Stephen, Thanks for forwarding this item to MultiEd-L. By coincidence I just learned of Tin Tua in a discussion with Dr. Sonja Fagerberg of ARED in Dakar a week and a half ago. Among other things, Tin Tua participated in a training project for African language publishing run by ARED.
ARED itself is worthy of note, as a Senegal-based non-governmental organization working for some years on literacy, education materials, and other publication work with Senegalese languages, notably Pulaar (closely related to the Fulfulde mentioned in the article below). One additional note of possible interest. Sonja noted that while Senegal is taking important steps towards first language education (in a bilingual framework) the production of materials relies on more or less straight translation from the French language materials. In some cases, notably when you are teaching about the phonetics and grammar of the language, not only are different approaches needed for different languages, but overall, the kind of approach for reading in the first language would be different than that for a second (non-home) language like French (which is the official language of the country). All of which says that steps to bilingual ed. that incorporate instruction in the first language do need to be as well thought out and prepared as any curriculum. (As you all know better than I, but the risk in this kind of situation is that poorly done bilingual education can turn people away from the concept, as was the case apparently in Guinea a few years back and perhaps also in parts of teh US). DZO (NB- Gulmancema is sometimes also pronounced Gurmancema. It is also spoken across the border in a small part of southwestern Niger. Interestingly, it is one of those languages that some say "don't have a word for" certain things. Without speaking a word of the langage, I suspect that the reality is that there may be some loss of vocabulary and concepts in outlying villages which also use various second languages. An effort like Tin Tua can help keep the richness of the maternal language alive.) Quoting Stephen Krashen <[EMAIL PROTECTED]>: > > Sent to the Interpress News Agency, September 19, 2005 > > Thanks to IPS for reporting on Benoit Ouobas heroic > Tin Tua program, an effort to promote first language > literacy in Burkina Faso (For greater literacy, go > local, September 19). > > Those who have experienced the Tin Tua program had > higher pass rates on the national primary school exam. > This agrees with the results of scientific studies > done in many different countries. These studies > consistently show that developing first language > literacy and teaching subject matter in the first > language can accelerate second language development > and lead to greater school success. Tin Tuas > approach and accomplishments should be studied by > educators world-wide. > > Stephen Krashen > > > > > > Burkina FASO: > For Greater Literacy, Go Local > Tiego Tiemtore > IPS: Inter Press Service News Agency > http://www.ipsnews.net/news.asp?idnews=30339 > > OUAGADOUGOU, Sep 19 (IPS) - In 1990, Burkinabe > linguist Benoit Ouoba used his own funds to set up a > teaching programme with a difference: it focused on > using local languages to develop literacy, rather than > the customary French. > > Fifteen years later, the Tin Tua method of teaching > has significantly improved literacy in the eastern > Gulmu region where it was introduced, attracting the > attention of international donors in the process. > > Tin Tua, meaning Lets Develop Ourselves by > Ourselves, is drawn from Gulmancema one of the most > widely spoken languages in Burkina Faso. > > The teaching method requires that a student become > literate in Gulmancema or another local language > such as Fulfulde, Moore or Haussa before going on to > lessons in French. This is coupled with an attempt to > deepen students cultural awareness through giving > them access to a collection of traditional, local > tales. > > The programme caters for various age groups. > According to Ouoba, almost a third of the adult > population in Gulmu has passed through Tin Tua > literacy centres, with men and women being equally > represented. The centres are called "Banma Nuara" > another Gulmancema term meaning "Wake Up". > > "Adults who aren't able to go to high school at least > know how to read and write in their own languages. > That's progress," Moussa Sanou, a linguist at the > University of Montreal in Canada, told IPS. > > Sanou conducts research in Burkina Faso on the > relationship between French and the local Burkinabe > languages. > > In 1992, the Tin Tua project founded a newspaper > called Laabaali, which means "News" in several West > African languages. The paper publishes articles in > local languages so that those who have become literate > in these languages can maintain their skills. > > The effectiveness of the Tin Tua approach can be seen > in the high pass rates for students who sit Burkina > Fasos national primary school exam. A number of > people have also gone on to acquire secondary school > qualifications. > > Those too old for high school can take advantage of > an institute that was opened by Tin Tua in 2004 to > provide lessons in agriculture, animal breeding and > crafts. Students are also taught mathematics and basic > economics, and they learn about hygiene and the > environment. > > In addition, the course schedule allows for free time > in which they can take part in income-generating > activities, such as soap making. > > "I think the Tin Tua example should be imitated. The > government is going to join with all technical and > financial partners to reproduce it in every region," > Prime Minister Ernest Paramanga Yonli said earlier > this year during ceremonies to mark Tin Tua's > fifteenth anniversary. > > In fact, Tin Tua has already started to make its mark > on the national education system. Just over a decade > ago, only two classes in the entire country were > taught in both local languages and French. Today, > several primary schools offer bilingual instruction > although no secondary schools do so as yet. > > Ninety percent of instruction at these primary > schools takes place in native languages initially > and the remaining 10 percent in French. French takes > on greater importance over the following five years, > until 90 percent of instruction is conducted in French > and only 10 percent in local languages. > > Teachers receive ongoing training on how to teach in > local languages. > > Again, the success rate of pupils from these schools > who sit the national primary school exam bears witness > to the effectiveness of bilingual education. Over 94 > percent of students passed the test in 2004, while > only about 74 percent did so nationally. > > "Its usefulness (instruction in local languages) is > that it facilitates learning," says Sanou. "With local > languages, children learn more quickly. You can do > primary school in five years instead of six." > > The high pass rates at bilingual schools have not > convinced everyone of the virtues of this approach, > however. > > "I think its usefulness is purely local Outside of > Burkina, what can you do with a local language? Can > you send someone you don't know e-mail in Moore or > Gulmancema?" asks Nestor Coulibaly, a teacher at a > bilingual school the north of the country. > > However, Sanou defends bilingualism: "To democratise > education in Africa, we need to find an effective > strategy for using local and vernacular languages for > teaching." > > The Tin Tua method of instruction may ultimately hold > appeal far beyond the borders of Gulmu, for > governments which are grappling with the challenge of > providing universal primary education by 2015. > > This is one of eight objectives laid out in the > United Nations Millennium Development Goals (MDGs), > agreed on by world leaders at the Millennium Summit in > 2000. The MDGs also focus in part on halving > extreme hunger and poverty, and reducing child and > maternal mortality. (END/2 > > ------------------------ Yahoo! Groups Sponsor --------------------~--> Get fast access to your favorite Yahoo! Groups. 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