Name- Bijay Sing Sundi
Class- V
School- Hudisahi New
Primary School
Father- Raya Sundi
Mother- Janaki Sundi
Bijay
Sing Sundi reads in class V of Hudisahi New Primary School along with his two sisters. The language
teacher found the child is not able to cope up in studies with other students.
He could not read and write Odia and even could not understand the language. He
was not coming regularly to school and was found climbing trees and swimming.
Because of his disinterestedness shown towards studies, he was not performing
well. The teacher decided to talk to Bijay's father. His father explained the
poor condition of the family and how Bijay is always concerned about earning
something for the family. Because of father's pressure, Bijay started coming to
school regularly but could not develop his interest in studies. He was unable
to understand what was taught in the school and felt shy in asking the same to
his teacher. One day his father came to the language teacher and said that
Bijay is interested to come to school but he is not willing to sit in the class
because he cannot understand what you are teaching. As a result he is shy of
talking to other children in the class and with the teachers. The teacher then
realised that the real problem lies within himself. From the very next day, the
teacher devotes some extra time for Bijay and asks for his doubts and
difficulties. The teacher through innovative teaching methods and various
locally developed teaching learning materials makes him understand in Ho
language first and then translates the entire thing to Odia. The teacher
continued with the same process for quite a long time. This has helped Bijay to
a great extent. The shy nature of Bijay has evaporated and he has become quite
free about asking his doubts to the language teacher. Now, when Bijay is asked
about his aim of life, he spontaneously says he wants to be teacher.
· What
is language transition? (layman perspective)
Tribals
in India constitute a substantial chunk of the population with a distinctive
language of their own. This language is native to their region and tribal
group. It is totally different from the mainstream language and differs from
one group to the other. Therefore, in this context, language transition may be
defined as a process where an individual/child learns through his/her mother
tongue. Through this process, the child learns other languages better. For a
child, this process starts from the primary level where he/she is introduced to
the new state language through the medium of instruction in schools. For
example, people in the Kolha community speak Ho language whereas the state
language is Odia. With the help of the community or language teachers, they
learn various subjects at school and also learn to speak, read and write in
Odia. For them it is a process of language transition where the thrust is on
learning a new language to accommodate oneself with the mainstream population
along with one's own mother tongue.
· Why
language transition is important?
Primary education is basically
language education. Mother tongue plays a vital role in imparting education at
primary level. It is because of this language has been located as a major
hindrance for the increased dropout rates and higher rate of detention in
tribal areas. As the children speak a different form of language and the
teachers speaks another form, it becomes very difficult for the child to
understand what is taught in the class and what the teachers really expects of
them. Therefore, at this juncture language transition holds its importance.
Language transition is important for-
· Reducing
drop outs among the tribal children- More number of children come to school
regularly as they now can understand what is taught in the class.
· Improved
learning level- Their understanding of various subjects like mathematics, language,
environmental science improves which catalyses the learning level of the
children.
· It
contributes to the holistic (mental, physical, cognitive, social and cultural)
development of the child.
· Helps
in improving the overall literacy rate of the state and the country as a whole.
· Sikshasandhan's intervention
Sikshasandhan works in the Noto
Gram Panchayat of Kaptipada block in the Mayurbhanj district. In the area of
intervention, more than 95% of the children belong to the Kolha community
speaking Ho language. They speak in their own language when they are there at
their homes. In the government schools, medium of instruction is Odia. The text
books available are also in Odia. Government has not made any considerable
provision for implementing MLE policy in the area. MLE policy has been
implemented in only 1 school out of the 10 schools and only 1 MLE teacher is
available in that school. There is no proper transition plan from mother tongue
to odia language in these schools.
In
this context, Sikshasandhan has appointed community teachers (language
teachers) from the local community who are well-versed with their language and
culture. They are doing a language exposure mapping to have a brief background
about the exposure of the children in Odia language and according prepares
various innovative teaching learning process to facilitate the children in
learning Odia. Sikshasandhan has prepared bi-lingual picture cards, story
cards, story books, charts, alphabet charts, number charts and supplementary
reading materials which are basically collected from the community. Content has
been developed in view of the indigenous knowledge and modern science.
· Factors
required for successful language transition
Ø Appointment
of language teachers from within the community
Ø Innovative
teaching learning materials and methods
Ø Textbooks
should be prepared in their mother tongue and assessments should be done in the
same.
Ø Provision
for supplementary reading materials
Ø Trained
teachers on effective method of transition in multi-lingual and multi grade
education
Ø Effective
community involvement and participation
· State
Scenario
As
per the DISE data 2013-14, there are 6118 schools with 100% ST children and
3789 schools with 90% ST enrollment. But the MLE teachers have been appointed
in only 1514 schools, which is not sufficient.
·
Impact
Ø Attendance
has increased for the tribal children.
Ø Community
participation in the school management and academic performance increased.
Ø Improved
learning of the children
Ø Policy
level changes at the state level
