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APPLICATION OF CULTURAL PSYCHOLOGY FOR INTERVENTION IN MULTILINGUAL EDUCATION FOR TRIBAL CHILDREN

APPLICATION OF CULTURAL PSYCHOLOGY FOR INTERVENTION IN MULTILINGUAL EDUCATION FOR TRIBAL CHILDREN. Ajit K. Mohanty & Minati Panda Jawaharlal Nehru University. Broad Plan of Presentation. Multilingual Education(MLE): What and Why? MLE for Tribal Children in India

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APPLICATION OF CULTURAL PSYCHOLOGY FOR INTERVENTION IN MULTILINGUAL EDUCATION FOR TRIBAL CHILDREN

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  1. APPLICATION OF CULTURAL PSYCHOLOGYFOR INTERVENTION INMULTILINGUAL EDUCATIONFOR TRIBAL CHILDREN Ajit K. Mohanty & Minati Panda Jawaharlal Nehru University

  2. Broad Plan of Presentation • Multilingual Education(MLE): What and Why? • MLE for Tribal Children in India • MLE as an intervention strategy: SSA (EFA) Program for Tribal Education in Orissa, India • MLE Plus Project: Framework, Method & Preliminary Evaluation Mohanty&Panda: MLE+

  3. INDIAN MULTILINGUALISM • 3372 MOTHER TONGUES (1576 listed, 1796 as ‘other’ languages) • 300 – 400 LANGUAGES • 22+1 OFFICIAL LANGUAGES • 87 LANGUAGES OF PRINT MEDIA • 104 FOR RADIO BROADCASTING • 81/41 IN PRIMARY EDUCATION (1970/98) • MINORITY LINGUISTIC GROUPS>20% in half of the Districts Relationship between Language, Power & Hierarchy: “Multilingualism of the Unequals” (Mohanty,2004) Mohanty&Panda: MLE+

  4. Tribal Population & Tribal languages in India • Tribal population: 84.3 million(8.2%) [ST:16.23%] • 623 Tribal Communities (ASI); 573 notified or Scheduled Tribes • 218 languages (159 excusive to the tribes) • Most tribal language do not have a script; written in major regional language scripts • Wide spread adult bilingualism (500 of 623 communities classified as bilingual) Mohanty&Panda: MLE+

  5. Tribal Languages in Education • 13 tribal languages used in various programs (12 in NE States only) • Only 3 to 4 used as MI in regular school programs • Less than 1% STs have scope for MT medium schooling • Language barrier as a major factor in poor school performance (Mohanty, 2004) Mohanty&Panda: MLE+

  6. Tribal Children in Schools • High proportion of STs in Primary Schools (Grades I to V) • 58,343 schools – above 90% • 76,458 schools – above 75% • 103,609 schools – above 50% • Tribal children taught in forced submersion programs in L2 (majority language) medium with subtractive effects on MT Mohanty&Panda: MLE+

  7. National Assessment of Achievementat the end of Grade V (NCERT, 2004; N=88,271) • Tribal Children scored significantly lower than other in: • Mathematics • Environmental Studies • Language (L2) • Reading Comprehension • Grammar & Usage Mohanty&Panda: MLE+

  8. Literacy, Push Out & School Enrollment of Scheduled Tribes • Crude Literacy Rate (all age groups) • ST=38.41, SC=45.20, Others=54.51 • Effective Literacy Rate (7+ Population) • ST=47.10, SC=54.69, Others=68.81 • ‘Push Out’ rate: 50% out of school by Grade 5 & 80% by Grade 10 Mohanty&Panda: MLE+

  9. Constitutional/statutory/policy Provisions • Indian Constitution (Art. 350A):‘provide adequate facilities for instruction in the mother tongue at the primary stage of education of children belonging to minority groups.’ • The Three Language Formula (Policy?) • Ramamurti Committee Report 1990:minority language medium primary schools in areas with at least 10% minority language speakers; parallel sections; appointment of minority language teachers • NPE (Govt. of India); NCF (NCERT) • Non-implementation of Policy (Mohanty, 2008) Mohanty&Panda: MLE+

  10. Educational neglect of languages leading to: • Illiteracy & relapse to illiteracy • Poor educational performance • Subtractive language learning in forced submersion programs • High ‘push-out’ rate • Capability deprivation & Poverty • Loss of diversity (see Mohanty, forthcoming:2009 for discussion) Mohanty&Panda: MLE+

  11. Exclusion of MT from schools is problematic • Children do not learn (capability deprivation, poverty) • Loss of Identity • Weakening of languages (the vicious cycle of disadvantage) • Subtractive language learning (Loss of MT) • Loss of linguistic diversity – Language Death, Murder, Genocide. (Suicide?) • Marginalization, domain shrinkage • Unimplemented (passive) state policies, statutes (Mohanty, Panda, Phillipson & Skutnabb-Kangas, 2009) Mohanty&Panda: MLE+

  12. Why must Indian Education be Multilingual? • Mother Tongue + Languages for regional & national communication + LWC • MT → Regional Language → National Language → English • Meaningful participation in the wider democratic, socio-political, economic system • Empowerment Mohanty&Panda: MLE+

  13. Multilingual education (MLE):“use of two or more languages as media of instruction in subjects other than the languages themselves and with (high levels of) multilingualism and, preferably, multiliteracy, as a goal at the end of formal schooling” (Mohanty, Panda, Phillipson & Skutnabb-Kangas, 2009). Mohanty&Panda: MLE+

  14. CLASSROOMS FOR KUI CHILDREN Multilingual Educationfor the Linguistic Minorities Effective Instruction in MT Medium (at least for 5-8 years) ↓ MT + L2 (both as MI) ↓ L3 (& other languages) ↓ High Multilingual Proficiency Mohanty&Panda: MLE+

  15. MLE as an intervention strategySSA (EFA) Program for Tribal Education – Orissa, India MLE: 10 languages; 195 schools; April 2007 (first batch in Grade II) MLE+: 2 Languages (Saora & Kui) 8 schools from the MLE program MLE+ MLE+ Mohanty&Panda: MLE+

  16. MLE PROGRAM IN ORISSA • Curriculum & material development in Tribal languages with cultural content • Tribal MT (L1)as Language of Instruction (MI) • L2 (Oriya) conversational fluency development • L2 as partial MI from Grade III, 100% from Grade V (Hindi and English as language subjects) • Teachers from among Tribal community, multilingual with Tribal MT, Oriya and at least communicative Hindi & some knowledge of English Mohanty&Panda: MLE+

  17. Multi-Grade Classroom MLE Plus INTERVENTION FRAMEWORK: CULTURAL PSYCHOLOGY (Macro & Micro) Focal Curricular Areas: Language, Math & Environmental Sc. Classroom Approach: CHAT (Cultural Historical Activity Theory) Mohanty&Panda: MLE+

  18. Mid-day Meal Timein an Ashram School MLE Plus Intervention Strategies: • Ethnographic Survey: Documenting Cultural Practices • Developing Innovative Activities based on Cultural Practices for Teaching • Reading corner in the Classroom • Synergistic ‘Read Together’ Program for the Community • Books with Community Authorship • Tracking Children’s Achievements Mohanty&Panda: MLE+

  19. MLE workers- A link between culture and the school MLE Worker Community Teacher Mohanty&Panda: MLE+

  20. Preliminary Evaluation of MLE+(Saora Schools only) Note: Higher attendance rate for MLE Plus Children Mohanty&Panda: MLE+

  21. Market Place in an MLE+ Site(Saora Language Group) Mohanty&Panda: MLE+

  22. MLE+ Team for Saora Schools Mohanty&Panda: MLE+

  23. MLE+ Team for Kui Schools Mohanty&Panda: MLE+

  24. Thank You Mohanty&Panda: MLE+

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