Transcript Early lessons learned from the Solomon Islands Vernacular

A 10 year Journey towards MLE
Pilot in the Solomon Islands –
2004-2013
By Marion Luihenue
MTB-MLE National Coordinator for
Solomon Islands Pilot
Language Situation in the Solomon
Islands
• The number of individual languages listed for Solomon Islands is 75.
Of these, 71 are living and 4 are extinct. Of the living languages, 5
are institutional, 24 are developing, 26 are vigorous, 8 are in trouble,
and 8 are dying.
• Total population - 0.5 million
• Average language community size – 1000 speakers
• Scattered islands - 1,000 mountainous islands and low-lying coral
atolls
• English is the official language, but not used by majority of the
population in their daily lives
• Most children not exposed to English until reaching school
• The number of individual languages listed for Solomon Islands is 75.
Of these, 71 are living and 4 are extinct. Of the living languages, 5
are institutional, 24 are developing, 26 are vigorous, 8 are in trouble,
and 8 are dying.
THE JOURNEY TOWARDS THE
IMPLEMENTATION OF THE MTB-MLE PILIOTS
FOR SOLOMON ISLANDS BEGINS HERE: 20042006
“It does not matter how slowly you go as long as you do not stop”
― Confucius
Colonial Era to 2000
• Mission schools in local languages
• Government education in English takes over in the 50’s
and 60’s
• 1989 paper by Anga and Horoi
• Dr. Jeff Siegel, Vernacular Education in the South Pacific
2004 - 2006
• Research on the importance of MTB-MLE has reached
Solomon Islands Ministry of Education through nongovernment organisations. Eg. Literacy Association for
Solomon Islands, Solomon Islands Translation
Association Group
• The Solomon Islands Ministry of Education agrees to
fund the trialling of a vernacular pilot in the Sa’a
language. 40 reading books were produced.
2007-2009
• Formulation of a Technical Working Group to
develop the language policy for Solomon Islands
▫ Consideration of global research
▫ Development of draft policy framework
▫ Consultations with education stakeholders in
every province
▫ Completion of policy
2010-2012
POLICY STATEMENT AND GUIDELINES
FOR THE USE OF VERNACULAR
LANGUAGES AND ENGLISH IN EDUCATION
IN SOLOMON ISLANDS
was approved by the Solomon Islands
government in November 2010
The most Significant parts of the Solomon
Islands Language Policy
• Follows a late exit/maintenance model of MLE
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MT is initial language of instruction and of literacy
English is introduced in Gr. 1 and fluency built in Gr. 2
English literacy introduced in Gr. 3
Staged bridging of MT to English in Gr. 4 and 5
Maintenance of a MT language arts class through Gr. 9
• Clear guidelines on how to implement the pilot
as a whole
• Identifying relevant schools and languages to
begin with
The Structure of Solomon Islands
Pilot in MTB-MLE
Languages: Sa’a & Arosi
Total Number of Schools: 8 Schools
Total number of teachers: 8 teachers per year
Timeline: 7 years
Curriculum
Quality
control
Officer
8
teachers
Int’l TA & National MTB
MLE Pilot Coordinator
(collaboration with
Sub-Committee)
2 Local
Coordinators
for 2
vernaculars
Primary
Education
Officer &
ECE
education
officer
Reasons for Choosing Sa’a and
Arosi Languages for Pilot
• Basic linguistic research done, orthographies
established
• Written materials for schools written in both
languages such as story books, cultural calendar
and teaching and learning materials have been
developed and trialled
• Both areas have some positive experience with
vernacular education
• Strong community support
The Progress of Solomon Islands
Pilot Since 2012- Current
• Attending MTB-MLE in Bangkok in March 2012
was a good start for Solomon Islands Pilot
• The process of recruiting the Language
Technical Adviser has completed and now
currently working with the National Coordinator
of MTB-MLE
• The process of recruiting the two Local
Coordinators for Sa’a and Arosi languages has
been done and they are now working with us
Continue…
• 40 Themes were developed in Arosi and more
than 120 reading books were developed for
Preparatory
• Around that same number of themes and
reading books with pictures for Preparatory
Class were developed for Sa’a
• Draft Prep Curriculum is complete with further
consultation ongoing
Who is involve in what at the school level?
• Primary school principals involved in story
writing process and advocacy for MTB-MLE for
parents
• Teachers of Prep & Year 1 in writing stories and
advocacy to parents
• Artists from the local communities of the target
areas involved in picture illustrations of the story
books
Continue……
• Local translators of the local language areas were very
useful in editing the stories
• Local coordinators who have crucial roles in ensuring
that the teachers are doing the right thing and send the
stories back to the MTB-MLE National Coordinator for
printing of books at the Ministry of Education
• MTB-MLE Project Technical Adviser from SI Translation
Association Group (SITAG)
Story Writing Workshop Actions
Continue….
Important Leaders of the Workshop
Education
Authority
Officer
Local
Translator
Local
Coordinator
Technical
Adviser of the
Solomon
Islands MTBMLE Pilot with
the Artist
Challenges
• Inconsistency of weather patterns
• Inconsistency of shipping schedules to rural
areas
• Lack of human capacity at MEHRD for shared
responsibilities
Way forward for next year
• Prep curriculum and teachers’ manuals to be
completed by the end of the year
• Teacher training workshops for both languages
will be done in December 2013
• Implementation of the vernacular prep
curriculum is to begin next year (January)
Continue…
• Material production for Year 1 will begin
• Year 1 and year 2 teachers are going to be
heavily involved in developing Year 1 curriculum
and materials
• Year 1 curriculum is to be completed
• Teachers manual for Year one to be completed
Continue…
• Workshops for teachers on teachers manual
• Monitoring and evaluation of the prep
programme
Conclusion!!!
• “All great achievements need time”
Maya Agelou
Solomon Islands MTB-MLE Pilot is not exceptional and one day we’ll be
successfully up there in the world of MTB-MLE for all.