MLE Related Projects
Implementation of MLE Projects in Indian States
Worldwide, the push for the use of the language of the child has from the start been in conflict with the desire of the parents to get their children educated in prestigious languages. India was no exception to that, with English being the most popular language, followed by Hindi and the state languages. Still, since the beginning of the century, the state governments have been developing MLE pilots with the support of NGOs and universities. Political pressure caused those projects to often remain pilots with limited scope for upscaling.
NGOs also developed some MLE programs. However, those projects were mostly informal, small-scale, and experimental, trying to test new methods. We have often seen that NGOs, institutions, and the Government need each other to make implementation happen. Below are some highlights given per state of projects which have been implemented, are currently working, plans for the future and some which have already been completed. Note that this page is partly overlapping with the “Historical Overview of MLE” page
Andhra Pradesh
Andhra Pradesh started MLE in 2003. Two thousand, three hundred schools in 8 tribal languages were covered and textbooks for Grade 1, 2, and 3 were created. Other resources included tribal language textbooks (Grade 1-5), a maths textbook (Grade 1- 5), environmental science (EVS) textbooks (Grade 4-5), children’s literature in the tribal language, a phrase book, dictionary and glossary, and a teacher’s manual. There are following new plans (by the Tribal Cultural Research and Training Mission and NGO NEG-FIRE), such as the Teacher training modules, MTB-MLE to be included in 1350 schools and six primers in six tribal languages. The languages covered were Koya, Sevara, Adivasi Oria, Jatapu, Kuvi and Konda Dora. You can read about these developments on our blog post here.
Odisha
In 2005 ,Odisha conducted Child Census in 72000 schools and found out that there were 11479 primary schools with linguistic diversities. Based on the linguistic survey, Odisha decided to adopt MLE as a programme in 2006 approved by the State Tribal Advisory Committee headed by the Chief Minister Odisha. In 2006 the state in 10 tribal languages and development of curriculum , and supporting materials. In 2007 started with 157 schools Odisha scaled up the MLE school to 1584 school from class I to class V using tribal mother tongue as a subject and as medium for teaching maths and EVS. Odia was introduced in class II and English was introduced in Class III. Mother tongue continued to be a subject from class I to Class V. Besides revitalisation of indigenous languages in school and community, the state government introduced Srujan, a multicultural education programme in view of supporting MLE programmes which helped the community school linkages.
The languages covered ten tribal languages ; these are Sanhtali, Saora, Munda, Koya, Kuvi, Kui, Kishan, Oram, Juang and Bonda. Culturally responsive curriculum in ten tribal languages was developed by the indigenous teachers with the help of SIL International and the international basic literacy approach was adopted following the meaning and comprehension and basic literacy learning. Teachers from tribal areas were trained on language attitude, language teaching approaches and methods. By 6th July 2014, the state government of Odisha introduced MLE Policy in Odisha and appointed language teachers in MLE schools to provide tribal language textbooks. In 2013, the Kalinga Institute of Social Sciences (KISS) boarding school in Odisha started a Mother-Tongue-based Multilingual Early Childhood Education Learning Laboratory with support from the Bernard van Leer Foundation. Teaching is happening in at least 10 tribal languages.
In 2015, preschool curricula (Nua Arunima books) were developed in 10 tribal languages in 12 districts. The languages included were: Juang, Kisan, Koya, Kui, Munda, Oram, Bonda, Kuvi, Santhali, and Saura. In 2022, it was announced that the program would be extended to 8 more tribal languages.
In November 2023, the Odisha Government has announced the creation of 200 more teacher posts in schools for tribal and minority students. The number of MLE teachers will then increate to a total of 300. The Odisha government has also increased the number of mother tongue languages taught in schools from 10 to 16, with the inclusion of Ho, Desia, Gadaba, Mundari, Sadri and Bhuyan.
Assam
The Government of Assam recognized the Hmar language as a medium of instruction as early as 1969. Also Garo has been part of the school system for decades. In 2006, workshops were conducted in tea gardens in the local language (Sadri). Materials were developed, but it was only in 2010 that we read about the start of a school in Sadri by the NGO PAJHRA. The program brought forth literacy materials, training of community schools, curriculum development, production of a transition primer, and also evaluation. It also established three MLE schools in two districts, Lakhimpur and Sonitpur. For the Rabha language, graded reading materials, training of teachers, development of curricula are made available by Gauhati University and SIL. The community established and conducted mother-tongue classes in four schools across Assam and Meghalaya.
The Amri Karbi Literature Committee, SIL, and the Linguistics Department of Gauhati University, and the State Resource Centre, Assam conducted workshops, which brought forth teaching learning materials, the training of community teachers, and the development of a curriculum. From 2008-2014, nine Amri Karbi villages in Assam and Meghalaya offered mother-tongue classes in informal schools. Dr. Palash Nath, in collaboration with the Singpho community, brought about mother-tongue literacy materials, the development of curriculum, and the training of teachers. In 2009, the community established an informal MT school which was extended to two more villages. In 2022, the Assam education department stated that they will seek to introduce four languages as new media of instruction: Rabha, Mising, Tiwa, and Dewri.
Jharkhand
In 2016 in Jharkhand, with support from M-TALL Akhra and UNICEF textbooks were developed in 5 tribal languages (Santhali, Mundari, Ho, Kurukh, and Kharia) and 2 regional languages (Bangla and Odia). Also picture dictionaries in 7 languages were developed for use in Anganwadi Centers (pre-school education centres) and Primary Schools. Additional resources available are bilingual word cards, story cards, MLE bridge material for class 1 to 5, and conversation materials. M-TALL Akhra (Mother-Tongue-based Active Language Learning Akhra) set up by Binay Pattanayak has undertaken 2 state-wide linguistic surveys in Jharkhand in 2012 and 2022.
In 2022, the state education department has introduced a new system of learning titled ‘Mother Tongue-Based Multilingual Education (MTB-MLE). This is a pilot project for children studying in grades 1 to 5. Languages such as Ho, Mundari, Kurukh, Santhali, and Kharia will be taught.
Chhattisgarh
In Chhattisgarh, preparations for MLE started in 2006. MLE materials in 7 tribal languages: Gondi (Kanke), Gondi (Dantewada), Halbi, Sargujiya, Kudukh, Chhattisgarhi, and Sadri are available. MLE language textbooks for Grade 3, 4, and 5 were made available in addition to a teacher’s book and alphabet books.
Rajasthan
In 2014, the Rajasthan state government, in collaboration with UNICEF, started a pilot program in 10 schools at which the children in the first grade were taught in the local language.
An MOU was signed between the Language Learning Foundation in 2018 and the Rajasthan Council of Secondary Education(RCSE) in order to develop the capacity of teachers and implement multilingual education in the government schools of the Dungarpur and Banswada districts.
In 2021, the State Department stated that they had plans to introduce an ‘Education in Mother Tongue’ programme in Primary and Pre-Primary. The curriculum in English, Hindi, and the local language and the training of teachers in the local language would be started.
Gujarat
Gujarat's Narmada District Education and Training Bhawan has decided to introduce tribal dialects in their schools in January 2024. Gujarat Educational Research and Training Council will develop modules for seventeen different dialects of the state. The Sagapara and Dediapada, the children now have a resource of 3000 words, which have a range of information which they can use for everyday interactions, read stories or read rhymes. Over 160 teachers in Dediapada and 82 in Sagabara have undergone training in the local dialects.
MLE in various National Institutions
As momentum for MLE was picking up at the beginning of the century, institutions in India also started to contribute. Universities such as Jawaharlal Nehru University (JNU), Guwahati University, and DelhI Universities hosted conferences and produced written material on MLE. Other Institutions such as UNESCO, UNICEF, National Council of Education Research and Training( NCERT)/State Council of Education Research and Training (SCERT), and the Central Institute of Indian Languages were also contributors to the cause of MLE in their own way.
In 2009, the National Multilingual Education Resource Centre (NMRC) was set up under Jawaharlal Nehru University with support of UNICEF in 2009. Prof Ajit Mohanty and Prof Minati Panda were the key resource people and coordinators. They worked on a newsletter, workshops, project support, etc. Presently this resource centre is no longer functioning.
The Language Learning Foundation is an important organisation for MLE implementation. It was established by Dr Dhir Jhingran (IAS) in 2015. They presently work with state government Education Departments in 8 states. They try to change the way foundational education is imparted by promoting early education in the mother tongue. They are the first ones to carry out language mapping of 30,000 schools in Chhattisgarh.
From the beginning of the movement, SIL International has provided informal support. Individual SIL staff provided training and consulting, speakers for conferences, instructional materials and papers, and overall support.
References:
1.Multilingual education launched - New Indian Express
2.Mother tongue learning in eight more tribal languages - New Indian Express
3.Bapui, Vanlal Tluonga. 2017. ‘Teaching of Hmar Language with Special Reference to Assam’ 6 (2).
4. Sadri school started - MLE-India Blog
5. Teaching in the tribal languages of Assam - MLE-India Blog
6.See for more details: MLE in Assam - Dec 2022, an overview compiled by Dr Palash Nath Asstt Prof, Anundoram Borooah Institute of Language, Art and Culture (ABILAC)
7.Studies in Tribal Languages in Schools of Assam Soon | Guwahati News - Times of India
8.Jharkhand: Pilot project to teach primary classes in native languages begins - Times of India
9.Lessons in mother tongue for Rajasthan schools - MLE-India Blog
10. What We Do – LLF
11. Rajasthan: Soon, local language to get a place in primary education | Jaipur News - Times of India
12. NGO NEG-FIRE website - https://www.negfire.org/