APPLICATION OF CULTURAL PSYCHOLOGY FOR INTERVENTION IN MULTILINGUAL EDUCATION FOR TRIBAL CHILDREN...
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Transcript of APPLICATION OF CULTURAL PSYCHOLOGY FOR INTERVENTION IN MULTILINGUAL EDUCATION FOR TRIBAL CHILDREN...
![Page 1: APPLICATION OF CULTURAL PSYCHOLOGY FOR INTERVENTION IN MULTILINGUAL EDUCATION FOR TRIBAL CHILDREN Ajit K. Mohanty & Minati Panda Jawaharlal Nehru University.](https://reader035.fdocuments.net/reader035/viewer/2022070415/56649ef55503460f94c084a7/html5/thumbnails/1.jpg)
APPLICATION OF CULTURAL PSYCHOLOGYFOR INTERVENTION IN
MULTILINGUAL EDUCATIONFOR TRIBAL CHILDREN
Ajit K. Mohanty & Minati PandaJawaharlal Nehru University
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Broad Plan of Presentation
• Multilingual Education(MLE): What and Why?
• MLE for Tribal Children in India• MLE as an intervention strategy: SSA
(EFA) Program for Tribal Education in Orissa, India
• MLE Plus Project: Framework, Method & Preliminary Evaluation
ICP2008 Berlin July23 2Mohanty&Panda: MLE+
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INDIAN MULTILINGUALISM
ICP2008 Berlin July23 3Mohanty&Panda: MLE+
3372 MOTHER TONGUES (1576 listed, 1796 as ‘other’ languages)300 – 400 LANGUAGES22+1 OFFICIAL LANGUAGES87 LANGUAGES OF PRINT MEDIA104 FOR RADIO BROADCASTING81/41 IN PRIMARY EDUCATION (1970/98)MINORITY LINGUISTIC GROUPS>20% in half of the Districts
Relationship between Language, Power & Hierarchy: “Multilingualism of the Unequals” (Mohanty,2004)
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Tribal Population & Tribal languages in India
• Tribal population: 84.3 million(8.2%) [ST:16.23%]
• 623 Tribal Communities (ASI); 573 notified or Scheduled Tribes
• 218 languages (159 excusive to the tribes)• Most tribal language do not have a script;
written in major regional language scripts• Wide spread adult bilingualism (500 of 623
communities classified as bilingual)
ICP2008 Berlin July23 4Mohanty&Panda: MLE+
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Tribal Languages in Education
• 13 tribal languages used in various programs (12 in NE States only)
• Only 3 to 4 used as MI in regular school programs
• Less than 1% STs have scope for MT medium schooling
• Language barrier as a major factor in poor school performance (Mohanty, 2004)
ICP2008 Berlin July235
Mohanty&Panda: MLE+
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Tribal Children in Schools
• High proportion of STs in Primary Schools (Grades I to V)– 58,343 schools – above 90%– 76,458 schools – above 75%– 103,609 schools – above 50%
• Tribal children taught in forced submersion programs in L2 (majority language) medium with subtractive effects on MT
ICP2008 Berlin July23 6Mohanty&Panda: MLE+
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National Assessment of Achievementat the end of Grade V (NCERT, 2004; N=88,271)
• Tribal Children scored significantly lower than other in:–Mathematics– Environmental Studies– Language (L2)
–Reading Comprehension–Grammar & Usage
ICP2008 Berlin July23 7Mohanty&Panda: MLE+
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Literacy, Push Out & School Enrollment of Scheduled Tribes
• Crude Literacy Rate (all age groups)– ST=38.41, SC=45.20, Others=54.51
• Effective Literacy Rate (7+ Population)– ST=47.10, SC=54.69, Others=68.81
• ‘Push Out’ rate: 50% out of school by Grade 5 & 80% by Grade 10
ICP2008 Berlin July23 8Mohanty&Panda: MLE+
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Constitutional/statutory/policy Provisions
• Indian Constitution (Art. 350A): ‘provide adequate facilities for instruction in the mother tongue at the primary stage of education of children belonging to minority groups.’
• The Three Language Formula (Policy?)• Ramamurti Committee Report 1990: minority
language medium primary schools in areas with at least 10% minority language speakers; parallel sections; appointment of minority language teachers
• NPE (Govt. of India); NCF (NCERT)• Non-implementation of Policy (Mohanty, 2008)
ICP2008 Berlin July23 9Mohanty&Panda: MLE+
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Educational neglect of languages leading to: Illiteracy & relapse to illiteracy Poor educational performance Subtractive language learning in forced
submersion programs High ‘push-out’ rate Capability deprivation & Poverty Loss of diversity(see Mohanty, forthcoming:2009 for discussion)
ICP2008 Berlin July23 10Mohanty&Panda: MLE+
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Exclusion of MT from schools is problematic
Children do not learn (capability deprivation, poverty)Loss of IdentityWeakening of languages (the vicious cycle of
disadvantage)Subtractive language learning (Loss of MT)Loss of linguistic diversity – Language Death, Murder,
Genocide. (Suicide?)Marginalization, domain shrinkageUnimplemented (passive) state policies, statutes(Mohanty, Panda, Phillipson & Skutnabb-Kangas, 2009)
ICP2008 Berlin July23 11Mohanty&Panda: MLE+
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Why must Indian Education be Multilingual?
• Mother Tongue + Languages for regional & national communication + LWC
• MT → Regional Language → National Language → English
• Meaningful participation in the wider democratic, socio-political, economic system
• Empowerment
ICP2008 Berlin July23 12Mohanty&Panda: MLE+
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Multilingual education (MLE):“use of two or more languages as media of instruction in subjects other than the languages themselves and with (high levels of) multilingualism and, preferably, multiliteracy, as a goal at the end of formal schooling” (Mohanty, Panda, Phillipson & Skutnabb-Kangas, 2009).
ICP2008 Berlin July23 13Mohanty&Panda: MLE+
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CLASSROOMS FOR KUI CHILDREN
Multilingual Educationfor the Linguistic Minorities
Effective Instruction in MT Medium
(at least for 5-8 years)↓
MT + L2 (both as MI)↓
L3 (& other languages)↓
High Multilingual Proficiency
ICP2008 Berlin July23 14Mohanty&Panda: MLE+
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MLE as an intervention strategySSA (EFA) Program for Tribal Education – Orissa, India
MLE+
MLE+
MLE:10 languages; 195 schools; April 2007 (first batch in Grade II)MLE+:2 Languages (Saora & Kui)8 schools from the MLE program
ICP2008 Berlin July23 15Mohanty&Panda: MLE+
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MLE PROGRAMIN ORISSA
Curriculum & material development in Tribal languages with cultural contentTribal MT (L1)as Language of Instruction (MI)L2 (Oriya) conversational fluency developmentL2 as partial MI from Grade III, 100% from Grade V (Hindi and English as language subjects)Teachers from among Tribal community, multilingual with Tribal MT, Oriya and at least communicative Hindi & some knowledge of English
ICP2008 Berlin July23 16Mohanty&Panda: MLE+
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Multi-Grade Classroom
MLE Plus INTERVENTION
FRAMEWORK: CULTURAL PSYCHOLOGY (Macro & Micro)
Focal Curricular Areas: Language, M
ath & Environmental Sc.
Classroom Approach: CHAT (Cultural Historical Activity Theory)
ICP2008 Berlin July23 17Mohanty&Panda: MLE+
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Mid-day Meal Timein an Ashram School
MLE PlusInterventionStrategies:
Ethnographic Survey: Documenting Cultural PracticesDeveloping Innovative Activities based on Cultural Practices for TeachingReading corner in the ClassroomSynergistic ‘Read Together’ Program for the CommunityBooks with Community AuthorshipTracking Children’s Achievements
ICP2008 Berlin July23 18Mohanty&Panda: MLE+
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19
Community
Teacher
MLE Worker
MLE workers- A link between culture and the school
ICP2008 Berlin July23 Mohanty&Panda: MLE+
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Preliminary Evaluation of MLE+(Saora Schools only)
Class Subject MLE+ Schools (N=74)
MLE Schools (N=47)
NON-MT Schools (N=45)
Language 55.36 36.59 37.40
Math 58.29 38.95 40.62
EVS 65.10 54.62 47.20
ICP2008 Berlin July23 20Mohanty&Panda: MLE+
Note: Higher attendance rate for MLE Plus Children
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Market Place in an MLE+ Site(Saora Language Group)
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MLE+ Team for Saora Schools
ICP2008 Berlin July23 22Mohanty&Panda: MLE+
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MLE+ Team for Kui Schools
ICP2008 Berlin July23 23Mohanty&Panda: MLE+
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Thank You
ICP2008 Berlin July23 24Mohanty&Panda: MLE+