sustaining mother tongues and medium of instruction · 2020. 9. 23. · mother tongue mother tongue...
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SUSTAINING MOTHER TONGUES AND MEDIUM OF INSTRUCTION
Awadesh K. MishraEFL University, Shillong Campus
Shillong, Meghalaya
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Discussion points
1. Identification/Selection of mother tongues (MTs) as
mediums of instruction at primary level of education.
2. Writing systems for teaching-learning in mother
tongues/local languages.
3. Developing mother tongues/local languages for academic
use (for maths and EVS) and producing teaching-learning
materials in multiple mother tongues/languages.
4. Negative attitudes toward education through mother
tongue (MT).
5. Availability of teachers and support to primary school
teachers.
6. Cost-effectiveness.
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Mother Tongue
Mother tongue is the main language used
constantly from birth to interact and communicate
with a child by their mother, caregivers, family,
friends and community.
Every „language‟ is a „mother tongue‟ but every
„mother tongue‟ is not necessarily a „language‟.
In a sense, it can be said that „mother tongue‟ is reality
and „language‟ is an abstract socio-political construct.
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Mother Tongues in 2011 Census
Raw returns of mother tongues: 19569.
Rationalized mother tongues: 1369.
“Unclassified”/ “Other” mother tongues: 1474.
Mother tongues returned by 10,000 or more
speakers grouped under appropriate languages:
121 languages (22 Scheduled and 99 Non-
Scheduled).
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270 mother tongues spoken by 10,000 or more
persons each: 123 mother tongues grouped
under Scheduled Languages and 147 mother
tongues grouped under Non-Scheduled
languages.
Mother tongues spoken by fewer than 10,000
persons each are classified under a particular
language as “Others”.
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Social Identity and Linguistic Code
The mother tongue declaration/assertion in Census is generally
based on the consideration of the speaker's social identity and
group loyalty, rather than the actual speech or the linguistic code
for communication. Examples (Census 2011):
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ALTERNATE NAMES OF MOTHER
TONGUES Baiswari Awadhi
Banjara Gormati, Sugali, Lamani
Bodo Kachari
Bondo Praja Bonda, Bondo
Chhikachhiki Anga/Angika
Chin Bawm
Didei Gata
Gorum Parenga
Irularmozhi Irula/Iruliga
Khowa Bogun
Kurru Yerukula
Lakher Mara
Mahari Dhedi, Holia, Parvari
Malani Kanashi16 September 2020 14AKM-EFLU-SHILLONG
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Meyor Zakhring
Mogh Arakanese
Multani Bahawalpuri, Jatki
Naga Kuki Thado/Kuki
Pardhan (Sik) Newari
Rajbangsi Kamtapuri, Rangpuri, Goalparia, Tajipuri
Rawati Raji, Jangali
Shekasip Khelma
Tadavi Dangi, Dangri, Dhanki
Tai Tai-Ahom
Takam Chakma
Talavia Dubli
Tenyidie Angami
Thado Kuki
Tikhak Tikhak Tangsa
Yongkuk Yongkuk Tangsa
Etc.16 September 2020 15AKM-EFLU-SHILLONG
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Mismatch between Mother Tongue
Names and Linguistic Codes
In Census, the MT names are those given by the people –
who are mostly unaware and not a linguist to know the
technical/actual names of their MTs. They often give
caste/clan, profession, region, religion, etc. as the names of
the MTs:
Adivasi, Alchiki / Olchiki, Andhra, Ansari, Ardha Magadhi,
Arunachali, Banglori, Belgaum, Bhagalpuri, Bishnoi, Bodish,
Chhaparia, Chotanagpuri, Darbhangia, Deoghariya, Dera Gazi
Khan, Devanagari, Dravidam, Gurmukhi, Indian, Jaini, Kaithi,
Kazi, Kerala, Kewat, Kirat / Kirati, Kol, Kurmi, Ludhiyani,
Madhesi, Madurai, Mahto, Mallah, Manipal, Marak, Meena,
Mochi, Mushahar, Muzaffarpuria, Mysore, Naga, Purulia, Sadhu
Bhasha, Sangma, Sekmai, Sikhi, Sikkimese, Teli, Vedic,
Zoroastrian, etc. 16 September 2020 16AKM-EFLU-SHILLONG
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Some MT names mentioned in the
Census may not be linguistic codes
and/or those may be non-existent as
MTs:
Anaha, Andaji, Baimida, Barshik, Bazbazia,
Dupul, Gangmei, Ghuriya, Gogai, Gumesh,
Hovak, Indoi, Kanamana, Kathak, Khongzai,
Kipgen, Kissi, Kumodini, Kurokuro, Langling,
Lavathi, Lawangi, Lumhao, Mita, Nagwanshi,
Ongi, Parantu, Pawite, Pohan, Protari, Pujhore,
Savaji, Simpa, Singson, Songlung, Sultani,
Telki, Telsing, Thangngen, Tlangtlang, Uleshi,
etc.16 September 2020 17AKM-EFLU-SHILLONG
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Mother Tongue as Subject of
Instruction (SOI)
About 120 mother tongues/languages are used as subjects
of instruction in schools, which include Adi, Adivasi Oriya, Ao,
Apatani, Arabic, Assamese, Baiga, Banjara, Bengali, Bhojpuri, Bhoti,
Bhutia, Bishnupriya Manipuri, Bodo, Bonda, Chakma, Chang, Chokri,
Deori, Desia/Paroja, Dimasa, Dogri, English, French, Galong, Garo,
Gondi, Gujarati, Gurung, Halabi, Halam Kuki, Hindi, Hmar, Ho, Juang,
Kabui, Kamar, Kannada, Karbi, Kashmiri, Khampti, Kharia, Khasi,
Khezha, Khiemnungan, Kisan, Kokbarak, Kolami, Kom, Konda,
Konkani, Konyak, Koya, Kui, Kuki, Kurukh, Kuvi, Ladakhi, Lai,
Lepcha, Liangmei, Limbu, Lotha, Maithili, Malayalam, Mangar,
Manipuri, Mao, Mara, Marathi, Maria, Mishmi, Mising, Mizo, Mogh,
Monpa, Mundari, Muria, Nepali, Newari, Nicobarese, Nissi, Odia,
Paite, Persian, Phom, Pochury, Punjabi, Rabha, Rai, Rengma, Sadri,
Sangtam, Sanskrit, Santali, Saora, Sargujia, Savara, Sema, Sherpa,
Sindhi, Singpho, Sunwar, Tai, Tamang, Tamil, Tangkhul, Tangsa,
Telugu, Tenyidie, Thado, Tiwa, Urdu, Vaiphei, Yimchungre, Zemi and
Zou.16 September 2020 18AKM-EFLU-SHILLONG
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Mother Tongue as Medium of
Instruction (MOI)
At present about 35 mother tongues/languages
are used as mediums of instruction at various
levels of school education (some only for 2-3
years at primary level) which include Adivasi
Oriya, Assamese, Banjara, Bengali, Bodo,
Chakma, Dogri, English, Garo, Gondi, Gujarati,
Hindi, Hmar, Kannada, Kashmiri, Khasi, Kolami,
Konda, Konkani, Koya, Kui, Mizo, Malayalam,
Manipuri, Marathi, Nepali, Odia, Punjabi,
Sanskrit, Santali, Savara, Sindhi, Tamil,
Tangkhul, Telugu and Urdu.
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More MTs spoken by more than 10000 speakers
each should be included as MOI.
These may include: Anal, Ao, Awadhi, Badaga,
Bagri, Bhojpuri, Bishnupriya Manipuri,
Brajbhasha, Chang, Chhattisgarhi, Coorgi, Deori,
Desia, Gangte, Garhwali, Gojri, Hajong, Haryanvi,
Irula, Kachchi, Karmali, Khandeshi, Kharia, Koch,
Kokbarak, Kom, Koli, Korku, Kudubi, Kumauni,
Kurukh, Limbu, Lotha, Lyngngam, Magahi,
Malwani, Monpa, Mundari, Nagpuria, Paite,
Paradhi, Phom, Pnar, Ponchi,Rai, Rajasthani, Relli,
Sangtam, Saurashtri, Sema, Sirmauri, Surjapuri,
Tamang, Thado, Tharu, Tiwa, Tulu, Vaiphei,
Wagdi, Yerava, Zou, etc.16 September 2020 20AKM-EFLU-SHILLONG
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More MTs spoken by more fewer than 10000
speakers each should be included as MOI.
These may include: Aimol, Asuri, Atong,
Bawm, Bhoi, Biate, Birhor, Birjia, Chai
Bhasha, Chiru, Chothe, Didei/Gata, Gurung,
Kanashi, Khampti, Khelma, Khoibu, Khoirao,
Koraga, Korwa, Kota, Lahnda, Mahili, Malto,
Manjhi, Miji, Newari, Nihali, Parenga, Parji,
Purki, Raji, Rangkhol, Sherdukpen, Simte,
Singli, Singpho, Sulung/Puroik, Sunwar,
Sunwar, Tangsa, Toda, Toto, Urali, Wancho,
War, etc.
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Mother Tongue Based Multilingual
Education
Mother tongue based multilingual education (MTBMLE)
is seen as one of the most practical approaches to dealing
with the need for multiple languages in education.
MTBMLE is learner-centred, active basic education which
starts in the mother tongue and gradually introduces one or
more other languages in a structured manner.
Teaching-learning is predominantly done in the mother
tongue for at least up to class 5, alongside the development
of other languages.
It is possible to make it easier for children to learn and
make sure that children are able to gain good second
language skills, at the same time as maintaining and
developing their mother tongue.
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Writing Systems
About 35 types of scripts/writing systems
are currently used which include:
Akha, Arakanese, Assamese, Bengali, Bhoti,
Devanagari, Divehi/Thaana, Gujarati,
Gurmukhi, Kannada, Kirat/Kirawa Chaap,
Koinch Breshe, Lhoyig, Lik Tai, Malayalam,
Marathi, Meetei Mayek, Odia, Oja Path, Ol
Chiki, Perso-Arabic, Prachalit, Roman,
Rong/Lepcha, Sambota, Samboti, Srijunga,
Tai/Ahom, Tamil, Tamyig/Samboti, Telugu,
Tibetan, Tolong Siki, Warangchiti, etc.
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The mother tongues/languages used as MOI and/or
SOI in schools are already using about 35 types of
scripts/writing systems.
If about 300 more mother are added to the list of
mediums of instruction, they can use one of these
scripts (of related mother tongue/language).
For example, Pnar – Roman, Magahi – Devanagari,
Toda – Tamil, Khoibu – Roman, Paola – Roman,
Maring – Roman, Hajong – Assamese/Bengali,
Rajbangsi – Bengali, Tulu – Kannada, Parenga –
Odia, Angika – Devanagari, and so on.
Standardisation of writing systems for existing MTs
used as MOI/SOI and newly introduced mother
tongues would be required.
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Developing mother tongues/local
languages for academic use
Glossaries of scientific and technical terms to be used
for maths and EVS would be required.
The syllabi/textbooks for these subjects would only
require certain basic mathematical and scientific terms
like angle, triangle, addition, subtraction, division,
multiplication, per cent/percentage, environment, speed,
pressure, volume, boiling point, gas, liquid, solid, etc.,
for which almost all MTs would have existing similar
terms.16 September 2020 26AKM-EFLU-SHILLONG
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If not, new terms can be coined on the basis of
existing word-stock or they can be borrowed
from related languages/regional languages or
adopt modified versions of terms from
English/related languages/regional languages.
Institutions like CIIL, CSTT, SCERTs, literary
societies, etc. can collaborate to develop
scientific and technical terms.
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Negative attitudes toward education
through mother tongue
Parents may want that their children learn
English or a dominant regional language, and
receive instruction in English or a dominant
regional language.
Often, these attitudes stem from the notion that
English or a dominant regional language
provides access to the larger/global community.
Parents should be reassured that there is
increased commitment to giving children access
to desired languages, and that teaching methods
and materials are changing as a result.
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Availability of Teachers and
Teacher support
Teachers have to be appointed for each of the
mother tongues/languages for every school.
Teachers should be proficient in the mother
tongues/languages they would have to teach
through.
It should be assured that a teacher is not
transferred to a school where the medium of
instruction is different from the teacher‟s mother
tongue or the language he/she is proficient in.
A component of B.Ed. or D El Ed should include
language education.16 September 2020 29AKM-EFLU-SHILLONG
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Cost-effectiveness
The existing research indicates that mother tongue
based education systems cost more to set up, but the
overall costs of moving to mother tongue based
approaches are not as high as might be expected.
Additional costs include expenditure towards:
standardisation of orthography; developing scientific
and technical terms in mother tongues/local languages
for academic use; developing and publishing
textbooks/teaching-learning materials; deployment of
teachers and teacher training.
Since the materials would be mainly start-up costs, the
investment will eventually be returned through
decreased dropout and repetition rates.
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Thank You!
16 September 2020
‘Language is not everything in educationbut without language everything isnothing in education’. (Ekkehard Wolff, 2006)
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