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They identify the MT terms for things like“ measure”,“ add”,“ subtract”,“ weight”, and“ directions” so teachers use the correct terms for teaching. In the process of identifying MT terms that relate to concepts in the curriculum, MT speakers can begin creating a“ MT School Dictionary.” This will be a valuable resource for teachers and students.
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They identify traditional instruments, tools and other cultural items that can be used to create a“ Cultural Corner” in each classroom and that teachers can use for lessons.
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They identify people in the community who can visit the school and teach traditional songs, dances, games, clothing, and tools.
Torwali students dance during Culture Time.( Pakistan) © Institute for Education and Development, Bahrain Swat
Including the Excluded: Promoting Multilingual Education
Reading and learning materials
A common experience in strong MTB MLE programmes is that students keep asking for more things to read, first in their MT and then also in the official school language. Wise programme leaders make the production of graded reading materials a priority from the very beginning.
MT reading materials for early grades must be written in clear and simple language about people, places, and activities that are very familiar to the students. Pictures on each page match the words on that page in books for new readers because they will depend on the pictures to help them understand the text. People, animals, plants and buildings in the pictures look like the things students see every day in their community. In fact, the only new thing in books for new readers is that the stories are in written form.
One of the most enjoyable parts of preparing for MTB MLE are the“ Writers’ Workshops”. MT speakers who are fluent in their MT get together to write graded reading materials in their language. When local artists are identified, MT authors work with them to plan the illustrations that will best match the text. Editors can then check spelling and grammar. With a good team
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