Mother Tongue as Bridge Language of Instruction 2011

SEAMEO-World Bank Project on Mother Tongue, Phase 2:
Enhancing Awareness and Building the Capacity of SEAMEO in Establishing
Mother Tongue-based Multilingual Education Programs in Southeast Asia

SEAMEO-World Bank Project on Mother Tongue, Phase 1:
Mother Tongue as Bridge Language of Instruction in Southeast Asian Countries: Policy, Strategies and Advocacy

SEAMEO implemented the first phase of the Project from June 2007 to July 2009 which provided opportunity to explore the ways in which Southeast Asian countries, through appropriate language policies, can achieve Education for All (EFA) by widening access, reduce repetition and drop-out, and improve learning outcomes. Through regional discussions, outputs produced included a compendium of policies and case st udies, and 10 "good functioning" models of using the mother tongue or first language as br idge language of instruction.

Please click on the links to access relevant information and project outputs.

Background Information and Reports on Phase 1 of the Project

2008 Consultative Workshop

2009 Regional Meeting on the Dissemination of Project Results and Identification of Good Functioning Models

Download publication "Mother tongue as bridge language of instruction: policies and experiences in Southeast Asia" (1.62 MB | PDF)

The 10 "good functioning" models of using the mother tongue or first language as bridge language of instruction in Southeast Asia

SEAMEO-World Bank Project on Mother Tongue, Phase 2:
Enhancing Awareness and Building the Capacity of SEAMEO in Establishing Mother Tongue-based Multilingual Education Programs in Southeast Asia

Building on the gains from the first phase of the Project, the second phase aimed at providing greater access and quality education to learners who are in difficult learning circumstances due to language barriers. This was done by equipping the SEAMEO Member Countries to provide opportunities to make full use of the learners' home language or mother tongue in teaching and learning. A SEAMEO Multilingual Education (MLE) Core Group composed of specialists and fellows from SEAMEO Member Countries, Regional Centres, and teacher training institutions was established to lead this process.

Equipping the SEAMEO MLE Fellows

One of the objectives of the Phase 2 was to train trainers on the principles and methods of developing and using curricula and teaching-learning materials for non-dominant languages. A "SEAMEO MLE Core Group" composed of MLE Fellows was instituted to serve as trainers, coordinators or focal persons of MLE-related initiatives of SEAMEO and/or specific Member Countries.

The SEAMEO MLE Core Group consists of representatives from three SEAMEO Regional Centres, namely, SEAMEO QITEP in Language, SEAMEO INNOTECH, and SEAMEO SPAFA. SEAMEO Member Countries have also nominated officials and representatives to take part in the Phase 2 of the Project and work with the SEAMEO Regional Centres as part of the SEAMEO MLE Core Group. Representatives from the Member Countries include directors or specialists in curriculum or training related to MLE from both formal and non-formal education systems; and lecturers from teacher education institutions who are specialists or have been involved in MLE initiatives. Please click to see List of SEAMEO MLE Fellows.

SIL International, UNESCO and Asia-South Pacific Association for Basic and Adult Education (ASPBAE) provided technical assistance in the implementation of the Phase 2 of the Project.

Activities Conducted

The following activities were conducted to help build the capacity and further enhance awareness of the SEAMEO MLE Core Group in establishing mother tongue-based MLE programmes and projects.

Activity
Date and Venue
Coordinator
  1. Regional Training Workshop on How to Plan, Set up, Advocate, Implement and Evaluate a Mother Tongue-based MLE Program

6-8 July 2010

West Java, Indonesia

SEAMEO QITEP in Language & SEAMEO Secretariat

Activity Report

  1. Regional Training Workshop on the Principles and Methods of Developing and Using Curricula and Teaching-Learning Materials for Non-dominant Languages

23 Aug - Sept 1, 2010

Quezon City, Philippines

SEAMEO INNOTECH

Activity Report

  1. Study Visits to Effective and Sustainable MLE Programs

18-24 September 2010 Kanchanaburi, Thailand and Yunnan, China

12-18 December 2010
Orissa, India

SEAMEO SPAFA

Activity Report 1

Activity Report 2

  1. National Training-Workshops
    1. National Training Workshop on the Development of Community-based Teaching-Learning Materials for Multilingual Education

8-10 December 2010
Cagayan de Oro City, Philippines

Department of Education, Philippines, SEAMEO INNOTECH & SEAMEO Secretariat

Activity Report 1

    1. National Training Workshop on Teaching and Learning Strategies for Multilingual Education Context

20-22 December 2010
Surin, Thailand

Ministry of Education, Thailand

Activity Report 1

    1. Strengthening the Capacity of Educators in Providing Quality Education for Ethnic Communities

28-30 December 2010, Vientiane, Lao PDR

Ministry of Education, Lao PDR & SEAMEO Secretariat

Activity Report 1

Experiences and lessons learned from the implementation of the Phase 2 of the Project were compiled in a special publication called "What, Why and How of MTB-MLE: Materials Development for Non-Dominant Languages in Southeast Asia". Please click to access the publication.

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