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Primary schooling

Activities for early grades of Mother Tongue (L1)-Based Multilingual Education Programs

This ongoing work is a collection of activities for early grade classrooms in a MTB-MLE program.  Activities are organized according to topic and activity title and include specific teaching instructions.

Samples of MLE teaching-learning materials developed in the Philippines

This 2-page PDF provides pictures of sample teaching-learning materials developed by three language communities in Mindanao, with technical support from Save the Children in the Philippines and its partners from SIL. Big Books, alphabet primers and alphabet charts are among the materials shown here.

National languages and teacher training in Africa

This document provides responses to common questions regarding the feasibility of mother tongue instruction of African languages. It provides suggested methodologies for teaching reading and math, using African culture and games as references. It provides a thorough overview of how linguistic properties of African languages need to be considered when teaching reading and transitioning to a foreign language.

Costs and benefits of bilingual education in Guatemala: A partial analysis

The benefits of bilingual education for a disadvantaged indigenous population as an investment in human capital are significant. Students of bilingual schools in Guatemala have higher attendance and promotion rates, and lower repetition and dropout rates. Bilingual students receive higher scores on all subject matters, including mastery of Spanish.

Action research on mother tongue-based bilingual education: Achieving quality, equitable education

This brief provides detailed information on a mother tongue bilingual education program in Viet Nam, supported by the country's Ministry of Education and Training. The program involved developing curricula for pre-school, grade 1 and grade 2 learners in three mother tongue languages, Mong, Jrai and Khmer. Pre-primary and primary teachers were also trained on mother tongue literacy instruction.

Developing MLE-specific instructional materials for a language revitalization programme in primary school

It is particularly important in an MLE program that the learning children receive in this approach be relevant to the community. Developing MLE-specific instructional materials for a language revitalization programme in primary school describes how the Chong language community was involved in setting the educational objectives for how the mother tongue was used in classrooms.

Challenges of Using English as a Medium of Instruction in Multilingual Contexts

This article makes the argument for a more systematic approach for teachers to use English when instructing in it in the classroom and to be respectful of both their own level of proficiency in the language and their students need to learn it before being able to use it. The author does not advocate strongly for mother tongue based instruction, but does strongly argue for intelligent use of the mother tongue in teaching English itself and teaching in English.

Pacific Resources for Education & Learning (PREL) - Developing Leveled Early Readers

This 15-page how-to guide from an education NGO working in language-diverse education contexts in the Pacific region provides practical advice on how to increase the availability of reading materials for children. The guide covers the purposes for developing materials; ways and methods to develop reading materials; the stages of reading development; and relating the characteristics of text to be developed to the stages of reading development. _________________

First language education in Lubuagan, Northern Philippines

This paper presents the results of a mother tongue-based education project implemented in the Lubuagan, Kalinga language of the northern Philippines. This project was integrated within the formal educational system, following the national curriculum set by the Department of Education.

Essential Topics in Developing English Oral Language Skills

This document provides considerations and guidelines to teachers in how to transition to English from the use of the mother tongue as the first language of instruction. It describes how and when to use the mother tongue in English instruction. It stresses the need to instill in teachers the view that English is a means of communication and that teaching students oral skills in English is essential to students being able to comprehend and use English in the classroom.

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