UN Study focus of WUNRN
Juridical Aspects
B.1.CEDAW
2.Convention on the Rights of the
Child
Factual Aspects
F.1.Right to Education
___________________________________________________________________________________________________
Mother tongue-based teaching and education for
girls
Authors: Benson, C.
(2005)
The Asia-Pacific
region is characterised by rich ethnic, cultural and linguistic diversity, and
children who have an opportunity to learn through their mother tongue or home
language have the best chance of understanding what is taught, making the
connection between the spoken and written word and participating in their own
learning. Yet, many children must struggle to learn through a foreign language
or language variety that is not their own.
This advocacy brief examines
the issues surrounding marginalisation, language and girls; explores obstacles
to girls education and strategies to address them, and looks at the benefits of
mother tongue-based teaching and education for girls. It provides examples of
how mother tongue-based learning can break down barriers to education for girls,
including:
- more girls enroll in school when they can learn in a language that is
familiar to them
- use of the home language in school increases parent participation and
influence
- teachers from the same linguistic and cultural communities as their
students are less likely to exploit female students
- girls in bilingual classes stay in school longer
- girls learn better and can demonstrate their learning in the mother tongue
- bilingual teachers treat girls more fairly in the learning process
- more women may become teachers and, thus, role models for girls.
The paper also provides some suggested strategies for bringing the home
language into schools:
- authorise oral use of the mother tongue in the classroom, especially where
it has traditionally been prohibited
- organise teacher placement so that teachers are placed in communities
whose languages they share
- use the mother tongue for preschool teaching, adult literacy, and other
nonformal education
- provide in-service training for teachers in first and second language
development
- add the study of mother tongue as a discipline to the curriculum
- work with teachers and communities to operationalise local curriculum
components of school programmes.
The paper concludes by stating that the use of the mother tongue for teaching
and learning does not in itself equalise opportunities for female learners, but
there are clear indications that it improves conditions for all learners, and
especially girls. Designing a school system that recognises the language,
culture and competence of the learner is an important step towards providing
Education for All (EFA).
Available online at:- Mother
tongue-based teaching and education for girls
Authors: Benson,
C.
(2005)
The Asia-Pacific region is characterised by rich
ethnic, cultural and linguistic diversity, and children who have an opportunity
to learn through their mother tongue or home language have the best chance of
understanding what is taught, making the connection between the spoken and
written word and participating in their own learning. Yet, many children must
struggle to learn through a foreign language or language variety that is not
their own.
This advocacy brief examines the issues surrounding
marginalisation, language and girls; explores obstacles to girls education and
strategies to address them, and looks at the benefits of mother tongue-based
teaching and education for girls. It provides examples of how mother
tongue-based learning can break down barriers to education for girls, including:
- more girls enroll in school when they can learn in a language that is
familiar to them
- use of the home language in school increases parent participation and
influence
- teachers from the same linguistic and cultural communities as their
students are less likely to exploit female students
- girls in bilingual classes stay in school longer
- girls learn better and can demonstrate their learning in the mother tongue
- bilingual teachers treat girls more fairly in the learning process
- more women may become teachers and, thus, role models for girls.
The paper also provides some suggested strategies for bringing the home
language into schools:
- authorise oral use of the mother tongue in the classroom, especially where
it has traditionally been prohibited
- organise teacher placement so that teachers are placed in communities
whose languages they share
- use the mother tongue for preschool teaching, adult literacy, and other
nonformal education
- provide in-service training for teachers in first and second language
development
- add the study of mother tongue as a discipline to the curriculum
- work with teachers and communities to operationalise local curriculum
components of school programmes.
The paper concludes by stating that the use of the mother tongue for teaching
and learning does not in itself equalise opportunities for female learners, but
there are clear indications that it improves conditions for all learners, and
especially girls. Designing a school system that recognises the language,
culture and competence of the learner is an important step towards providing
Education for All (EFA).
Available online at: http://unesdoc.unesco.org/images/0014/001420/142079e.pdf