Early Literacy and Multilingual Education in South Asia

TARGET GROUP: PRIMARY GRADES

OBJECTIVES

·        To provide a framework and guidance for appropriate policies, approaches and strategies for teaching and learning in early literacy and multilingual education in the varied contexts of South Asian countries.

SUMMARY

Language is the primary medium for communication, thinking and understanding. Strong language and literacy skills developed in primary grades lay the best foundation for all future learning in school. Unfortunately, a very high proportion of children in South Asian countries do not develop good literacy skills in the early grades. Even fewer develop higher-order academic language proficiency that is the basis of learning from textbook content. Many of these children, who must study through the medium of a language that is unfamiliar to them, face a burden of non-comprehension and alienation. The language they know best at the time of entry to school, which is their strongest resource for learning, does not find place in the school curriculum. Sometimes, their languages and cultures are considered ‘sub-standard’ and not worthy of use in education. The teaching and learning practices of language and literacy also contribute to the low reading and learning outcomes. This study attempts to provide a framework and guidance for appropriate policies, approaches and strategies for teaching and learning in early literacy and multilingual education in the varied contexts of South Asian countries.

REFERENCE: https://www.unicef.org/rosa/media/3036/file/Early%20literacy%20and%20multilingual%20education%20in%20South%20Asia.pdf