The document discusses multilingualism and multilingual education. It defines multilingualism as the ability to communicate effectively in three or more languages. Multilingual education emphasizes using a child's first language initially in the classroom and then transitioning to a second language. Research shows that a strong foundation in the first language leads to better educational outcomes overall. The document advocates for multilingual education in schools to promote cognitive growth, educational achievement, and social harmony.

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.  Multilingualism is the ability of an individual speaker
to communicate effectively in three or more
languages.
 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 unique thing in this approach is
to involve the community in creating their
own curriculum and minimize the
theoretical hegemony, thereby creating a
new set of people who believe in the ethics
of creating and sharing knowledge for the
society than to limit it to the theoreticians.

5.  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)

6. 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.

7.  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'.

8.  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

9.  "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

10.  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.

11. Why
Multilingualism?
To develop
Sensitivity
To reflect
To facilitate

12.  Include every one in the activities (group/pair)
 Motivate each child to express his/her views
 Receive answers in the language they are
comfortable with (language of their identity
and knowledge)
 Respect every language used
 Give motivating feedbacks
 Ask questions more often
 Be flexible
 Bring varieties in teaching
Multilingual class

13.  Use labels for the
alphabets/words
 Write keywords in
multiple languages on
board/charts/wall
 Provide/Prepare
reading materials in
multiple languages
 Link with everyday
activities/happenings
of life …..
What else
can be
done?.....

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

15. Solid foundation
learn quickly
familiar
Trans-language
Emphasis
understanding and
creativity
Networking Skill
(Promote dialogue
and interaction)
Improves learning
outcome
Concentration on
subject matter
Awareness of other
languages and
cultures
Boost Self
Confidence