MTB MLE for sustainable development - sil.org · Big Pictures to build children’s oral L1 and later, oral L2 Lahu children building oral Lahu (Thailand) Hmong children learning

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.





plan


Awareness raising &

mobilization


Reading & learning

materials


Monitoring &

evaluation



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.





plan


Awareness raising &

mobilization


Reading & learning

materials


Monitoring &

evaluation



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)





plan


Awareness raising &

mobilization


Reading & learning

materials


Monitoring &

evaluation



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





plan


Awareness raising &

mobilization


Reading & learning

materials


Monitoring &

evaluation



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





plan


Awareness raising &

mobilization


Reading & learning

materials


Monitoring &

evaluation



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)

WhathavewelearnedaboutdevelopinglearningmaterialsforlanguageeducationusingtheTwo-Trackapproach?

Weknowthatstudentsneedmaterialsthathelpthemlearntounderstand,speak,readandwritecorrectly…

Primersthatteachstudentstoidentifyletters/symbolsandputthemtogethertoreadwords

Exercisebooksthatstudentsusetopracticeformingletters/symbolscorrectlyandwritingneatly.

…andmaterialsthathelpthemgainfluencyinlistening,speaking,readingandwritingtolearnandtocommunicate

BigPicturestobuildchildren’soralL1andlater,oralL2

LahuchildrenbuildingoralLahu(Thailand) HmongchildrenlearningThai(Thailand)

ListeningStoriesforteacherstomodelfluentreading

Kamteacher(China)

PataniMalayteacher(Thailand)

BigBooksthatteachersreadtoandthenwiththeirstudents.

PataniMalay(Thailand)

Rajbanshi(Nepal)

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)

Whathavewelearnedaboutthelearningmaterialsneededforothersubjects?

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)





plan


Awareness raising &

mobilization


Reading & learning

materials


Monitoring &

evaluation



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)*.,?$K"9-.1-/3L$





plan


Awareness raising &

mobilization


Reading & learning

materials


Monitoring &

evaluation



materials

Whatdoweneed?Formalandinformalstudentassessmentsatregularintervals

Context,processandimpactprogramevaluations

Whathavewelearnedrestudentassessments?

Pre-testsinYear1toestablishbaselineInformalassessmentsincludedinlessonplansPeriodicwrittenassessmentsbasedoncompetenciesforlanguageeducation(proficiencyinL1andL2)andforothersubjects(abilitytoapplyconcepts)Writtentests(math,science,etc.)inthesamelanguagethatteachersusedforinstruction.Testquestionsforallsubjectsthatusevocabularyandgrammarthatstudentsheardandusedforlearning

Whathavewelearnedreprogramevaluations?

Contextevaluations/preliminaryresearchtoassessthesituationbeforetheprogrambegins

Processevaluationstoidentifystrengthsandweaknessesandrevisetheprogramasneeded.

Impactevaluationstoprovideinformation…

forprogramexpansiontoreporttotodonorsandotherstakeholders

forotherstouseinplanningtheirownprograms.





plan


Awareness raising &

mobilization


Reading & learning

materials


Monitoring &

evaluation



materials

Whatdoweneed?Supportivepartnershipsthatincludeeachgroupofstakeholdersandencourageeachgrouptocontributefromtheirareasofstrength.

Whathavewelearnedreconsequenceswhenstakeholdersdonotworktogether?

Time,effortandmoneyarewastedbecauseknowledgeandresourcesareduplicated

Curriculum,teachingmethods,lessoncontentandoutcomesaredifferentacrossprogramsso“MTBMLE”isnotclearlyunderstoodandlosescredibility

Whathavewelearnedrebenefitswhenstakeholdersworktogetherinpartnership?

Eachpartnercontributesfromtheirareasofstrength

Programsaremoreefficient(lowercost)

Schoolstaffareencouragedandstudentsaremorelikelytoachievetheireducationalgoals.





plan


Awareness raising &

mobilization


Reading & learning

materials


Monitoring &

evaluation



materials

Whatdoweneed?LanguageandeducationpoliciesthatprovidethepoliticalandothersupportrequiredatalllevelsforMTBMLEtobeacceptedandsustainedthroughoutthepilotperiodandasitisincorporatedandsustainedwithintheformaleducationsystem.

Whathavewelearnedaboutthepolicysupportneededforpilotprojects?

Officialmandatemaybenecessarytoprotectthepilot

Establishcriteriaforselectingthelanguagesandschoolsandspecifythegradestobeincluded(KGtoG6)

Identifytheagencies/organizationsresponsibleforplanningandimplementation

Specifysourceandamountoffundingtoensurethatthepilotiscarriedthroughtocompletionandevaluatedbeforeexpansionbegins.

EstablishanofficialmandatetoincorporateMTBMLEintoECCEandallprimarygrades

Identifyagencies/institutions—national,sub-national,local—responsibleforimplementationandsupportasMTBMLEexpandstonewschoolsandnewlanguages

Identifyfundingsourceandamountforeachyear,amountincreasingastheprogramexpands.

WhathavewelearnedaboutthepolicysupportneededtoexpandandmaintainMTBMLEintheformaleducationsystem?

MTB MLE for sustainable development - sil.org · Big Pictures to build children’s oral L1 and later, oral L2 Lahu children building oral Lahu (Thailand) Hmong children learning

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