ms. priyadarsini mohanty, kalinga institute of social ... mohanty... · ms. priyadarsini mohanty,...

Early Childhood Development Program through Mother-tongue based multilingual learning

Ms. Priyadarsini Mohanty, Kalinga Institute of Social Sciences (KIIT)

University, Odisha, India

4th International Language and Education Conference Bangkok, 6-8 November, 2013

Broad Plan of Presentation

• Tribal Scenario of Odisha • Multilingual Education (MLE): What and Why? • Current MLE Programs/Interventions in Odisha • Mother-tongue based ECE Campaign in India • KISS-BvLF intervention through Language Lab

2

There are 62 tribal communities in Odisha. Tribal’s constitute 22.13% of total State population Out of 30 districts, 15 districts have high tribal density. 7 districts have low female literacy: Kalahandi,

Nuapada, Nawarangpur, Gajapati, Koraput, Rayagada, Malkangiri.

There are 13 particularly vulnerable tribal groups (PVTGs). 24 tribes have language autonomy. Rest of the tribal partially or totally assimilated to Odia

language.

TRIBAL SCENARIO OF ODISHA

Mother Tongue Based Multilingual Education for Tribal Students of Odisha

There are 3 language family among tribals of Odisha: ̵ Austro-asiatic (Santal, Munda, Ho, Bhumija, Juang, Saora, Bonda,

Gadaba, Didayi, Parenga, Khadia, etc…) ̵ Dravidian (Gondi, Kui, Kuvi, Kurux, Kisan, Koya, Parji, etc…) ̵ Indo-Aryan (Bhunjia, Bhuiyan, Binjhal, Halvi (Bhatri), Bathudi,

Desia, Sadri, etc…) Distinctive tribes having language autonomy: Santali, Ho, Munda

(Mundari), Bonda (Remo), Gadaba (Gutab), (Ollari), Koya (Koiter), Gondi, Kui, Kuvi, Parji, Didayi(Gta), Parenga (Gorum), Saora (Sora), Juang, Khadia, Oraon (Kurux).

Distinctive tribes without language autonomy: Bhuinya, Bathudi, Matia, Mirdha, Binjhal, Bhumia, etc…

Distinctive tribal language without tribal identity: Desia and Sadri Tribal scripts: Ol_chiki (Santali), Warangchiti (Ho/Kolha), Sorang Sompen

(Saora), Kui Lipi (Kui Kondha), etc…

LINGUISTIC SCENARIO OF TRIBAL ODISHA

Mother Tongue Based Multilingual Education for Tribal Students of Odisha

Language speakers having major concentration (Santali, Saora,

Ho, Kui, Kuvi, Koya, Desia, Sadri)

Language speakers having lowest concentration (Bonda,

Didayi, Juang, Bhunjia, Parenga, Gadaba)

Endangered languages: Bonda, Didayi, Gondi, Oraon, Kishan,

Parenga, Juang, Kui, Kuvi, Gadaba

Mother Tongue Based Multilingual Education for Tribal Students of Odisha

continue…..

About 7 lakhs children of class 1 to 3 face language difficulties in comprehending the content of the language.

In early classes, ST children promoted to higher classes having weak foundation in content knowledge and in language.

Most of the tribal children (rural based) are unable to read, speak, and understand the regional language.

Pronunciation of aspirated sounds is difficult, as tribal language phonetics is completely different.

As reading and understanding are difficult, writing skill also becomes difficult among the children.

SCENARIO OF TRIBAL CHILDREN

Mother Tongue Based Multilingual Education for Tribal Students of Odisha

Current MT-based ECCE interventions in Odisha

7

8

Community-based Child Development

Centers

Demonstrative and Evidence-based Approach by PREM

In 2007, the NGO PREM started Community-Based Child development (CBCD) centers in tribal villages for 2-6 year olds. Children in these centers are taught in their mother tongue, which develops their “school readiness” and facilitates them to transit successfully to primary school. Each child is then assessed, and monitored on his/her learning developments and abilities.

9

10

PREM’s approach has been running Mother-tongue based Early Childhood Education Demonstration centers in Odisha

11

Developing teaching learning materials and activity books in Kui and Soura: “Amo Anganwadi Ama Bhasare”

12

Monthly meetings for the parents and caregivers in tribal villages

13

Organizing trainings and exposure visits for the tribal preschool teachers

14

Strengthening village committees and creating linkages between pre-school and primary school

Achievements

Since 2007, about 6,619 children from these centers have successfully transited to primary school and 52 of them are studying in Kendriya Vidyalaya, Berhampur. There has been 97% retention rate among these children in primary school.

15

16

A learning center and learning lab for Mother-Tongue Based Multi-lingual Education

o The only institute that provides free education to 20,000 tribal children from Kindergarten to post-graduation, inclusive of food, accommodation, books, and healthcare

o Spread over 80 acres of land area and has 6 lakh sq. ft. of built-up area

o Well equipped with a 10,000-seat dining hall; the entire campus has wi-fi coverage

o The institute has an effective security system with Closed Circuit Television (CCTV) cameras all around the campus 24*7 to ensure safety of the children and residents

About Kalinga Institute of social Sciences

o The institute is well-equipped with a 100-bed in-house medical facility duly supported by Kalinga Institute of Medical Science (KIMS), a KIIT group of institution, which is itself a 1,200-bed specialty hospital.

o 5% KIIT university seats are reserved for meritorious students from KISS for higher studies.

continued…….

Status of Tribal Children in KISS

• Total student strength in primary grades: 6,761 students representing 30 tribes and subtribes (grade to V)

• Tribal children taught in state language as per the state educational curriculum

• KISS is the largest residential school for tribals in Southeast Asia, housing more than 20,000 students.

19

• Conduct Sociolinguistic survey among the target children, that is, the newly enrolled class-1 students from different tribes. • Segregating students as per their social, cultural, and linguistic similarities

• Developing innovative teaching material, activity-based on cultural practices

• Creating a reading corner, collecting different stories, songs, games, pictorial representations in each classroom from different tribal cultures •Developing curriculum and training modules for teachers as per the designed curriculum

•Create one nodal learning centre for promoting knowledge exchange, advocacy, and collaborations.

• Influence at policy level (through legislators, adivasi leaders, academicians, and administrators)

KISS Learning Lab Strategy

•Availability of trained teachers from almost 15 indigenous communities

•Scope for organizing both monolingual and multilingual classroom situations

•Opportunity to develop primers in selected tribal languages as we are serving a number of different communities.

Strengths

“Children learn best when they learn in a language they understand

well”.