SUSTAINING MOTHER TONGUES AND MEDIUM OF INSTRUCTION · 2020. 9. 23. · Mother Tongue Mother tongue...

SUSTAINING MOTHER TONGUES AND MEDIUM OF INSTRUCTION

Awadesh K. MishraEFL University, Shillong Campus

Shillong, Meghalaya

Discussion points

1. Identification/Selection of mother tongues (MTs) as

mediums of instruction at primary level of education.

2. Writing systems for teaching-learning in mother

tongues/local languages.

3. Developing mother tongues/local languages for academic

use (for maths and EVS) and producing teaching-learning

materials in multiple mother tongues/languages.

4. Negative attitudes toward education through mother

tongue (MT).

5. Availability of teachers and support to primary school

teachers.

6. Cost-effectiveness.

Mother Tongue

Mother tongue is the main language used

constantly from birth to interact and communicate

with a child by their mother, caregivers, family,

friends and community.

Every „language‟ is a „mother tongue‟ but every

„mother tongue‟ is not necessarily a „language‟.

In a sense, it can be said that „mother tongue‟ is reality

and „language‟ is an abstract socio-political construct.

16 September 2020 3AKM-EFLU-SHILLONG

Mother Tongues in 2011 Census

Raw returns of mother tongues: 19569.

Rationalized mother tongues: 1369.

“Unclassified”/ “Other” mother tongues: 1474.

Mother tongues returned by 10,000 or more

speakers grouped under appropriate languages:

121 languages (22 Scheduled and 99 Non-

Scheduled).


270 mother tongues spoken by 10,000 or more

persons each: 123 mother tongues grouped

under Scheduled Languages and 147 mother

tongues grouped under Non-Scheduled

languages.

Mother tongues spoken by fewer than 10,000

persons each are classified under a particular

language as “Others”.


Social Identity and Linguistic Code

The mother tongue declaration/assertion in Census is generally

based on the consideration of the speaker's social identity and

group loyalty, rather than the actual speech or the linguistic code

for communication. Examples (Census 2011):


ALTERNATE NAMES OF MOTHER

TONGUES Baiswari Awadhi

Banjara Gormati, Sugali, Lamani

Bodo Kachari

Bondo Praja Bonda, Bondo

Chhikachhiki Anga/Angika

Chin Bawm

Didei Gata

Gorum Parenga

Irularmozhi Irula/Iruliga

Khowa Bogun

Kurru Yerukula

Lakher Mara

Mahari Dhedi, Holia, Parvari

Malani Kanashi16 September 2020 14AKM-EFLU-SHILLONG

Meyor Zakhring

Mogh Arakanese

Multani Bahawalpuri, Jatki

Naga Kuki Thado/Kuki

Pardhan (Sik) Newari

Rajbangsi Kamtapuri, Rangpuri, Goalparia, Tajipuri

Rawati Raji, Jangali

Shekasip Khelma

Tadavi Dangi, Dangri, Dhanki

Tai Tai-Ahom

Takam Chakma

Talavia Dubli

Tenyidie Angami

Thado Kuki

Tikhak Tikhak Tangsa

Yongkuk Yongkuk Tangsa

Etc.16 September 2020 15AKM-EFLU-SHILLONG

Mismatch between Mother Tongue

Names and Linguistic Codes

In Census, the MT names are those given by the people –

who are mostly unaware and not a linguist to know the

technical/actual names of their MTs. They often give

caste/clan, profession, region, religion, etc. as the names of

the MTs:

Adivasi, Alchiki / Olchiki, Andhra, Ansari, Ardha Magadhi,

Arunachali, Banglori, Belgaum, Bhagalpuri, Bishnoi, Bodish,

Chhaparia, Chotanagpuri, Darbhangia, Deoghariya, Dera Gazi

Khan, Devanagari, Dravidam, Gurmukhi, Indian, Jaini, Kaithi,

Kazi, Kerala, Kewat, Kirat / Kirati, Kol, Kurmi, Ludhiyani,

Madhesi, Madurai, Mahto, Mallah, Manipal, Marak, Meena,

Mochi, Mushahar, Muzaffarpuria, Mysore, Naga, Purulia, Sadhu

Bhasha, Sangma, Sekmai, Sikhi, Sikkimese, Teli, Vedic,

Zoroastrian, etc. 16 September 2020 16AKM-EFLU-SHILLONG

Some MT names mentioned in the

Census may not be linguistic codes

and/or those may be non-existent as

MTs:

Anaha, Andaji, Baimida, Barshik, Bazbazia,

Dupul, Gangmei, Ghuriya, Gogai, Gumesh,

Hovak, Indoi, Kanamana, Kathak, Khongzai,

Kipgen, Kissi, Kumodini, Kurokuro, Langling,

Lavathi, Lawangi, Lumhao, Mita, Nagwanshi,

Ongi, Parantu, Pawite, Pohan, Protari, Pujhore,

Savaji, Simpa, Singson, Songlung, Sultani,

Telki, Telsing, Thangngen, Tlangtlang, Uleshi,

etc.16 September 2020 17AKM-EFLU-SHILLONG

Mother Tongue as Subject of

Instruction (SOI)

About 120 mother tongues/languages are used as subjects

of instruction in schools, which include Adi, Adivasi Oriya, Ao,

Apatani, Arabic, Assamese, Baiga, Banjara, Bengali, Bhojpuri, Bhoti,

Bhutia, Bishnupriya Manipuri, Bodo, Bonda, Chakma, Chang, Chokri,

Deori, Desia/Paroja, Dimasa, Dogri, English, French, Galong, Garo,

Gondi, Gujarati, Gurung, Halabi, Halam Kuki, Hindi, Hmar, Ho, Juang,

Kabui, Kamar, Kannada, Karbi, Kashmiri, Khampti, Kharia, Khasi,

Khezha, Khiemnungan, Kisan, Kokbarak, Kolami, Kom, Konda,

Konkani, Konyak, Koya, Kui, Kuki, Kurukh, Kuvi, Ladakhi, Lai,

Lepcha, Liangmei, Limbu, Lotha, Maithili, Malayalam, Mangar,

Manipuri, Mao, Mara, Marathi, Maria, Mishmi, Mising, Mizo, Mogh,

Monpa, Mundari, Muria, Nepali, Newari, Nicobarese, Nissi, Odia,

Paite, Persian, Phom, Pochury, Punjabi, Rabha, Rai, Rengma, Sadri,

Sangtam, Sanskrit, Santali, Saora, Sargujia, Savara, Sema, Sherpa,

Sindhi, Singpho, Sunwar, Tai, Tamang, Tamil, Tangkhul, Tangsa,

Telugu, Tenyidie, Thado, Tiwa, Urdu, Vaiphei, Yimchungre, Zemi and

Zou.16 September 2020 18AKM-EFLU-SHILLONG

Mother Tongue as Medium of

Instruction (MOI)

At present about 35 mother tongues/languages

are used as mediums of instruction at various

levels of school education (some only for 2-3

years at primary level) which include Adivasi

Oriya, Assamese, Banjara, Bengali, Bodo,

Chakma, Dogri, English, Garo, Gondi, Gujarati,

Hindi, Hmar, Kannada, Kashmiri, Khasi, Kolami,

Konda, Konkani, Koya, Kui, Mizo, Malayalam,

Manipuri, Marathi, Nepali, Odia, Punjabi,

Sanskrit, Santali, Savara, Sindhi, Tamil,

Tangkhul, Telugu and Urdu.


More MTs spoken by more than 10000 speakers

each should be included as MOI.

These may include: Anal, Ao, Awadhi, Badaga,

Bagri, Bhojpuri, Bishnupriya Manipuri,

Brajbhasha, Chang, Chhattisgarhi, Coorgi, Deori,

Desia, Gangte, Garhwali, Gojri, Hajong, Haryanvi,

Irula, Kachchi, Karmali, Khandeshi, Kharia, Koch,

Kokbarak, Kom, Koli, Korku, Kudubi, Kumauni,

Kurukh, Limbu, Lotha, Lyngngam, Magahi,

Malwani, Monpa, Mundari, Nagpuria, Paite,

Paradhi, Phom, Pnar, Ponchi,Rai, Rajasthani, Relli,

Sangtam, Saurashtri, Sema, Sirmauri, Surjapuri,

Tamang, Thado, Tharu, Tiwa, Tulu, Vaiphei,

Wagdi, Yerava, Zou, etc.16 September 2020 20AKM-EFLU-SHILLONG

More MTs spoken by more fewer than 10000

speakers each should be included as MOI.

These may include: Aimol, Asuri, Atong,

Bawm, Bhoi, Biate, Birhor, Birjia, Chai

Bhasha, Chiru, Chothe, Didei/Gata, Gurung,

Kanashi, Khampti, Khelma, Khoibu, Khoirao,

Koraga, Korwa, Kota, Lahnda, Mahili, Malto,

Manjhi, Miji, Newari, Nihali, Parenga, Parji,

Purki, Raji, Rangkhol, Sherdukpen, Simte,

Singli, Singpho, Sulung/Puroik, Sunwar,

Sunwar, Tangsa, Toda, Toto, Urali, Wancho,

War, etc.


Mother Tongue Based Multilingual

Education

Mother tongue based multilingual education (MTBMLE)

is seen as one of the most practical approaches to dealing

with the need for multiple languages in education.

MTBMLE is learner-centred, active basic education which

starts in the mother tongue and gradually introduces one or

more other languages in a structured manner.

Teaching-learning is predominantly done in the mother

tongue for at least up to class 5, alongside the development

of other languages.

It is possible to make it easier for children to learn and

make sure that children are able to gain good second

language skills, at the same time as maintaining and

developing their mother tongue.


Writing Systems

About 35 types of scripts/writing systems

are currently used which include:

Akha, Arakanese, Assamese, Bengali, Bhoti,

Devanagari, Divehi/Thaana, Gujarati,

Gurmukhi, Kannada, Kirat/Kirawa Chaap,

Koinch Breshe, Lhoyig, Lik Tai, Malayalam,

Marathi, Meetei Mayek, Odia, Oja Path, Ol

Chiki, Perso-Arabic, Prachalit, Roman,

Rong/Lepcha, Sambota, Samboti, Srijunga,

Tai/Ahom, Tamil, Tamyig/Samboti, Telugu,

Tibetan, Tolong Siki, Warangchiti, etc.


The mother tongues/languages used as MOI and/or

SOI in schools are already using about 35 types of

scripts/writing systems.

If about 300 more mother are added to the list of

mediums of instruction, they can use one of these

scripts (of related mother tongue/language).

For example, Pnar – Roman, Magahi – Devanagari,

Toda – Tamil, Khoibu – Roman, Paola – Roman,

Maring – Roman, Hajong – Assamese/Bengali,

Rajbangsi – Bengali, Tulu – Kannada, Parenga –

Odia, Angika – Devanagari, and so on.

Standardisation of writing systems for existing MTs

used as MOI/SOI and newly introduced mother

tongues would be required.


Developing mother tongues/local

languages for academic use

Glossaries of scientific and technical terms to be used

for maths and EVS would be required.

The syllabi/textbooks for these subjects would only

require certain basic mathematical and scientific terms

like angle, triangle, addition, subtraction, division,

multiplication, per cent/percentage, environment, speed,

pressure, volume, boiling point, gas, liquid, solid, etc.,

for which almost all MTs would have existing similar

terms.16 September 2020 26AKM-EFLU-SHILLONG

If not, new terms can be coined on the basis of

existing word-stock or they can be borrowed

from related languages/regional languages or

adopt modified versions of terms from

English/related languages/regional languages.

Institutions like CIIL, CSTT, SCERTs, literary

societies, etc. can collaborate to develop

scientific and technical terms.


Negative attitudes toward education

through mother tongue

Parents may want that their children learn

English or a dominant regional language, and

receive instruction in English or a dominant

regional language.

Often, these attitudes stem from the notion that

English or a dominant regional language

provides access to the larger/global community.

Parents should be reassured that there is

increased commitment to giving children access

to desired languages, and that teaching methods

and materials are changing as a result.


Availability of Teachers and

Teacher support

Teachers have to be appointed for each of the

mother tongues/languages for every school.

Teachers should be proficient in the mother

tongues/languages they would have to teach

through.

It should be assured that a teacher is not

transferred to a school where the medium of

instruction is different from the teacher‟s mother

tongue or the language he/she is proficient in.

A component of B.Ed. or D El Ed should include

language education.16 September 2020 29AKM-EFLU-SHILLONG

Cost-effectiveness

The existing research indicates that mother tongue

based education systems cost more to set up, but the

overall costs of moving to mother tongue based

approaches are not as high as might be expected.

Additional costs include expenditure towards:

standardisation of orthography; developing scientific

and technical terms in mother tongues/local languages

for academic use; developing and publishing

textbooks/teaching-learning materials; deployment of

teachers and teacher training.

Since the materials would be mainly start-up costs, the

investment will eventually be returned through

decreased dropout and repetition rates.


Thank You!

16 September 2020

‘Language is not everything in educationbut without language everything isnothing in education’. (Ekkehard Wolff, 2006)

31AKM-EFLU-SHILLONG

SUSTAINING MOTHER TONGUES AND MEDIUM OF INSTRUCTION · 2020. 9. 23. · Mother Tongue Mother tongue...

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