In the map on the left, each small square represents a school in which students speak the same MT. The colors denote different language groups. The second diagram shows the percentage of students in three situations:
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In 51 % of the classrooms, all the students speak the same minority language as their MT.
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In 13 % of the classrooms, students speak Vietnamese( Kinh), the official school language as their MT.
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In 36 % of the classrooms, students speak two or more different minority languages as their MT.
This jointly sponsored research helped the Lao Cai provincial government to identify schools where MTBBE could be effectively applied. It also identified the teachers who speak one of the three MTs, the schools in which students are doing well academically and the schools in which students are not doing well.
The methodology used in the Classroom Mapping Project in Lao Cai has been applied to other provinces in Viet Nam and is now used in other countries.
MTB MLE RESOURCE KIT Including the Excluded: Promoting Multilingual Education
Realistic implementation plan. A clear and realistic implementation plan is essential for developing a programme that achieves the goals of its stakeholders. An implementation plan for MTB MLE should include a section for each component in the diagram of essential components above, with a suggested time frame for the specific activities that fit under each component. Flexibility is essential with respect to the time frame because many things can happen that can change the schedule. A good plan also includes regular evaluations to identify the parts of the programme that need to be changed and provides time to make the changes.
The example below is an excerpt from the first implementation plan developed by LIBTRALO, a national NGO in Liberia, for their Liberian Languages and English Multilingual Education( LLEME) programme in 15 Liberian language communities. The LLEME plan was revised many times because the programme began shortly after a long civil war and many parts of the plan had to be adapted to fit the changing situation. The boxes with Q1, Q2, Q3 and Q4 for each year show which activities were supposed to take place in each of the four quarters of each year— January to March( Q1), April to June( Q2), July to September( Q3) and October to December( Q4). In this plan, classes would start in year 3, giving plenty of time for preliminary activities.
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