1. Mother tongue based Multilingual Early Childhood Education & Development SANDHYA PARANJPE

2. The Challenge Accessibility of all children to quality preschool education & ECD - Not all children entering primary schools have had preschool exposure. Lack of awareness about ECE&D amongst parents and others. Lack of quality preschool education to those who do have the exposure. Less priority to ECE as compare to other components of ICDS. Most children entering primary schools have less or no exposure to the school language. Parental desire for English teaching in schools. L1 not known by many teachers (tribal areas). Less Budget allocation for ECE.

3. Key Issues No.1: Will use of the mother tongue hinder children’s learning of other languages? No.2: Should the Home language (L1) be used in school? No.3: How can the system effect smooth transaction from Pre to Primary schools? No.4: What should schools- teachers at the Primary level do to promote MLE? No 5: What kind of teaching is required in language classrooms? No 6: What kind of Teacher Professional Development will facilitate MLE?

4. No 1: Will use of the mother tongue hinder childrens’ learning of other languages? -NO Many researches indicate that :  When children are taught in their mother tongue (L1) it does not affect their ability to learn a second or additional languages.  Children who are taught in their mother tongue (L1) and then later in another language(L 2) outperform those taught to read exclusively inL2. (Thomas & Collier 1997)

5. No 2 : Should the Home language (L1) be used in school?- YES WHY? - The advantages are that it :  Enables the child to express herself/himself easily as there is no fear of making mistakes.  Encourages the child to participate actively in the teaching-learning process, as she/he understands what is being told and asked of them.  Promotes the use of L1 to construct, articulate and explain their ideas, thoughts and feelings.  Helps in adding on new concepts to what they already know more easily.

6. No 3: How can the system effect smooth Transaction from Pre primary to Primary schools  Establishing linkages with anganwadies & ECE centres.  Defining and implementing appropriate curricula.  Developing committed and motivated teachers(training, follow up & academic support)  Addressing teacher beliefs to create meaningful learning spaces for Language and Literacy Instruction.  Creating a safe, secure, child-friendly environment in all schools.  Providing appropriate teaching -learning materials.  Harnessing technology and its effective use for ensuring childrens’ learning.  Strengthening monitoring & management system.

7. No 4: What should schools- teachers at the Primary level do to promote MLE?  Create an enabling environment (print rich).  Utilize classroom instruction time meaningfully.  Providing appropriate teaching materials and children’s literature  T-L to be child – centered (needs, style, background and learning level) participatory and activity based.  Building on L1 proficiency in primary to provide a strong base for teaching – learning of other languages.  Connect home and school literacies and practices.  Language and literacy skills to be taught simultaneously rather than sequentially.  Assessment for learning and not only of learning.

8. No 5: WHAT KIND OF TEACHING IS REQUIRED IN LANGUAGE CLASSROOMS? The Child Exposing the child to the meaningful use of L 2/L3 in their daily lives Building on each child’s home background &knowledge. Using Translanguaging as a learning technique. Giving more weight to verbal communication & frequency of exposure over length. From day one working on listening, speaking, reading, writing skills. Mother tongue dev. to the level of cognitive academic language proficiency Spiralling up the language through extended units with topic or projects. ENABLING LANGUAGE ENVIRONMENT APPROPRIATE TLM HOME – SCHOOL CONNECT ACADEMIC SUPPORT TO TEACHERS

9. No 6: What kind of Teacher Professional Development? - CPD that promotes /inculcates:  Value and respect for each child and her/his cultural background and language.  Learning that is meaningful and relevant to the child’s daily life and environment.  Incorporating interactive teaching-learning strategies.  Practicing a participatory child centered, inclusive T-L approach. Ensure that lessons and teaching are tailored to different learning styles.  Sharpening teachers’ own skills to diagnose a student’s needs and looking beyond her/his own perspective.  Strong language base and teaching strategies for MLE promotion. CPD plan to explore and use all modes optimally face-to face, online distance, mixed. DEVELOPMENT OF POSITIVE TEACHERS’ ATTITUDES & BELIEFS.

10. D- Schools& Teachers A - Anganwadis B – SCERT/DIETs C- BRC/ CRC Monitoring and Follow Up The Way Forward I- A Systemic Approach Stage 2: Quality CPD ( Pre & Inservice ) Material Development Stage 1: Involvement of Policy & Decision makers – MHRD, State Govts,SCERT, SSA Office. Academic Support & Follow Up P Parents& SMCs Stage 3 – Classroom Transaction Policies Enabling Environment Teaching strategies Teachers’ Beliefs & Attitudes

11. Mother Tongue (L1) dev. to the level of cognitive academic language proficiency Position Parents & families as First teachers. Involve the local community & SMCs. Provision of Quality CPD in different modes to teachers & teacher Educators Establishing practical monitoring & follow up mechanisms Providing academic support & mentoring to teachers. Promoting sustained political commitment to Mother tongue based language teaching. Awareness campaigns on imp. of Mother tongue THE WAY FORWARD- II

12. THANKS TO ALL