Everyone agrees that all children should have access to quality education. But how can that happen when education is delivered in a language that some children neither speak nor understand? This is the situation faced by many children from non-dominant language communities when they enter the formal school system. Forcing them to learn in an unfamiliar language creates an educational handicap that many cannot overcome.
The number of Mother Tongue-Based Multilingual Education( MTB MLE) programmes has increased in recent years, especially in the Asia-Pacific Region. The case study booklet in this MTB MLE Resource Kit describes programmes in Afghanistan, Nepal and Pakistan that are examples of what language communities can do to help their children prepare to enter and learn in government schools. It also describes programmes in the Philippines and Viet Nam, two of the growing number of countries in which governments support MTB MLE in the formal education system.
A variety of activities that are part of MTB MLE programmes in Asia, Africa and the Pacific are presented in the booklets for policy makers, programme implementers and community members. These examples provide evidence of the creativity and strategic thinking of the people who plan, implement and support MTB MLE, often in very challenging situations.
The good news is that MTB MLE works! Practitioners, parents and students have recognized the benefits of strong MTB MLE programmes and research from around the world has provided clear evidence of the same. Several examples of such research are found in the second part of the policy makers’ booklet. More such research is certainly needed and we can hope that more will soon be forthcoming.
Who Can Use this Resource Kit?
This MTB MLE Resource Kit is for people who are committed to the idea that all children have the right to quality education in a language they speak and understand. MTB MLE programmes that are sustained within the formal education system require contributions from all stakeholders, working together and supporting one another. The next three booklets were developed for three specific stakeholder groups: policy makers, programme implementers and community members. These three booklets, with the case studies, provide a“ big picture” of successful MTB MLE programmes and suggestions for the roles each group can take as they plan, implement and maintain their programmes.
Overview of this MTB MLE Resource Kit
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