3. Mother Tongue-based Multilingual Education: An Indian Perspective. A Conversation with Ajit Mohanty

2016 ◽  
pp. 86-103
Keyword(s):  
Mother Tongue ◽  
Multilingual Education ◽  
Indian Perspective

The MLE Teacher: An Agent of Change or a Cog in the Wheel?

2014 ◽  
Vol 43 (2) ◽  
pp. 195-207
Author(s):  
Urmishree Bedamatta
Keyword(s):  
Elementary Education ◽  
First Generation ◽  
Mother Tongue ◽  
Local Level ◽  
Specific Knowledge ◽  
Eastern State ◽  
Multilingual Education ◽  
The Government ◽  
Agent Of Change

This article examines the role of the multilingual education (MLE) teacher in the mother tongue-based MLE program for the Juangas, a tribe in Odisha, an eastern state of India, and is part of a broader study of the MLE program in the state. For the specific purpose of this article, I have adopted Welmond's (2002) three-step process: identifying culture-specific knowledge about the role of a teacher; examining the state's education objectives that influence teachers’ behaviour and experiences; and focusing on the behaviour and experience of teachers at the local level. These three steps constantly merged into one another during the examination of the subject under discussion. The paper recognises that the MLE teachers are not only first-generation teachers, but also first-generation practitioners of MLE, and therefore need to be resourceful and experimental in their classroom practices. However, given the national imperative to achieve universal elementary education by 2015, within the para-teacher framework adopted by the Government of India, the MLE teacher seems to be just a means to an end.

scholarly journals Mother Tongue based Multilingual Education (MT- MLE): Teachers' Language Ideologies

2018 ◽  
Vol 5 ◽  
pp. 28-40
Author(s):  
Jnanu Raj Paudel
Keyword(s):  
English Language ◽  
Language Ideologies ◽  
Mother Tongue ◽  
Language Teachers ◽  
Strong Belief ◽  
Multilingual Education ◽  
Depth Interview ◽  
English Language Teachers ◽  
Language Promotion

 Mother Tongue based Multilingual Education (MT- MLE) is a form of multilingual education built on the learners' mother tongue. This article explores the teachers' ideology on the policy (as policy appropriator). The ideologies of the language teachers have been drawn from the interpretive perspectives where the reality is judged based on the experiences of the research and the researched. The participants in this study covered five English language teachers who have been working in the area of multilingualism. The in-depth interview with them supplied the data for arriving into the results and conclusions. Finally, the teachers unraveled their strong belief on the use of MLE for language promotion and protection of indigenous knowledge.Journal of NELTA Surkhet Vol. 5 January, 2018, Page: 28-40

The English-Only Myth

2013 ◽  
Vol 37 (3) ◽  
pp. 271-279 ◽  
Author(s):  
A. Giridhar Rao
Keyword(s):  
Private Schools ◽  
Education System ◽  
Social Inequalities ◽  
Mother Tongue ◽  
Government Schools ◽  
English Only ◽  
Multilingual Education ◽  
Medium Education ◽  
Education In India ◽  
Better Than

The first section of this overview starts by briefly sketching the state of the school education system in India. We then note that English-medium private schools are often not much better than government schools (whether English-medium or not). The second section argues that English-medium education in India must be seen in the larger context of a mother-tongue-medium education. English-medium-only education in India gives poor educational results, and it increases social inequalities. The way forward lies in a mother-tongue-based multilingual education that includes English.

scholarly journals REVISITING STAKEHOLDERS’ ATTITUDE TOWARDS MTB-MLE AND ELT

2020 ◽  
pp. 81-91
Author(s):  
Nimfa G. Dimaculangan ◽  
Marie Ann Gonzales
Keyword(s):  
English Language ◽  
Positive Impact ◽  
Mother Tongue ◽  
Language Teaching ◽  
English Language Teaching ◽  
Language Program ◽  
Global Competitiveness ◽  
Multilingual Education ◽  
Grade 3 ◽  
Global Language

A number of studies on the Filipinos’ attitude towards the Philippine official languages and on code-switching have been done; nonetheless, very few studies on attitude towards the Mother Tongue Based Multilingual Education (MTB-MLE) language program after its implementation in 2013 have been conducted. This paper presents selected stakeholder participants’ attitude towards the language program in relation to English language teaching (ELT) and learning after about seven years of its implementation, and now that it may be suspended through House Bill No. 6125 or the Act Suspending the Implementation of the Use of Mother Tongue as the Medium of Instruction for Kindergarten to Grade 3 as suggested by a prestigious national linguistic organization[13]. The writer’s self-designed attitude questions which were patterned after the language attitude questions [21] were used to gather data through interview. Analysis revealed that four out of six participants had a positive attitude towards MTB-MLE; two were undecided about their perception and attitude; however, three among the six did not fully understand the program. The participants supported ELT and acknowledged the role of English as the global language; nonetheless, they were uncertain as to whether or not MTB-MLE would have a positive impact on ELT and on global competitiveness. KEYWORDS: Attitude, Bilingualism, English proficiency, English Language Teaching (ELT), Language of Instruction (LOI), Mother Tongue Based-Multilingual Education MTB-MLE), Multilingualism.

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