelopingaprogramcoordinationsystem?

1. 2. 3.

4.ACTIVITIESWewilldothefollowingthingstoachieveouroutcomes:

ACTIVITY1._________________________________________________

Timeframe:

Inputs:

Risks/Assumptions

Plan:


108

Example:Coordinationplanforanadultbeginningeducation-for-developmentprogramINTENDEDOUTCOMESWhatdoweintendtoachievebydevelopingaprogramcoordinationsystem?

1. Wewillhaveacoordinatorwhohasoverallresponsibilityfortheprogram

2. Wewillhavetwosupervisors,eachresponsibleforoverseeinghalfoftheadultclasses.

3. WewillhaveaSupportCommitteecomposedoflocalleaderswhoshareresponsibilitywiththecoordinatorformakingdecisionsabouttheprogram(basedonagreed-uponresponsibilities)

4. Wewillhaveaproperlyusedsystemtokeeprecordsofclassattendanceandoflearners’assessmentprofiles.

5. etc.

ACTIVITIESWewilldothefollowingthingstoachieveouroutcomes:

ACTIVITY1. EstablishresponsibilitiesfortheSupportCommittee

Timeframe: Bytheendofthisyear(date)

Inputs: Communityleaderswhocanworkwiththecoordinatortodecideonthecommittee’sresponsibilities;informationfromotherprogramsthathaveestablishedSupportCommittees

Risks/Assumptions None

Plan: 1)IdentifytwoprogramsintheprovincethathaveSupportCommittees.

2)RequestacopyofthedocumentlistingresponsibilitiesfortheirSupportCommittees

3)Coordinatorrecruitsseveralrespectedelderstostudythedocumentsandsuggestresponsibilitiesforthecommitteeforthisprogram

4)Coordinatorcheckswithothersinthecommunity(includingtentativeteachers)togettheirinput.

5)Coordinatorrevisesthelistofresponsibilitiesandusesitwhenrecruitingcommitteemembers.


109

Resource9.1.Writingfundingproposals.

Asprogramfacilitators,yourgoalisthatpeoplewilluselocallyavailableresourcesfortheirprogramsasmuchaspossible.Theremaybetimes,however,whenitisnecessarytoseekoutsidefundsforspecialprojects.(NOTE:Somepeoplesaythatitisbettertoapplyforfundsonlytohelpgettheprogramstarted.Thedangerindependingonlongtermfundingfromoutsideisthatifthefundingstopstheprogrammaycollapse.)

Awell-writtenprojectproposalhasthefollowingparts:

IntroductionThissectiondescribesthepeoplewhowillbenefitfromthemothertongue-basededucationprogramandthenumberthatwillbenefitfromit.Itthenexplainswhytheprogramisneededandhowitwillbenefitthecommunity.Finally,itdescribestheprojectobjectives,andtellshowtheprojectwillhelpthetotalprogram.

Objectives Thesearethespecificthingsthatyouexpecttheprojecttoaccomplishquickly(short-

termobjectives)andoveralongerperiodoftime(long-termobjectives,orgoals.)Theobjectivesshouldberealisticsothatthefundingagencycanseethattheprojectislikelytobesuccessful.

Actionplan Thissectionincludesthefollowinginformation:

§ Theactivitiesthatwillachievetheobjectives.§ Alistofthereportsthatwillbewrittenastheprojectproceeds.(Thenyoumust

makesurethatyouactuallywritethosereportsandsendthemtothefundingagency!)

Timeschedule Thisgivestheestimateddateswheneachactivityintheprojectwillbeginandwhen

eachwillbecompleted.Thetimeschedulewillbeagreathelptoyouandtothefundingagencybecauseitwillhelpyoukeeptheprojectmovinginanorderlymanner,anditwillhelpthefundingagencyknowwhattoexpectandwhentoexpectit.

Listofpeoplethatwillbeinvolved Thissectionliststhepeoplewhowillberesponsiblefortheprojectandincludesashort

descriptionoftheirqualifications.NamesandpositionsofpeopleontheAdvisoryCommitteethatwillsupporttheprojectcanbeincludedinthissection.

Descriptionoftheresponsibleorganization Thissectiongivesashortdescriptionofotherprojectsyourorganizationhasalready

completedorwhicharegoingonnow,andexplainsbrieflyhowtheseprojectshavehelpedtheprogram.Itdescribessomeofthethingsabouttheprogramthatarespecial(suchasaCommunityMaterialsProductionCenter)andemphasizestheexperiencetheorganizationhasinthistypeofprogram.Thiswillshowthatyourorganizationisabletocarryouttheproposedprojectefficientlyandeffectively.

Brieffinancialstatement


110

Thissectionprovidesabriefdescriptionoftheprogram'sbudget.Importantbudgetitemsshouldbeincluded,withashortexplanationofeachitem,itsestimatedcost,anditssourceoffunding,forexample:

§ EquipmentandsuppliesforCommunityMaterialsProductionCenters.§ Transportation,accommodation,andfoodfortrainingcourses.

AttachmentsEveniftheintroductionhasbeeninterestingandtheactionplansareworthwhileandwellwritten,thefundingagencywillstillneedassurancethatyourorganizationcandoagoodjob.Youcandemonstrateyourreliabilitybyincludingseveralspecialreportswithyourproposal.Examplesofreportsthatmightbeincluded:§ Copiesofthegovernment’slanguageandeducationpolicy(ifthereisone)and

theprogramplanfortheprovince,NGO,orcommunitythatisapplyingforthegrant.

§ Financialreportofthepreviousyear.Thisshouldlistgrantsanddonationsfromallsources,nomatterhowsmall,andshouldexplainhoweachgrantwasused.Especiallyimportanthereistoincludetheamountofmoneyortypeoflaborthatthecommunityprovidedforthedifferentprojects.

§ Summaryofpreviousactivitiesoftheorganization.Thisshouldbeshortandeasytoread,andshouldemphasizethepracticalthingsthatwereaccomplishedandhowtheyhelpedtheprogram.

§ Listofotheragenciesthatarefundingtheprojectandthetypeandamountoftheirsupport.

Documents

PLANNING MOTHER TONGUE-BASED EDUCATION PROGRAMS IN ... · A plan for a mother tongue-based education program needs to be “flexible”. That is, That is, as leaders of the program,