College of Education

Eng 102 – Language Programs and Policies in Multilingual Society

1st Semester – 2024-2025

UNESCO GUIDELINES ON LANGUAGE EDUCATION

REPORTERS

Bellosillo, Ryan Andrei B. Biaco Hannah Vallejo, Gelo

BSED ENGLISH 1A BSED ENGLISH 1A BSED ENGLISH 1A

Daliva Reyna Jane Lacson, Hazel Ann

BSED ENGLISH 1A BSED ENGLISH 1-A

Dr. Emmanuel D. Dayalo

Course Facilitator
PRELIMINARY ACTIVITY

I. Arrange the letters to form the correct words related to the guideline on language
education.

1. ORTMHE UTNOGE
2. NEOUSC
3. TIMUL-INLUAGL
4. UIDEGENLIS
5. UANLAGGE
6. UPOLATPNIO
7. UCEDNAOIT
8. YLIOPC
9. ECTINHGA
10. GRTASETSIE

II. Think of a phrase/sentence from your mother tongue and translate it in English.
Write it inside the table.

Phrases or sentences from your Mother Translation in English

Tongue
1) 1)

2) 2)

3) 3)

4) 4)

5) 5)

6) 6)

7) 7)

8) 8)

9) 9)

10) 10)
 UNESCO GUIDELINES ON LANGUAGE EDUCATION

Language of Instructions

UNESCO's three basic principles on education and language

● UNESCO promotes mother language instruction as a way to raise the level of quality
of education by enhancing the expertise and experience of both instructors and
students.
● UNESCO encourages bilingual and multilingual education at all educational levels.

● UNESCO also advocates for language as a crucial element of inter-cultural education

to foster understanding among diverse populations and guarantee respect to
fundamental rights.

Despite the progression of most countries in the world, many encounter hurdles when
it comes to choosing an appropriate language instruction. For the reason that most students,
as well as linguistic groups have no exposure to the official language. However, Mother
Tongue-Based (MTB) education has been proven by researchers to bring efficient learning
results, importantly when it is supported by the government and enough financial resources
are available with sufficient and excellent learning materials. Furthermore, Mother Tongue-
Based Multilingual Education (MBT-MLE) possessed at least two different languages. The
availability of language teaching and practices provide help to student in order to attain a
higher quality of education. Therefore allows occupations and proper social movements.

PROMISING POLICY OPTIONS

Strategies to set a favorable context

It is crucial for political figures at both national and local levels to agree on and
validate the need for implementing language instruction strategies. The national ministry
must recognize and endorse the languages used for teaching nationwide. For example, in
Latin America, with its diverse array of over 500 indigenous languages, several governments
have adopted multilingual teaching methods (Cortina, 2014, as cited by IIEP-UNESCO,
2018). Proper identification of languages is vital for pedagogical effectiveness, particularly
for languages without written forms. It is important to secure comprehensive documentation,
review orthography and grammar, and develop vocabulary for unfamiliar subjects.
Establishing communication with communities regarding Mother Tongue Based Multilingual
Education (MTB-MLE) and involving them in program management is essential for creating
culturally relevant curricula. MTB-MLE also boosts parental involvement, which greatly
supports children's learning.

Finally, investing in early childhood

education (ECE) in the mother-tongue is crucial
for preparing children for primary school. ECE
in the mother-tongue is a cost-effective strategy
that empowers marginalized students and
significantly improves learning outcomes and
literacy. (Plan International, 2017; Cummins,
2000, as cited in Akyeampong, 2022). For example, a study in Ghana found that early mother
tongue instruction enhanced marginalized children’s literacy and their ability to maintain
learning gains in multilingual settings despite initial challenges (Carter et al. 2022a, as cited
in Akyeampong, 2022: 93).

Strategies concerning teachers and teaching materials

It is crucial to train educators to teach in multiple languages. Both pre-service and in-
service teacher training programs should be designed to support mother tongue-based
multilingual education (MTB-MLE) programs effectively. For instance, the Consolidated
Strategy of Nepal 2014 established teacher training programs in 22 local languages.
Educators should also gain knowledge about local culture, beliefs, and traditions in addition
to learning the local language.

Ensure there are adequate placements

for teachers fluent in local languages. The
Consolidated Strategy of Nepal 2014, for
example, includes affirmative action policies
to Recruit teachers who speak local
languages, particularly for early primary
education. If there is a lack of qualified local
language teachers, consider employing
community teacher assistants who speak the
local languages.

Additionally, create teaching and learning materials that are adapted to the language,
context, and pedagogical needs. Textbooks, dictionaries, and other educational resources
should be produced in a decentralized manner, with contributions from national authorities.

Strategies to ensure an effective MTB-MLE policy implementation

Establish classroom observation systems to help national, local, and school

stakeholders pinpoint and address challenges in implementing language instruction policies
and ensure their effective application in classrooms (see the Policy page on Classroom
Practices Supervision for general information). Diagnostic and formative assessments allow
teachers to identify issues children face after transitioning to a second language. For example,
in Allahabad, Uttar Pradesh, Grade 1-3 teachers used literacy assessments in a collaborative
research program, recognizing students' knowledge in their community language. The study
found that valuing children’s home language helped teachers use their existing knowledge to
boost vocabulary in the school language and raise awareness of language context differences
(IIEP-UNESCO, 2018: 129). Supporting teachers in mastering classroom-based assessments
through pre-service and in-service training is crucial for addressing students' language needs.

OTHER POLICY OPTIONS

Type of transition system between languages of teaching

 It is very important to determine which model to choose so that the pupils learn
effectively their language before learning another one. The models that seem to be the most
appropriate are the ones in favor of a gradual transition from one language to another,
promoting the mother tongue. Some of them are:

● Subtractive model: transition from teaching in the learners’ main language to the
second main language in the early years of education.
● Early-exit transitional model: transition in the language of instruction from the
mother tongue to the second language during the fourth year of basic education.
● Two-way bilingual education: in the same classroom, two groups of pupils with
their own mother tongues.
● Medium-exit transitional model: transition in the language of instruction from the
mother tongue to the second language during the sixth year of basic education.
● Late exit / very late-exit transitional model: after at least eight years of teaching in
the mother tongue, lessons can be taught in another language since pupils have had
lessons in this second language before.
● Additive model: six to eight years with the mother tongue as the first language in
addition to a good provision of another language. This can be followed by bilingual
education.
● Mother tongue medium education: The mother tongue is the language in which
lessons are taught, but there is still a good provision of another language.

MTB multi-grade teaching

In cases where different languages are spoken in the same classroom, MTB multi-
grade can be an option, however, it implies investing more in teaching and learning materials.

POLICY OPTIONS FOR IMPROVING EQUITY AND INCLUSION

Develop a gender-responsive, non-violent and non-abusive language

In order to support gender mainstreaming in the national education system, special

attention must be placed on the way in which relevant stakeholders –most importantly
teachers and students– speak. Incorrect language not only reinforces gender differences and
inequalities but also leads to inhibiting the pupil's learning process (e.g. language used in the
classroom which reflects boys’ superiority) (FAWE, 2006).

The use of inclusive and gender-responsive language inside the classroom and
throughout the national education system will not only tackle the issue expressed above but
also enhance student’s learning experience and educational outcomes (FAWE, 2006). The
following strategies can be implemented:

● Provide training in gender-responsive

language. Help teachers and all
relevant stakeholders in the education
system to recognize the importance of
gender-responsive language and how
to employ it. Teachers, school staff,
students, decision-makers, and
 planners must reflect on their own gender biases: becoming conscious of their own
gender-biased beliefs (e.g. that girls cannot perform as well as boys) is essential in
order to tackle them down (FAWE, 2006).
● Re-examine the language used throughout the education system to ensure that it is
gender-responsive. Employ the use of gender-neutral words and pronouns in school
for more inclusive communication. Although this will largely depend on the language
being used, in English, some words are gender-neutral and thus more inclusive than
others, for example, employing the word “humankind” instead of “mankind”. By
employing gender-neutral words and pronouns and moving away from the binary
culture, students from the LGBTQI community will also feel included. Eliminate
gender-insulting language from the school: ban the use by students and adults (e.g.
“girls are so bad at math”).
● Gaining support from the school staff to employ gender-responsive language is
essential. Changing one’s own beliefs and language is difficult and will take time.
The process must be very supportive and non-judgmental. Teachers, school staff, and
students should help each other recognize when they are not employing gender-
responsive language.

Strategies for policy implementation

Set up a classroom observation system to ensure that gender-responsive language is

being employed inside the classrooms by teachers and students.

POLICY FOR CHILDREN WITH DISABILITIES

Promising policy options

Strategies to set a favorable context

Political commitment and support at both national and local levels are essential.
Children with disabilities should be educated in their native languages (WHO, 2011). It is
important to recognize various languages, modes, and means of communication used by
children with disabilities as official languages at the national level. For instance, Kenya’s
constitution acknowledges Kenya Sign Language and Braille as important languages, while
Ecuador implements a bilingual education model for students with hearing impairments, with
sign language as the primary language and Spanish as the secondary language for reading and
writing (UNESCO, 2018). The entire education system should use inclusive language.

Engage students, parents, and the community by teaching parents and, if possible, all
students the relevant languages, modes, and means of communication used by children with
disabilities in the classroom. For example, a Red Cross-run community preschool in Tonga
trained all students in sign language to facilitate communication with deaf children.

Investing in early childhood education

(ECE) in the mother tongue enhances children's
readiness for primary school. Early development
is crucial for children with disabilities, and
teaching appropriate languages, modes, and
means of communication from an early age is
vital for their future academic and social growth.
Strategies concerning teachers and teaching materials
Teacher training programs should include instruction on alternative communication
modes, means, and formats to effectively support children with disabilities. These programs
should also cover disability awareness and promote the use of inclusive language throughout
the education system. Teachers and stakeholders need to be aware of their own biases and
eliminate negative language towards individuals with disabilities.

Teacher recruitment should prioritize hiring teachers with disabilities who are
qualified in sign language and braille, and ensure adequate staffing at all education levels. If
there is a shortage of teachers who speak local languages or sign language, consider
employing teacher assistants, Community-Based Rehabilitation (CBR) workers, or staff from
relevant organizations.

Accessible educational materials, such as specialized software, speech-generating

devices, screen readers, large print resources, hearing aids, and communication boards,
should be provided to make the education system inclusive. For children with intellectual
impairments, the language used in school should be clear and simple. Additionally, offer
speech, language, and auditory training to help children with disabilities communicate
effectively in the relevant languages or communication method.

POLICIES FOR DISPLACED POPULATION

Promising policy options

Mother Tongue-Based (MTB) education for displaced populations

Political commitment and resources are crucial for providing mother tongue
instruction, particularly in the early years, to displaced populations (UNESCO, 2019;
Moumné and Sakai, 2017). Research shows that mother tongue education can enhance
cognitive development and second language literacy (Benson and Kosonen, 2013; Dolson
and Mayer, 1992; Bühmann and Trudell, 2008; IDRC, 1997; Ball, 2011 as cited in Cerna,
2019: 28).

In response, several countries have

implemented mother tongue-based (MTB)
education in early stages. For example, Sweden
offers mother tongue instruction to students who
meet specific criteria, such as daily use of the
language at home and prior knowledge (Cerna,
2019). Uganda’s Education Response Plan for
Refugees and Host Communities emphasizes the
importance of using children’s mother tongues
(UNESCO, 2019). Similarly, Ethiopia extends mother tongue-based education to refugee
settings for early grades, supported by community members who speak the relevant
languages becoming teachers (IIEP-UNESCO, UNICEF, and Education Development Trust,
2020).

However, implementing MTB education can be challenging, especially with

numerous linguistic groups. This policy has significant implications for teacher recruitment
and training, which need careful examination (IIEP-UNESCO, UNICEF, and Education
Development Trust, 2020). When proficient teachers are unavailable, creative solutions, such
as partnerships with digital platforms for mother tongue tutoring, can be explored. For
instance, Swedish municipalities have collaborated with digital platforms to offer mother
tongue tutoring to students in need (Cerna, 2019).

Intensive training in host community’s language

Research indicates that mother tongue instruction is crucial for ensuring quality
education and student success. However, it is equally important to prioritize helping
displaced populations learn the host community’s language to facilitate their integration and
inclusion in mainstream settings (UNESCO, 2018a; UNESCO, 2018b; Moumné and Sakai,
2017). This can be achieved through accelerated, intensive second language programs, with
ongoing support throughout their educational journey.

Language acquisition programs should be quickly implemented upon arrival, with

their duration and goals varying widely. Some programs may last several years, while others
aim for rapid language acquisition to enable access to mainstream education, followed by
tailored support once in school (Cerna, 2019). Selecting the appropriate language acquisition
program depends on the context, but it is important to consider research suggesting that
prolonged programs might push refugees out of the education system (UNESCO, 2018b: 67).
Additionally, these programs often overlook essential non-verbal communication skills,
which are learned through interaction with the host community and are vital for integrating
displaced populations into local schools (Dryden-Peterson et al., 2018: 14).

Various language acquisition programs have been developed to support displaced

populations. For instance, Germany offers different models of "Willkommensklasse"
(Welcome Class) tailored to specific needs. Some schools have separate Welcome Classes
taught entirely in German, while others integrate new immigrants into regular classes and
provide additional German language support (Cerna, 2019: 38). Australia's "English as an
Additional Language or Dialect" (EALD) program, provided by schools or Intensive English
Language Centres, lasts 12 months and supports students' transition to mainstream schools
with the help of teachers and Multicultural Education Aides (Cerna, 2019). Norway offers a
full-time, 12-month course starting within three months of settlement (UNESCO, 2018a: 18).
Rwanda, with international support, has a six-month course that includes English lessons to
help Burundian refugees enter public schools (UNESCO, 2018b). Turkey's large-scale
European Commission project supports Syrian refugees in learning Turkish through intensive
programs (3RP, 2016a as cited in Global Education Monitoring Report Team and UNHCR,
2016). Other countries, such as Armenia, Bulgaria, Georgia, Malta, Spain, Sweden, Poland,
and Portugal, have also implemented language classes for displaced populations (UNESCO,
2018a).

Language programs must be adaptable, culturally sensitive, and well-resourced

(UNESCO, 2018b: 189). It is important to evaluate each context to select the appropriate
accelerated learning programs and determine their focus on language versus subject
acquisition, as well as how quickly they facilitate students' integration into mainstream
classes. Initial language programs should be complemented by ongoing support within
regular settings. Additionally, involving displaced populations in the development of these
programs ensures that their specific needs are addressed. For example, in Scotland, 700
refugees and asylum seekers were consulted during the design of language and literacy
courses, which informed program adaptations (UNESCO, 2018a).
 Moreover, intensive language training should also be provided to parents and
guardians, supported by NGOs and civil society organizations, to help them interact with
schools, participate in school life, and integrate into the host community (UNESCO, 2019:
50).

Mother Tongue-Based Multilingual education (MTB-MLE) for displaced populations

When resources permit, mainstream classes should support both host language
acquisition and mother tongue development (Cerna, 2019). For instance, in Malmö, Sweden,
introductory preschool classes for displaced children with limited or no Swedish proficiency
aim to strengthen both their Swedish language skills and their mother tongues (UNESCO,
2019: 35). Research indicates that displaced individuals' sense of belonging in national
schools is closely linked to their ability to maintain their native languages while also learning
the host country’s language.

This dual-language proficiency helps them communicate with teachers and peers,
navigate the new educational system, and maintain family connections, all of which are
crucial for their learning and integration (Dryden-Peterson et al., 2018: 14). To provide
quality educational opportunities, the education system, particularly schools, must adopt
effective strategies for multilingualism and intercultural education.

Strategies concerning teachers and teaching materials

To offer quality learning opportunities to displaced populations, it is crucial to

establish policies for teacher recruitment and the development of teaching materials.
Recruitment efforts should focus on increasing the number of teachers proficient in the
languages of displaced populations. Refugees with teaching experience from their home
countries represent a valuable resource, and policies should facilitate their integration into the
teaching workforce. For example, Chad’s Ministry of Education has implemented a two-year
certification program for Sudanese teachers to help them teach the Chadian curriculum and
understand local education standards (Save the Children, UNHCR, and Pearson, 2017 as
cited in UNESCO, 2019: 50). It is important to ensure that training for teachers recruited
from displaced communities is provided in their native language (IIEP-UNESCO, UNICEF,
and Education Development Trust, 2020).

Additionally, it is necessary to recruit teachers for the host community language. For
instance, Germany hired 8,500 language teachers in 2014 and 2015 to assist displaced
populations with language acquisition (Global Education Monitoring Report Team and
UNHCR, 2016). Co-teaching models, where refugee and host country teachers collaborate,
can also be explored to support displaced students in adapting to the language of instruction
(UNESCO, 2019). For further information on expanding the pool of teachers, refer to the
Policy page on Appropriate Teacher Candidates.

Decision-makers and policy planners must ensure that all teachers are trained in
language learning and multilingual teaching to address the diverse linguistic needs of both
refugee and national students (Bartlett and Garcia, 2011; Ruiz, 1984 as cited in Dryden-
Peterson et al., 2018: 12). Teachers should also receive training in using inclusive language,
and all relevant stakeholders should be supported to address their biases and stereotypes.
Schools and the education system must enforce policies that eliminate negative language
towards displaced populations and promote inclusive language. Furthermore, policies on the
language of instruction should be complemented by the development of inclusive teaching
and learning materials tailored to the specific languages, contexts, and pedagogical needs of
displaced populations.

POLICIES FOR MINORITY POPULATION

Promising policy options

Mother Tongue-Based (MTB) education for minority populations

For states to deliver high-quality, inclusive education, the language of instruction must be one
that students can speak and understand (OREALC-UNESCO and LLECE, 2020: 12).
Research shows that Mother Tongue-Based (MTB) education enhances cognitive
development, improves learning efficiency, aids in second language acquisition, and boosts
students' self-confidence and classroom participation (Cerna, 2019; UNESCO, 2012;
UNESCO, 2010; United Nations Human Rights Council, 2009). For example, experiences in
Namibia, Norway, and Malaysia demonstrate that teaching children in their native language,
especially in early preschool education, provides a strong foundation for learning (United
Nations Human Rights Council, 2009).

Developing language policies, enacting national laws, and establishing institutions to

ensure MTB education can significantly support indigenous populations in receiving quality
education (United Nations Human Rights Council, 2009; United Nations, 2011). Countries
such as Argentina, Armenia, Bolivia, Brazil, Bulgaria, the Czech Republic, Estonia,
Germany, Guatemala, Hungary, Ireland, Mexico, Moldova, Mongolia, Norway, Romania,
Slovakia, Turkey, Ukraine, and Venezuela have enacted various national legislations and
strategies to protect indigenous linguistic rights in education (OREALC-UNESCO and
LLECE, 2020; UNESCO, 2018a).
Education programs can also be designed to revitalize indigenous and minority
languages. For instance, Chile has implemented a program to revive endangered and extinct
indigenous languages, including Aymara, Quechua, Rapa Nui, Mapuzugun, Kawésqar,
Yágan, and Licanantay (UNESCO, 2018a). Decision-makers and planners should
continuously review and adjust mother tongue education based on demographic and linguistic
shifts, while ensuring ongoing political will, commitment, and resources (Council of Europe,
2020).

Several challenges related to mother tongue instruction must be recognized and addressed in
language policies (King and Schielmann, 2004; UNESCO, 2010):

● The lack of official recognition of minority and indigenous languages at a national

and local level, compared to the national language.
● The limited coverage of mother tongue education does not reach all concerned
populations.
● The poor quality of instruction and teaching materials in the relevant languages.

● The lack of teacher training and recruitment of teachers speaking the concerned
languages.
The limited number of speakers in certain minority and indigenous languages, and the high
demographic changes.

Mother Tongue-Based Multilingual education (MB-MLE) for minority populations

Alongside Mother Tongue-Based (MTB) education, many countries have adopted

Mother Tongue-Based Multilingual Education (MTB-MLE) or bilingual education. For
example, in Latin America, where more than 500 indigenous languages are spoken, 12
countries have integrated multilingual education to provide instruction in indigenous
languages while also teaching the national language (IIEP-UNESCO, 2018). For more details
on bilingual education models in Latin America, refer to Annex 1. Other nations, such as
New Zealand and Sweden, have also embraced multilingual education (OREALC-UNESCO
and LLECE, 2020).

To achieve effective bilingualism or multilingualism, it is crucial to ‘balance the use

and teaching of the mother tongue with the learning of other languages in a culturally
appropriate way’ (King and Schielmann, 2004: 43). A common approach is to teach official
languages as a subject in primary school while using the mother tongue as the primary
language of instruction (UNESCO, 2010). Different types of bilingualism include the
additive approach, which maintains and enhances the mother tongue while introducing a
second language later, and the subtractive approach, where the mother tongue is initially
taught but eventually replaced by the second language as the sole medium of instruction in
the classroom.
The following recommendations should be taken into account to nurture successful MTB-
MLE education (UNESCO, 2010; Council of Europe, 2020):

● Multilingual or bilingual education coverage should reach all the marginalized

minority and indigenous populations.
● Good quality instructional materials and curriculum must be developed.
● Inclusive, culturally-responsive teaching practices must be fostered.
● Multilingual or bilingual education should be continuously monitored, reviewed and
adapted.

Strategies concerning teachers, curricula, and teaching materials

To offer quality learning opportunities

for minority and indigenous groups, it is
essential to develop and adapt curricula and
teaching materials and to enhance teacher
training in mother tongue, bilingual, and
multilingual education. The curriculum must be
updated to accommodate languages of
instruction other than the national language and
should be culturally responsive (see the Policy
page on Individual Learning Needs for more
details). For instance, Suriname has revised its
curriculum to include ten local languages, moving away from its previous ‘Dutch-Only
policy for instruction and textbooks’ (Kambel, 2020: 23). This new curriculum aims to honor
all learners' cultural backgrounds and languages (Kambel, 2020: 23). Similarly, Bolivia has
created various regional curricula for indigenous and aboriginal communities (UNESCO,
2018a).
 Additionally, teaching materials such as textbooks, guides, and lesson plans should be
developed or adapted to the relevant languages. Examples of such efforts include
Venezuela’s creation of monolingual and bilingual textbooks and teacher guides in several
indigenous languages (UNESCO, 2018a), Bolivia’s development of school booklets in 13
indigenous languages (UNESCO, 2018a), and Sweden’s production of teaching materials in
national minority languages with support from the Sami Education Board.

For bilingual or multilingual education to be effective, teachers need specialized

training. Both pre-service and in-service training should cover mother tongue, bilingual, and
multilingual teaching methods (Kambel, 2020; UNESCO, 2010). For example, Ecuador has
established five specialized teacher-training colleges, while Bolivia has set up three
universities focused on indigenous languages to ensure bilingual training for teachers
(UNESCO, 2010). Training can be enhanced by involving minority teachers, such as
indigenous representatives
and community members, to help train educators as language instructors (United Nations
Human Rights Council, 2009). Native speakers can also be encouraged to assist in
classrooms as co-teachers to support educators (King and Schielmann, 2004).

Community’s participation and awareness-raising campaigns

Community involvement is crucial in

shaping and implementing policies for mother
tongue, bilingual, and multilingual education
(Council of Europe, 2020; United Nations
Human Rights Council, 2009). Denmark,
Poland, and New Zealand, for example, have
engaged minority populations through
consultations and research to ensure that the
‘language needs of national minority children
are being met’ (UNESCO, 2018a: 60). Language policies should be paired with awareness
campaigns to combat biases, prejudice, and to emphasize the importance of revitalizing
minority and indigenous languages (Council of Europe, 2020). An example of this is Canada,
where efforts supported by indigenous communities and organizations have addressed these
issues (UNESCO, 2018a).

POLICIES FOR OVCs AND HIV AFFECTED

POPULATION

All of the policies and strategies recommended in

the general section of the present Policy page
apply for this category.
 POLICIES FOR PASTORALIST AND NOMADIC POPULATION

Promising policy options

Native tongue teaching in early years

It is advised that educational instruction for

pastoralists and nomadic communities be conducted
in their native language, at least in the initial years,
to develop basic literacy and numeracy skills. This
approach enhances comprehension and aligns with
traditional practices, while also encouraging families
and communities to support and engage in various
educational formats (such as school-based, non-
formal, or distance learning).

Annis (2008) observed that in Ethiopia,

children who were taught in the dominant language were more likely to abandon traditional
practices, whereas those who received initial instruction in Suri were more likely to retain
their cultural practices and take pride in their heritage, thus fostering greater community
support for education. Teaching in the native language may also enable family members to
participate in the education process.

ASSESSMENT :

Direction: Encircle the letter of the correct answer.

1. What is one key benefit of early childhood education in the mother tongue?
a) Delays language acquisition
b) Reduces student engagement
c) Enhances learning outcomes and literacy
d) Increases educational costs

2. What is a major challenge in implementing Mother Tongue-Based Multilingual Education

(MTB-MLE) in displaced populations?
a) Lack of interest from students
b) Abundance of local language teachers
c) Teacher recruitment and training issues
d) Excessive government support

3. Which model emphasizes a gradual transition from the mother tongue to another language
over several years?
a) Additive model
b) Subtractive model
c) Late exit transitional model
d) Early-exit transitional model

4. What is essential for developing culturally relevant curricula in MTB-MLE programs?

a) Ignoring community input
 b) Excluding local languages
c) Engaging with communities and involving them in program management
d) Centralizing all curriculum development

5. Why should gender-responsive language be used in schools?

a) To reinforce gender biases
b) To create an inclusive learning environment
c) To exclude LGBTQI students
d) To simplify classroom communication

6. What is one recommended strategy for teacher recruitment in MTB-MLE programs?

a) Hiring only non-local teachers
b) Utilizing community teacher assistants who speak local languages
c) Reducing the number of teachers in rural areas
d) Focusing only on teachers fluent in the official language

7. How can intensive language programs for displaced populations facilitate integration?
a) By focusing solely on mother tongue education
b) By offering rapid acquisition of the host community’s language
c) By eliminating the need for additional language support
d) By excluding non-verbal communication skills

8. What should be a priority when developing teaching materials for children with
disabilities?
a) Complex language structures
b) Accessibility and alternative communication formats
c) Generic content with no adaptations
d) Minimal use of specialized tools

9. What is a recommended approach to language acquisition for displaced populations?

a) Focusing only on the host country's language
b) Offering both mother tongue instruction and host language acquisition
c) Ignoring the mother tongue entirely
d) Delaying language programs until secondary education

10. Which of the following strategies is most crucial for effective Mother Tongue-Based
Multilingual Education (MTB-MLE) implementation?
a) Using only the official language for instruction
b) Providing extensive training for teachers in multiple languages
c) Limiting the use of mother tongues to a few subjects
d) Focusing solely on the host country's language

11. It is a transition from teaching in the learner’s main language to the second main language
in the early years of education.
a) Subtractive model
b) Additive model
c) Mother tongue medium education
d) Medium-exit transitional model

12. It is a transition in the language of instruction from the mother tongue to the second
language during the sixth year of basic education.
 a) Subtractive model
b) Additive model
c) Mother tongue medium education
d) Medium-exit transitional model

13. Six to eight years with the mother tongue as the first language in addition to a good
provision of another language. This can be followed by bilingual education.
a) Subtractive model
b) Additive model
c) Mother tongue medium education
d) Medium-exit transitional model

14. It is the language in which lessons are taught, but there is still a good provision of another
language.
a) Subtractive model
b) Additive model
c) Mother tongue medium education
d) Medium-exit transitional model

15. It is a transition in the language of instruction from the mother-tongue to the second
language during the fourth year of basic education.

a) Subtractive model c) Mother tongue medium education

b) Additive model d) Medium-exit transitional model

REFERENCES

Akyeampong, K. (2022). Teaching at the Bottom of the Pyramid: Teacher Education in Poor
and Marginalized Communities’. In: D.A. Wagner, N.M. Castillo and S. Grant Lewis
(Eds), Learning, Marginalization, and Improving the Quality of Education in Low-
income Countries, (pp. 77-111).
Retrieved from: https://doi.org/10.11647/OBP.0256

Alidou, H.; Boly, A.; Brock-Utne, B.; Diallo, Y.; Heugh, K.; Ekkehard Wolff, H. (2006).
Optimizing Learning and Education in Africa – the Language Factor A Stock-taking
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ANSWER KEY

Primary Activity Assessment

I. 1.C
2.C
1. MOTHER TONGUE 3.C
2.UNESCO 4.C
3.MULTI-LINGUAL 5.B
4.GUIDELINES 6.B
5.LANGUAGE 7.B
6.POPULATION 8.B
7.EDUCATION 9.B
8.POLICY 10.B
9.TEACHING 11.A
10.STRATEGIES 12.D
13.B
II. 14.C
Answer may vary. 15.A