Mother Tongue Education Linguistic and Educational Rights in

Mother Tongue Education: Linguistic and Educational Rights in Nepal Bal Mukunda Bhandari Tribhuvan University Kathmandu, Nepal

Nepal C I N D I A H I N A

Country information � Location: South Asia � Area: 147, 181 sq. km � Population: 26, 494, 504 (2011 national census)(Now estimated 28 million) � Literacy: 65. 9% � Languages: 123 � Official language: Nepali, 44. 6% mother tongue speakers, others speak as L 2.

Contd… � Other major languages: Maithili 11. 6%, Bhojpuri 6%, Tharu 5. 7%, Tamang 5. 1% � English: FL dominant role in all sectors including education as there are one-third English medium schools, and in Nepali medium schools it is taught as a language subject from the beginning of schooling. � Approximately 34000 schools

Constitutional provision about language � All the mother tongues spoken in Nepal shall be the national languages (Article, 6). � The Nepali language written in Devanagari script shall be the language of official business in Nepal(Article, 7. 1). � In addition to Nepali language, a province shall select one or more national languages spoken by majority of people in that province as the language/s of official business, as provided for by the provincial law (Article 7. 2).

Right to language and culture � Each person and community shall have the right to use their language (Article, 32. 1). � Each community living in Nepal shall have the right to preserve and promote its language, script, culture, civilization and heritage (32. 3).

Right to education � Every citizen shall have the right to access to basic education(31. 1). � Every citizen shall have the right to compulsory and free basic education, and free education up to the secondary level(31. 2). � Every Nepali community shall have the right to acquire education in its mother tongue, and the right to open and run schools and educational institutions as provided for by law (31. 5).

Languages in education � Medium of Instruction(Mo. I) for school level shall be Nepali, English or both. Languages as subjects shall be taught in the same language. However, Primary education can be provided in students’ mother tongue(CDC, 2008) � Children will be provided education in their MT, and trilingual policy will be adopted in education( The three-year plan document, 2008)

Why mother tongue education? � Children feel easy to express themselves in their own language as there is no fear of mistakes. � Learning in a language which is not one’s own provides a double set of challenges, not only is there the challenge of learning a new language but also that of learning new knowledge contained in that language(UNESCO, 2003).

Forms of mother tongue education Education in mother tongue � Medium of instruction(Mo. I) � Oral use of learners’ mother tongue to teach the subject like Math, science, social studies, etc. Eg, Translation of English texts into Nepali and/or other mother tongue, and Nepali texts into local languages � In this sense MTE is in all schools.

Education of mother tongue � Teaching of mother tongue as subject-the locally dominant language as an extra subject in Nepalese schools � For this purpose, 1 -5 textbooks of 16 mother tongues prepared by the ministry of education � Textbooks of several languages have been locally produced.

Education of and through multiple languages -MLE � Use of two or more languages in the class as subjects and for instruction. � Based on the principle of ‘known to unknown’ or ‘first language first’. � Starts with children’s L 1 and moves towards regional, national and international languages. � Mother tongue based multilingual education(MT-MLE).

Contd… � MT-MLE is not simply teaching through and about more than two languages. It is ‘the use of L 1 as the primary Mo. I for the whole of primary school while L 2 is introduced as a subject of study in itself to prepare students for eventual transition to some academic subjects in L 2’ (Ball, 2010 ).

Contd… � Multilingual education provides a strong foundation in the first language (mother tongue), adding language (e. g. national) and third language(e. g. English) enabling the appropriate use of both or all languages for life-long learning. ( S. Malone, 2005 )

MLE situation � MLE schools in 63 districts in Nepal out of 75 districts. � Total MLE schools: 5587 � Languages in the Classrooms: 62 � No of students in MLE: 676080 (Flash report, 2014/15)

MLE in schools: study of a cluster in Kapilbastu � In six schools of Kapilvastu district, 20112013 in collaboration with United Mission to Nepal(MNN) and Save the children. � Tharu based MLE � Tharu, Awadhi and Nepali texts for grades 1 -3 were prepared, and launched in the six schools where majority of children speak Tharu. � Optional subject for all is Tharu.

Kapilbastu Study site

Methodology � Study of training materials � Study of textbooks � Discussion/ interview/telephonic conversation with teachers, parents, students, experts and local people

Results of the program � Improvement in teaching-learning process � Parents became positive towards MLE in general � Active participation of students in learning � Dropout rate decreased � Enhancement of students’ learning achievement � Students properly understood the teaching � High curiosity/motivation/comprehension � Listening and speaking skill are more effective than reading and writing.

Contd… � Parents and students felt ownership toward the books in their own language. � Developed creativity � Development of language skills � Helped preserve language and culture � Local participation � Increase in enrolment � Promoted enjoyable learning

Problems and challenges � Multiple languages confuse them � Students mix languages in speech and writing � Question of sustainability- donor supported program � Question of practicality as there are students of several MTs � Problem for new teachers � To learn writing systems of many languages is burden for children

Contd… � Lack of trained teachers � Fear of not getting job � Pre-primary classes are in Nepali, so children find Nepali medium easier.

Contrasting opinions � MLE ensures interaction among the students as they can use their own languages. This helps them understand each other, which is nice. If Tharu continues for upper grades, then this kind of course is better, but it stops after 2 or 3 classes, so it is useless. It is better to teach them in Nepali from the beginning- Parent

Contd… � Students enjoy speaking Tharu and Awadhi, but they want to write in Nepali –MLE teacher � It is very effective program, and it would be better if we included English – a member of MLE committee and teacher � Studying many languages (in a book) is interesting, but one language is easier students

Conclusion � Difference in reports and reality � Policy and program needed for its sustainability.

THANK YOU bhandaribm@ yahoo. com bhandaribm@gmail. com