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Mother tongue based multilingual education-2


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Mother tongue based multilingual education-2

  1. 1. MOTHER TONGUE-BASED MULTILINGUAL EDUCATION FOR TIMOR-LESTE Presented by : Pedro Ximenes Flinders University, 5 September 2012
  2. 2. ❝If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart.❞ ‒Nelson Mandela
  3. 3. Presentation Outline : • Definition • Objective and Purpose • Why mother tongue ? • Theoretical framework • Challenges • Questions and important issues.
  4. 4. Definition • Mother Tongue : ▫ The home language of learners (L1) ▫ That one has learnt first ▫ One identifies with or is identified as a native speaker of by others ▫ One knows best ▫ One uses most • In the case of TL 32 local languages.
  5. 5. Definition (Mother tongue-based multi language) • An approach that uses a language in which the learner is proficient (L1) to teach beginning literacy (reading and writing) and curricular content (maths, physics etc). • One or more new languages (L2, L3) are taught systematically, beginning with oral communication, so that learners can transfer literacy and knowledge.
  6. 6. Objective and Purpose Objective : 1. Cultural Identity 2. Enhanced and Transferable Literacy 3. Educations access, attainment and success 4. Preparation for later learning in official and international languages
  7. 7. Why Mother tongue? “Humans tend to think and dream in their mother tongue” -- Unknown
  8. 8. Why Mother tongue? (History) • Colonization history ▫ 450 years under Portuguese (Portuguese and European culture) ▫ 23 years under Indonesian (Bahasa Indonesia and melayu culture) • 1,1 million of population with 32 local languages • State constitution : ▫ Tetum (lingua Franca) as National Language. ▫ Tetum and Portuguese as Official languages ▫ English and Bahasa Indonesia as “ working languages” ▫ Portuguese as “Education Language” … ?????
  9. 9. Why mother tongue (Education indicators…..) • High repetition and drop out rates ▫ One in five children must repeat the first year of schooling ▫ half of the students who enroll in primary school do not complete their studies. ▫ Alienation and disengagement of student. • Population composed mostly of young people (55% of population aged below 15). • Low adult literacy rate in Portuguese..(impact on parent engagement with their children education)
  10. 10. Why mother tongue? • Poor education quality ▫ Last Early Grade Reading assessment (EGRA) in 2009 showed a shocking result ▫ More than 70% of students at the end of grade 1 could not read ▫ 40% of children were not able to read a single word at the end of grade 2. ▫ 20% at the end of grade 3
  11. 11. Theoretical Framework • MTBME is in line with the concept of place base pedagogy and critical pedagogy ▫ Builds on what learners know ▫ Valorize and builds upon local community languages ▫ Preserve local culture and tradition ▫ Community based ▫ Makes learning relevant and enjoyable ▫ High degree of parent involvement ▫ Promotes learner-centered methodologies
  12. 12. Challenges • National unity and social issue • Sensitiveness of the society regarding social issue. (ethnic tension) • Lack of writing system (orthographies and alphabets) • The problem of learning resources • Teacher ability to cope with new language of instruction • Teacher and student mobility • Financial issue
  13. 13. Issues and Questions …. • Why it is called mother tongue and not “father tongue” ? • whether to use a „mother tongue‟ or home language for the first years of education or whether to focus on building Tetum as a national language . • National Disunity issue
  14. 14. “Those who know many languages live as many lives as the languages they know.” Thank you