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

机译:孟加拉国基于母语的多语言教育:SHARE教育计划中的经验教训

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摘要

There is a growing body of evidence from the literature that mother tongue-based multilingual education (MTB-MLE) is the most optimal approach for young people who do not use national or international languages at home and/or local communities. In this monography, MTB-MLE is defined as classroom instruction that begins in children’s mother tongue and then gradually shifts toward national and/or international language(s) as the children advance through primary education. MTB-MLE focuses on helping children to gain a solid literacy foundation in their native language first, which enables them to better learn additional languages afterwards. MTB-MLE encourages the eventual transition to and use of national and/or international languages, but only after a solid literacy foundation is established in children’s native language. The author also outlines an Optimal MTB-MLE Framework, which identifies a combination of necessary elements that provide an enabling environment for sustained success. These elements include (1) a guiding policy framework coordinated by the government and adhered to by all pre-primary and primary education providers (public and private); (2) a strategic plan based upon the policy framework; (3) ensuring that schools are places of safety; (4) ensuring that language learning is stigma free; (5) strong advocacy at all levels from the government, media, and other stakeholders; and (6) sustained funding for quality teachers, curriculum materials, and adequate school infrastructure for the delivery of education. Once an enabling framework is established, there are four key areas that help ensure optimal MTB-MLE delivery: (1) widespread support from the government, families, local communities, and development partners; (2) qualified teachers; (3) MTB-MLE delivery efforts should be needs based and student centered; and (4) an outcomes-based curriculum. The final section analyzes MTB-MLE efforts in Bangladesh, with case study overviews of three SHARE Education Program MTB-MLE Projects, and because of its prominent influence in Bangladesh and its pioneering role in MTB-MLE, the education for indigenous children (EIC) initiatives of BRAC is also included in this analysis.
机译:文献中越来越多的证据表明,对于在国内和/或当地社区不使用国家或国际语言的年轻人而言,基于母语的多语言教育(MTB-MLE)是最理想的方法。在本专题中,MTB-MLE被定义为课堂教学,从儿童的母语开始,然后随着儿童接受初等教育的发展逐渐转向本国和/或国际语言。 MTB-MLE致力于首先帮助儿童以其母语获得扎实的识字基础,从而使他们以后能够更好地学习其他语言。 MTB-MLE鼓励最终过渡和使用本国和/或国际语言,但前提是必须以儿童的母语建立扎实的扫盲基础。作者还概述了最佳MTB-MLE框架,该框架确定了必要要素的组合,这些要素为持续成功提供了有利的环境。这些要素包括:(1)由政府协调并得到所有学前和初等教育提供者(公立和私立)遵循的指导政策框架; (2)基于政策框架的战略计划; (3)确保学校是安全的地方; (4)确保语言学习没有污名化; (5)各级政府,媒体和其他利益相关者的大力宣传; (6)持续为优质教师,课程材料和充足的学校基础设施提供资金,以提供教育。一旦建立了扶持性框架,将有四个关键领域可帮助确保最佳的MTB-MLE交付:(1)来自政府,家庭,当地社区和发展伙伴的广泛支持; (2)合格的教师; (3)MTB-MLE的交付工作应以需求为基础,以学生为中心; (4)基于结果的课程。最后一部分分析了孟加拉国的MTB-MLE工作,并结合三个SHARE教育计划MTB-MLE项目进行了案例研究概述,并且由于其在孟加拉国的显着影响及其在MTB-MLE中的开拓性作用,土著儿童教育(EIC)该分析还包括BRAC的计划。

著录项

  • 作者

    Jacob W. James;

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  • 年度 2016
  • 总页数
  • 原文格式 PDF
  • 正文语种 en
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