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Early childhood development

Using an Additional Language as the Medium of Instruction: Transition in Mother Tongue-Based Multilingual Education

 
We'd like to thank Agatha van Ginkel for her excellent presentation to the network on "Using an Additional Language as the Medium of Instruction: Transition in Mother Tongue-Based Multilingual Education." The webinar, hosted by the MTB-MLE Network on January 27, 2014, was attended by nearly 50 network members and colleagues and was highly interactive and participatory. 
 

Mother Tongue-Based Multilingual Education: Towards a Research Agenda

On September 13, 2013 the MTB-MLE Network hosted a kick-off event for the development of a research agenda on issues related to MTB-MLE. The powerpoint slides and attached summary are resources that Dr. Jessica Ball from the University of Victoria, Canada presented at this kick-off event. 

ARNEC Regional ECD Conference

Nov 18 2013
America/New York
The Asia-Pacific Regional Network for Early Childhood (ARNEC) will be hosting a regional conference on the topic of early childhood development. This year's annual theme is "Early childhood development on the global agenda: Giving all children equal opportunities for lifelong learning, health and success". 
 

Seen but Not Heard: Addressing Inequalities Surrounding Ethnolinguistic Identity

Abstract: Progress towards the Millennium Development Goals (MDGs) is advancing unequally. Some goals will almost certainly be missed and progress towards others is slow (United Nations, 2012). This paper highlights the particular inequalities facing minority ethnolinguistic communities and the impact these inequalities have on progress towards all the MDGs.

Efficient Learning for the Poor: Insights from the Frontier of Cognitive Neuroscience

Many countries have multiple languages and a need to teach in a common language. In countries like Romania or Indonesia, children speaking minority languages must learn the official language of instruction. In many others—including most countries in Africa and the South Pacific—the lingua franca is foreign to everyone (for example, English, French, or Portuguese). The countries with multiple languages have various language instruction policies. In some countries, students may study in their mother tongues in lower primary grades and then switch to the lingua franca. In others, logistical and political complexities result in the use of the lingua franca for all grades. The latter approach is preferred in much of Africa and impacts some of the world‘s poorest countries.

Nepal School Sector Reform Program Mid Term Evaluation Background paper—Language Issues March 2012

This report analyses language-in-education plans for Nepal with a focus on the Ministry of Education's recent mother-tongue-based multilingual education (MTB-MLE).

Heritage Language Playschools for Ethnic Minorities

This book contains administrative and curriculum materials that can be used to establish and operate playschool programmes for indigenous communities. Carefully sequenced steps, covering pre-planning to evaluation, outline the process of setting up a local playschool with the aid of community involvement. The content covers pre-reading, pre-writing and readiness skills and provides an abundance of practical advice, forms and ideas based on sound educational theory.

Education in Development Workgroup

Jul 12 2012 12:00 pm
Jul 12 2012 1:30 pm
America/New York

 

Where: 

TBA

"Strong Foundations" and "Good Bridges" in Language Education: What Can We Learn from Current Theories and Practices?

A short paper presented at the National Symposium on Language Issues and Quality Education for Ethnic Minority People, Hanoi, Vietnam, December 3-4, 2008.  

The paper presents a brief overview of current theory and practice on the topic of bridging between languages in multilingual education.

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