MTBMLEforsustainabledevelopmentforall:Whathavewelearned?
SusanMaloneSILInternationalKeynotepresentation,5thInternationalConferenceonLanguageandEducation,Bangkok,October2016
Kom(Cameroon) Torwali(Pakistan)
Review:Thesituationformanychildrenfromnon-dominantlanguagecommunitieswhentheyentertheformaleducationsystem:
Theirteachersspeakalanguagetheydon’tunderstand;
Theirownlanguageandculture,knowledge,andexperienceareexcludedfromthecurriculum;
Theyareexpectedtolearntoreadandwriteinalanguagetheydon’tknoworarejustlearning;and
Theyareexpectedtousethenewlanguagetolearnothersubjectsbutdonotunderstandtheteacher’slanguagewellenoughtounderstandtheconcepts.
UNSustainableDevelopmentGoal#4:“Ensureinclusiveandequitablequalityeducationandpromotelifelonglearningopportunitiesforall.”MTBMLEistheonlywaytoensurethatSDG4willbeachievedinnon-dominantlanguagecommunities.
Thegoodnews:GrowingrecognitioninAsia,AfricaandthePacificofthebenefitsofMTBMLE…https://www.un.org/sustainabledevelopment/sustainable-development-goals/
1980s:MT-firsteducationmovementbeginsinAsia/Pacific
2000s:GrowingawarenessthatMTBMLEprovideseducationalbenefits;moreinternationalagencies/organizationsoffersupport
2010s:MoregovernmentandINGOsponsoredMTBMLEprograms;increasingrecognitionthatpolicysupportisessential
October2016:We’regettingthere!IncreasingrecognitionthatMTBMLEisworthdoingandwhyit’sworthdoing.
Stillneeded:Clearandaccessibleinformation—forpeople/organizationswhorealizethatMTBMLEisagoodthingtodo—thatexplainshowtodevelopstrongandsustainableprograms:
Whoshouldbeinvolved?
Whatactivitiesshouldbeincluded?
Whenshouldtheytakeplace?
Whereshouldtheytakeplace?
Quickreviewofsomeofthelessonswe(collectively)havelearnedaboutplanning,implementingandsustainingstrongMTBMLEprograms
Essential components of
successful MTB MLE programs
Supportive MTB MLE policy
Realistic implementation
plan
Preliminary research
Awareness raising &
mobilization
Acceptable alphabets
Reading & learning
materials
Teacher recruitment & training
Monitoring &
evaluation
Supportive partnerships
Curriculum & instructional
materials
Whatdoweneed?
Understandthecontext(s)inwhichMTBMLEwillbeimplementedsoplansandactivitiesareappropriatetoeachsituation
Whathavewelearned?
Thekindsofinformationthatweneedtoplanforeachlevelofimplementation
Theimportanceofidentifyingpeopleateachlevelthatknowwhen/where/howtoaskquestionsthatwillelicitthatinformation.
Essential components of
successful MTB MLE programs
Supportive MTB MLE policy
Realistic implementation
plan
Preliminary research
Awareness raising &
mobilization
Acceptable alphabets
Reading & learning
materials
Teacher recruitment & training
Monitoring &
evaluation
Supportive partnerships
Curriculum & instructional
materials
Implementationplansthatarerealisticandclearandareinalanguageandformatthatpeoplecanunderstandanduse.
Whatdoweneed?
M1-//./D$'()$2-C9$12421$('$.651262/,-,.(/$)2c+.)2*$./*.D9,*$')(6$./*.32)*b,92$52(512$:9($+/32)*,-/3$,92$*.,+-,.(/$02*,S$
=651262/,-,.(/$.*$-$C?C1.C-1$5)(C2**$:.,9$)2D+1-)$24-1+-,.(/*$-/3$-3-5,-,.(/S$
?$*("$*9%"6%"2%*.,%3H"
WehavealsolearnedthatwemustplanspecificallyforthreetypesofMTBMLEprogramexpansion...
1.Expandtohighergradesinpilotschools
2.Expandtonewschools,samelanguages
3.Expandtonewlanguages
...andthatearlypreparationforeachtypeofexpansionincludesevaluationssothatnecessarychangescanbemadeandmaterialspreparedbeforeexpansiontakesplace.
Essential components of
successful MTB MLE programs
Supportive MTB MLE policy
Realistic implementation
plan
Preliminary research
Awareness raising &
mobilization
Acceptable alphabets
Reading & learning
materials
Teacher recruitment & training
Monitoring &
evaluation
Supportive partnerships
Curriculum & instructional
materials
Whatdoweneed?
Awareness-raising/mobilizationactivitiesthatprovideaccurateinformationforstakeholdersateachlevelofimplementation…aboutthepurposesandbenefitsofMTBMLE,whatingeneral,astrongprogramwilllooklikeandthepeoplethatwillbeneededtomakeitsuccessful.
Whathavewelearned?Parentsandcommunitymembersneedtoknowwhy/howMTBMLEwillhelptheirchildrenlearntheofficialschoollanguage(s)anddowellintheformaleducationsystem.
SharinginformationaboutMTBMLEwithcommunitymembers(Chong,Thailand))
LocalanddistricteducationofficialsneedtoknowwhyMTBMLEiseffectiveandwhatastrongMTBMLEprogramlookslike(andassurancefromtheirsupervisorthatitisallowed.) Sharing
informationaboutMTBMLEwithregionalleaders(BenchMaji,Ethiopia)
Governmentofficials,universities,businesses,andNGOsneedevidenceasaboveplusexamplesofstrongprograms.
SEAMEOhostsan
MTBMLEadvocacymeetingforeducationofficialsandothers(Indonesia)
Essential components of
successful MTB MLE programs
Supportive MTB MLE policy
Realistic implementation
plan
Preliminary research
Awareness raising &
mobilization
Acceptable alphabets
Reading & learning
materials
Teacher recruitment & training
Monitoring &
evaluation
Supportive partnerships
Curriculum & instructional
materials
Whatdoweneed?
Writingsystemsforunwrittenlanguagesthat…
accuratelyrepresentthesoundsandstructureofeachlanguage,
are“readerandwriterfriendly”,
acceptabletoMTspeakersandtorelevantgovernmentagenciesand
areeasilyreproducedusingtechnologythatisavailabletoMTspeakers.
?$*("$*9%"6%"2%*.,%3H"
M(1.,.C-1$]$C+1,+)-1$]$)21.D.(+*$]$9.*,().C-1$'-C,()*$./'1+2/C2$C9(.C2$('$*C).5,$
!"$*52-E2)*$-)2$-/$$2**2/,.-1$5-),$('$,92$$32C.*.(/Z6-E./D$5)(C2**$
U2D(,.-,.(/$.*$2**2/,.-1$$-/3\$
<($.*$,2*,./D$-/3$)24.*.(/S$$$
V)S$<+:.1-.$:()E*$:.,9$B9(/D$12-32)*$-*$,92?$51-/$,92.)$/2:$-159-02,$K"9-.1-/3L$
Writers’WorkshopsinwhichMTspeakerscreatethestoriesthatstudentswillneedastheylearntoreadarealsoagoodwaytotestanewwritingsystem.
Governmentofficialsmayneedtogivefinalapprovalforthewritingsystemsowedon’tprintexpensivematerialsuntilithasthatapproval.Andyes,wehavelearnedthatitcanbedone!
Wehavealsolearnedthat...
AlphabetchartsforPashai(Afghanistan)and(Gawri)Pakistan
Essential components of
successful MTB MLE programs
Supportive MTB MLE policy
Realistic implementation
plan
Preliminary research
Awareness raising &
mobilization
Acceptable alphabets
Reading & learning
materials
Teacher recruitment & training
Monitoring &
evaluation
Supportive partnerships
Curriculum & instructional
materials
Whatdoweneed?
Curriculumandinstructionalmaterialsthat…
provideMTBMLEteacherswiththeinformationandresourcestheyneedtohelptheirstudentssucceedineachgradeofprimaryschool,
areeasyfortheteacherstounderstandanduse,and
areacceptabletorelevantauthorities.
WhathavewelearnedaboutdevelopingMTBMLEcurriculum?
We’velearnedalot,often/usuallybytryingoutideas/findingproblems/tryingagain…
Followingaresomeofthethingswe’velearnedthatseemespeciallyimportantfordevelopingcurriculumthathelpsteachersbuildsuccessfullearners.
Mainstream students who know the school language
L1(schoollanguage)
MTB MLE students who must learn the school language
Base MTB MLE curriculum for each year on MOE competencies, then adapt for MTB MLE students
MOE competencies for primary
grades
MOEcompetenciesestablished
formainstreameducation
$
!"#$%&'#(")*"$+&)$,%-((,$
J()3%,(&")&%"6$*("($%0"A,+6"(+"2%*.,",%6"A,+62%35%"*,3"&A'22&="
$ "#$%#!&'%()*+,*!
-'+!.&$)).$
=/,)(3+C2$6-,9@$*C.2/C2$-/3$(,92)$C(/C25,*$0?$2/C(+)-D./D$*,+32/,*$,($+*2$:9-,$,92?$E/(:$,($9215$,926$+/32)*,-/3$:9-,$.*$/2:S$
$
Emphasizehigherlevelthinking,startingonDay1.
Remember
Understand
Apply
Analyse
Evaluate
Create
Adaptedfrom:Bloom,B;Englehart,M.;Furst,E. ; Hill,W. andKrathwohl.D.1956.TaxonomyofEducationalObjectives:TheClassificationofEducationalGoals.HandbookI:CognitiveDomain.NewYork:LongmansGreen.
Followastep-by-stepapproach(usingsmallsteps)whenteachinglanguageasasubject.
Keeplanguagelearningandconceptlearningseparateinearlygradesandbringthemtogetherinlatergrades.
FollowaspecificplantointroduceL2academicterms.
StartL1literacyinKG(5yearoldstudents)andcontinuebuildingfluencyinoral/writtenL1totheendofprimary.
IntroducewrittenL3ContinueoralandwrittenL1&L2&OralL3L2-L1toteachnewconcepts
IntroduceOralL3Continue oral and written L1 & L2 L1-L2-L1to teach new concepts
IntroduceL2literacyContinueoralandwrittenL1,oralL2L1-L2-L1toteachnewconcepts
IntroduceOralL2IntroduceL1literacyBuildfluencyinoralL1L1toteachnewconcepts
BuildoralL1L1toteachnewconcepts
Whathavewelearnedaboutdevelopinginstructional/teachingmaterials?We’velearnedthatMTBMLEteachersdoneedTeachersGuides.TGsforallgradesshouldinclude…
learningobjectivesstep-by-stepdirectionsforeachlearningactivitymaterialstocollectand/orpreparenewacademicterms(L1and/orL2)directionsforassessingstudents’understanding
Students’ knowledge and experience from home /
community and school
Teachers Guides that provide information
needed for each lesson
Retheprocessfordevelopingteacher’sguidesandlearningmaterials:
Learning materials that help MTB MLE students understand
new concepts
Learning outcomes and
indicators for each competency
+Ministry of Education
competencies for each subject
Also,sinceMTBMLEteachersarebilingual,TeachersGuidesareintheofficialschoollanguagebutwrittenspecificallyforL2speakers(thinkfeasibility,cost,andtheneedforthesamecontenttobetaughtinmultiplelanguagecommunitiessoallstudentsachieveMOEcompetencies).
Liberia—TeachersGuidesinEnglish(officiallanguage)forMTBMLEteachersfrom15languagecommunities
Essential components of
successful MTB MLE programs
Supportive MTB MLE policy
Realistic implementation
plan
Preliminary research
Awareness raising &
mobilization
Acceptable alphabets
Reading & learning
materials
Teacher recruitment & training
Monitoring &
evaluation
Supportive partnerships
Curriculum & instructional
materials
Whatdoweneed?Gradedreadingmaterialsinthestudents’MT/L1andotherschoollanguagesLearningmaterials/activitybooks/textbooksforlanguageeducationandothersubjectsineachgrade
Readingskillstransferacrosslanguages
Starting to read
(L1)
Beginning to gain reading fluency
(L1)
Adding a new
language (L1+ L2) (or L2)
Gaining fluency in
both languages (L1 & L2)
Whathavewelearnedaboutdevelopingreadingmaterials?
Studentsrequire“graded”materialstohelpthemgainfluencyinalltheirlanguages
AtWriters’Workshops,theywrite,illustrateandeditstoriesaboutpeople,placesandactivitiesthatareinterestingtothestudentsandappropriatetotheirstageofliteracydevelopment.
PhilippinesBeninIndonesia
And…MTspeakerscandevelopmanyofthereadingmaterialstheirchildrenwillneed
Localartistsdrawpicturesforeachpage(earlymaterials)thathelpstudentsunderstandthetext.(Storiesforhighergradeshavemoretextandfewerpictures.)
PataniMalayMTBMLE(Thailand)
Artistsdotheillustrationswhileothersputthestoriesontocomputer.(EMBLI,TimorLeste)
Anofficiallanguagetranslationisplacedattheendofeachstory.
NewMTmaterialsareprintedcheaplyandtested/revisedbeforere-printinginlargerquantities
Testversionsoflocalstorieswithlocalpicturesprintedinthecommunity.
Aftertestingandrevision—96storiesin4levelsofgradedreaders.(Kaugel,PNG)
Weknowthatstudentsneedmaterialsthathelpthemlearntounderstand,speak,readandwritecorrectly…
Primersthatteachstudentstoidentifyletters/symbolsandputthemtogethertoreadwords
Exercisebooksthatstudentsusetopracticeformingletters/symbolscorrectlyandwritingneatly.
…andmaterialsthathelpthemgainfluencyinlistening,speaking,readingandwritingtolearnandtocommunicate
BigPicturestobuildchildren’soralL1andlater,oralL2
LahuchildrenbuildingoralLahu(Thailand) HmongchildrenlearningThai(Thailand)
ChalkboardandposterpaperforExperienceStoriesthatstudentscreate.Teacherswritethestoryontheboardandthenonpostersforstudentstoread.
RajbanshistudentsfindwordsintheirExperienceStoryposters(Nepal)
KomgirlreadstheExperienceStorysheandherclassmatescreated.(Cameroon)
Picturesetsthatstudentsputintosequenceandthenusetotellthestory.
PataniMalay(Thailand)Seereer(Senegal)Mon(Thailand)
M-52)$()$./3.4.3+-1$:).,./D$*1-,2*$'()$C)2-,.42$:).,./D$,.62S$i(+/D$*,+32/,*$C)2-,2$,92.)$(:/$*,().2*$-/3$e)2-3f$,926$,($,92.)$C1-**6-,2*…$
<--'.$<--'..$K<2/2D-1L$$M-E)-).$KM-E.*,-/L$$$$$ $ $ $ $ $ $ $>-6$KB9./-L$$
…-/3$02'()2$1(/D@$,92?$-)2$:).,./D$1(/D2)$*,().2*$-/3$2**-?*@$'.)*,$./$,92.)$!"$-/3$1-,2)$./$%G$
$$$$$$$$$W)-32$G$C9.13$:).,./D$./$!" $ $ $ $ $$$$$$$$$$$$W)-32$d$C9.13$:).,./D$./$%G$$$$$$$$$$$g(+/3-,.(/$('$[551.23$%./D+.*,.C*$$!(/Z"9-.$!"#$!%&$5)(D)-6@$"9-.1-/3$
Also,plentyofthingstoreadduringLibraryTime.Studentsreadstoriesoftheirchoice,aloneortogetherintheirL1andintheschoollanguage(s).Seereer(Senegal)
PataniMalay(Thailand)
Usehands-onactivitiesinearlygradestointroduce/reviewconcepts(notextbooks)
Studentssortobjectsbytype,size,length,color,use(PapuaNewGuinea)
Tharadrisciencelesson(Pakistan)
%-,2)@$./,)(3+C2$e-C,.4.,?$0((E*f$:.,9$'-6.1.-)$.11+*,)-,.(/*$,($,2-C9$C(/,2/,S$='$%G$.*$/22323@$E225$.,$0-*.CS$
Frommiddlegradestotheendofprimary,useL2textbooksbutexplainnewvocabularyandunfamiliarillustrationsfirst.
ParkarigirlsuseL2textbooks(Pakistan)
Essential components of
successful MTB MLE programs
Supportive MTB MLE policy
Realistic implementation
plan
Preliminary research
Awareness raising &
mobilization
Acceptable alphabets
Reading & learning
materials
Teacher recruitment & training
Monitoring &
evaluation
Supportive partnerships
Curriculum & instructional
materials
Whatdoweneed?Bilingual/multilingualMTspeakersasMTBMLEteachers
Qualitypre-servicetraining,supportivesupervisionandregularin-servicetraining
Whathavewelearnedreteacherrecruitment?Regardingqualifications…
Understand,speak,read&writethestudents’L1andtheofficialschoollanguage(s)Sharetheirstudents’heritagecultureAcceptedbyparentsandothersinthecommunityAcceptedbyrelevantgovernmentagencies
NOTE:InearlyMTBMLEprograms,MTteachersmaynotyetbecertified.Butwithgoodtrainingandsupporttheybecomeexcellentteachers.
Whathavewelearnedaboutthecomponentsofpre-serviceteachertraining?
L1andL2readingandwritingpracticeFoundationaltheoriesoflearningandoflanguageacquisitionChild-centeredteachingapproachesforhigherlevelthinking
Useofteachingandlearningmaterials
InformalassessmentmethodsClassroommanagement
Pre-service training in Timor Leste and Ethiopia
Whataboutsupervisionandin-servicetraining?
RegularandsupportivesupervisoryvisitsRegularin-servicetrainingBasedonsupervisorreportsShareexperiences&goodpractices;discusswaystosolveproblemsLearnnewdevelopments,discussandpracticenewapproaches
DaiIn-serviceteachertraining(China)
&*,-01.*9$-$9.D9$c+-1.,?$!"#$!%&$C(65(/2/,$$:.,9./$)2D+1-)$,2-C92)$,)-././D$./$+/.42)*.,.2*$-/3$(,92)$,2-C92)$,)-././D$./*,.,+,.(/*S$$$
M)(4.32$5)-C,.C2$,2-C9./D$(55(),+/.,.2*$./$!"#$!%&$*C9((1*$,9-,$-)2$(''.C.-11?$*+55(),23$-/3$('$9.D9$c+-1.,?S$
K,3"6$*("*;+)("',&('()('+,*2'Y',5"(%*1$%."(.*',',5"*&"($%"<.+5.*/"%L<*,3&H"
<,+32/,$,2-C92)*@$i-1-$N-R-09-,$T/.42)*.,?$K"9-.1-/3L$
Essential components of
successful MTB MLE programs
Supportive MTB MLE policy
Realistic implementation
plan
Preliminary research
Awareness raising &
mobilization
Acceptable alphabets
Reading & learning
materials
Teacher recruitment & training
Monitoring &
evaluation
Supportive partnerships
Curriculum & instructional
materials
Whatdoweneed?Formalandinformalstudentassessmentsatregularintervals
Context,processandimpactprogramevaluations
Whathavewelearnedrestudentassessments?
Pre-testsinYear1toestablishbaselineInformalassessmentsincludedinlessonplansPeriodicwrittenassessmentsbasedoncompetenciesforlanguageeducation(proficiencyinL1andL2)andforothersubjects(abilitytoapplyconcepts)Writtentests(math,science,etc.)inthesamelanguagethatteachersusedforinstruction.Testquestionsforallsubjectsthatusevocabularyandgrammarthatstudentsheardandusedforlearning
Whathavewelearnedreprogramevaluations?
Contextevaluations/preliminaryresearchtoassessthesituationbeforetheprogrambegins
Processevaluationstoidentifystrengthsandweaknessesandrevisetheprogramasneeded.
Impactevaluationstoprovideinformation…
forprogramexpansiontoreporttotodonorsandotherstakeholders
forotherstouseinplanningtheirownprograms.
Essential components of
successful MTB MLE programs
Supportive MTB MLE policy
Realistic implementation
plan
Preliminary research
Awareness raising &
mobilization
Acceptable alphabets
Reading & learning
materials
Teacher recruitment & training
Monitoring &
evaluation
Supportive partnerships
Curriculum & instructional
materials
Whatdoweneed?Supportivepartnershipsthatincludeeachgroupofstakeholdersandencourageeachgrouptocontributefromtheirareasofstrength.
Whathavewelearnedreconsequenceswhenstakeholdersdonotworktogether?
Time,effortandmoneyarewastedbecauseknowledgeandresourcesareduplicated
Curriculum,teachingmethods,lessoncontentandoutcomesaredifferentacrossprogramsso“MTBMLE”isnotclearlyunderstoodandlosescredibility
Whathavewelearnedrebenefitswhenstakeholdersworktogetherinpartnership?
Eachpartnercontributesfromtheirareasofstrength
Programsaremoreefficient(lowercost)
Schoolstaffareencouragedandstudentsaremorelikelytoachievetheireducationalgoals.
Essential components of
successful MTB MLE programs
Supportive MTB MLE policy
Realistic implementation
plan
Preliminary research
Awareness raising &
mobilization
Acceptable alphabets
Reading & learning
materials
Teacher recruitment & training
Monitoring &
evaluation
Supportive partnerships
Curriculum & instructional
materials
Whatdoweneed?LanguageandeducationpoliciesthatprovidethepoliticalandothersupportrequiredatalllevelsforMTBMLEtobeacceptedandsustainedthroughoutthepilotperiodandasitisincorporatedandsustainedwithintheformaleducationsystem.
Whathavewelearnedaboutthepolicysupportneededforpilotprojects?
Officialmandatemaybenecessarytoprotectthepilot
Establishcriteriaforselectingthelanguagesandschoolsandspecifythegradestobeincluded(KGtoG6)
Identifytheagencies/organizationsresponsibleforplanningandimplementation
Specifysourceandamountoffundingtoensurethatthepilotiscarriedthroughtocompletionandevaluatedbeforeexpansionbegins.
EstablishanofficialmandatetoincorporateMTBMLEintoECCEandallprimarygrades
Identifyagencies/institutions—national,sub-national,local—responsibleforimplementationandsupportasMTBMLEexpandstonewschoolsandnewlanguages
Identifyfundingsourceandamountforeachyear,amountincreasingastheprogramexpands.
WhathavewelearnedaboutthepolicysupportneededtoexpandandmaintainMTBMLEintheformaleducationsystem?
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