Multilingual Education and India

There is lots of information shared about the prevention of the spread of viruses these days. In terms of vulnerability we usually talk about medical vulnerability. But how about information vulnerability? There are several groups of people that fall into that category. How about those who do not understand the major languages through which the information of the governments and health organizations is distributed? How about kids who have difficulty to make sense out of the adult talks? Sniffles  is a cute kids' book published by Pratham with an appealing story about a girl with a cold who accidentally got her friends sniffing and sneezing. At the end it gives some simple explanation on how the spread of a virus happens and can be prevented. A relevant topic for today! The book has been put on  Storyweaver  and  Bloom , so that it can easily be translated in any other language.  It is already available in Sadri (Devanagri), Kolami, Bengali, Tamil, Marathi, Kannada, Englis

Learning in English and mother tongue are not mutually exclusive   Kieran Cooke from the Universal Learning Solutions , claims that if a synthetic phonics approach for literacy is taken governments do not need to choose between the mother tongue and e.g. English but can do both simultaniously. The article on the World Education Blog   describes a Synthetic phonetic approach to reading as : "This approach teaches pupils letter sounds (for example, mmm not em, sss not es) and how to blend those sounds together to read words (so d-o-g makes ʻdogʼ). At the same time they learn how to write words by segmenting a word into its sounds, and then forming letters for those sounds." It then gives some examples from Africa which proof that also for non Mothertingue English children this approach gives better results than conventional methods. There is also a reference to India: "One study using this approach with Kannada-speaking children in India shows