Mother Tongue-Based Multilingual Education in Bangladesh: Lessons Learned in SHARE Education Program

Jacob, W. James

doi:10.18344/share.2016.1

Cited by 3 publications

(3 citation statements)

References 15 publications

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“…Those initiatives which have succeeded have included several key ingredients, including participatory engagement of key stakeholders and beneficiaries. IRD takes time, coordination, an enabling environment and sustained political commitment are additional key ingredients in order to achieve long-term sustainable results (Jacob, 2016; Sutin and Jacob, 2016). Those IRD initiatives which fail neglect these foundational development principles.…”

Section: Background and Overview Of Irdmentioning

confidence: 99%

Integrated rural development from a historical and global perspective

Jacob

2018

AEDS

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Purpose With roots dating back to the early twentieth century, integrated rural development (IRD) is a term that became commonplace in international development circles in the 1960s and afterwards. Based largely on a dual concept of helping to meet basic needs and improve the overall quality of life of poor people from rural and remote regions within national contexts, IRD initiatives have undergone a series of shifts in emphases, approaches and funding schemes. The purpose of this paper is to document the historical background and development of IRD initiatives over time. Design/methodology/approach The research design for this study included a series of mixed data collection methods, including case study examples of best practices, interviews and a thorough review of the formal literature, as well as an in-depth examination of alternative and multi-media literature (e.g. project reports, policy reports, government reports, working papers, newspaper articles, internet publications, etc.). Findings The findings of this paper are divided into the following sections. First, key terms of IRD are defined. Next, the background and overview of IRD is introduced including addressing how IRD is viewed as an approach to development, its historical evolution over time, some major IRD initiatives and the major development organizations engaged in promoting IRD. Third, an examination of several IRD models is introduced based on recommended methodologies, noting the sequencing of interventions important to successful IRD initiatives, select examples of IRD initiatives built on public-private partnerships, and the positive and negative outcomes and impacts from select IRD approaches. Originality/value The final section focuses on conclusions and seven key recommendations (or ingredients) outlined by the author as essential for implementing successful IRD initiatives: first, create an enabling environment that is conducive and supportive of IRD; second, establish a National Policy Framework for Integrated Development, which includes IRD; third, establish supportive policies and a legal framework that is based on the National Policy Framework; fourth, include two or more sectoral approaches in the initiative (e.g. agriculture, education, health, employment, infrastructure and industry, environment, etc.); fifth, garner participation and commitment from all stakeholders during each of the planning, implementation and evaluation stages; sixth, secure initial seed capital and funding and afterwards sustained funding streams; and seventh, conduct continual monitoring and evaluation throughout the lifespan of the entire initiative with specific adherence to the four key principles of good governance: coordination, information flow, transparency and accountability.

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Section: Background and Overview Of Irdmentioning

confidence: 99%

Integrated rural development from a historical and global perspective

Jacob

2018

AEDS

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“…Indigenous education is one of the significant ways to preserve the cultural and linguistic diversity of the world (UNESCO, 2016). Regarding the preservation of indigenous language and culture in a multicultural environment where there exists a national dominant language(s), mother tongue-based multilingual education has been increasingly considered the most optimal approach for ethnic minority people to master their mother tongues, and national and international languages (UNESCO Bangkok, 2015a;Jacob, 2016;Wisbey, 2013). Indigenous education has been conducted and studied in most multicultural situations, especially in multi-ethnic nations, such as the United States, China, Mexico, Uganda, and New Zealand (Boshier, 2015;Jacob, Liu, & Lee, 2015;O'Dowd, 2015;Ward & Braudt, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Minority Language Issues in Chinese Higher Education: Policy Reforms and Practice among the Korean and Mongol Ethnic Groups

Xiong

Jacob

2016

Front Educ China

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The purpose of this study is to compare Korean and Mongol minorities in the People's Republic of China in terms of their native language preservation and educational experiences at the higher education level, and to investigate differences and similarities between Korean and Mongol minorities' language issues. Content area experts on Chinese minority education from China, South Korea, and the United States were interviewed for this study. Findings include suggestions for helping to formulate government educational policies regarding issues related to language in Chinese minority education at the higher education level. This information is helpful to better understand and educate others in school and home settings where Chinese ethnic minority students reside. The advancement of Chinese minority education knowledge related to higher education will significantly strengthen and empower individuals, families, and communities throughout the People's Republic of China.

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“…This move promotes the right to learn in one's own language, to be included, and for linguistic diversity. Government is also increasingly remunerating closer attention to the use of MT as part of smallscale efforts to provide access to MT education in local communities (Jacob, 2016;Burton, 2013).…”

Section: Introductionmentioning

confidence: 99%

Implementation of Sinaka Mother Tongue-Based Multilingual Education in Indigenous Peoples Education Curriculum: A Qualitative Study

Berame

Mercado

Bulay

2023

Am. J. Educ. Technol.

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The practice of mother tongue in teaching kindergarten and primary levels are of great help to strengthen the foundation of early years of education in improving pupils’ basic learning skills. It is designed to implement learner-centered education from the beginning of the education ladder and this is apparent in a rising number of educational programs that utilize this approach. As such, little is known about how a national policy for MTB-MLE can be disseminated into contextualized local schools. To capture the breadth of conceptual and implementation issues, purposive sampling was used in this study to determine the teachers, tribal parents, and leader perspectives. Focus group discussion was done using transcript-based analysis to gather first-hand information. Findings derived and identiﬁed four main themes, namely (1) teachers’ unpreparedness of MTB-MLE implementation, (2) teachers’ difficulty in delivering MTB-MLE, (3) fear of Manobo Language endangerment, and (4) inadequacy of contextualized and indigenized IMs. Hence, it is commended that these issues must be addressed efficiently to shift the perspective of the teachers in using the Manobo Language in their school. The implementation needs better encouragement, support, and motivation for the teachers to embrace the challenges brought by MTB-MLE with an optimistic perspective to address certain gaps in its implementation.

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Mother Tongue-Based Multilingual Education in Bangladesh: Lessons Learned in SHARE Education Program

Cited by 3 publications

References 15 publications

Integrated rural development from a historical and global perspective

Integrated rural development from a historical and global perspective

Minority Language Issues in Chinese Higher Education: Policy Reforms and Practice among the Korean and Mongol Ethnic Groups

Implementation of Sinaka Mother Tongue-Based Multilingual Education in Indigenous Peoples Education Curriculum: A Qualitative Study

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