Multilingualism and the effect of its implication in classroom environment

1. © copyrights reserved:
Dr. Shaini Varghese

2. Multilingualism
Multi
(more
than
2/3)
Lingual
(relating to
speech or
language)
Ism
(set of beliefs,
distinctive
practices/
philosophy)

3.  The Multilingual Education believes that
‘Quality Education begins with the Mother
Tongue. A strong foundation in the mother
tongue ensures effective education and
high levels of proficiency in many
languages.
 The MLE is the approach which emphasizes
‘first language first’ in the child, taking the
socio-cultural curriculum into classroom
culture, and then bridge on to the content
of the second language.

4.  The Rosetta Project
(aptly named after the Rosetta Stone),
the Endangered Languages Catalogue (ELCat):
 A project was undertaken by the University
of Hawai'i at Manoa and Eastern Michigan
University, that aims to compile a
comprehensive up-to-date catalogue on all
languages considered to be in danger.
 The project reports that language death
progresses at the rate of about one language
in three months. (1:3)

5. The Rosetta Stone is one of the most important objects in
the British Museum as it holds the key to understanding
Egyptian hieroglyphy- a script made up of small pictures that
was used originally in ancient Egypt for religious texts.
Hieroglyphic writing died out in Egypt in the fourth century
C.E.

6.  According to Article 350 A of our Constitution, 'It shall be the
endeavour of every State and of every local authority within the
State to provide adequate facilities for instruction in the mother-
tongue at the primary stage of education to children belonging to
linguistic minority groups'.
 The National Curriculum Framework-2005, in its point 3.1.1
states 'Home language(s) of children as defined above in 3.1
should be the medium of learning in schools.'
 The National Policy on Education (NPE) 1986, recommended 'the
adoption at the primary stage of a child-centred and activity
based process of learning' which brought the home languages
under the purview of primary schooling.
 The Yashpal Committee report - 1992 that speaks of ‘Learning
without burden’ is in effect, a clarion call for Multilingual
Education.
 The Position Paper National Focus Group on Teaching of Indian
Languages, National Curriculum Framework 2005, once again
calls for multilingualism as a tool to promote social harmony
'through mutual respect for each other's language and culture'.

7.  There is a 'positive relationship between
multilingualism, cognitive growth, and
educational achievement, there is every
need to promote multilingual education in
schools.
Cognitive
Growth
Educational
Achievement

8.  "Strong Foundation" -
Research shows that children whose early education is in
the language of their home tend to do better in the later
years of their education.
 "Strong Bridge" -
An essential difference between MLE programmes and
rural "mother tongue education" programmes is the
inclusion of a guided transition from learning through the
mother tongue to learning through another tongue.
L1 L2
L1
L2

9.  A widespread understanding of MLE
programme (UNESCO, 2003, 2005) suggests
that instruction takes place in the following
stages:
1.
• learning takes place entirely in the child's home
language.
2.
• building fluency in the mother tongue.
Introduction of oral L2.
3.
• building oral fluency in L2.
• Introduction of literacy in L2.
4.
• using both L1 and L2 for life-long learning.

10. What are the effects of implication
of Multilingual Education in
Classroom environment?

11. Solid foundation
learn quickly
familiar
Trans-language
Emphasis
understanding
and creativity
Promote
dialogue and
interaction
Improves
learning
outcome
Concentration
on subject
matter