IMPLEMENTATION PLANNING

Planning for MTB-MLE: Essential components of strong programs
Purpose for and brief explanation of each of the essential components of strong and sustained MTB-MLE programs.

MTB-MLE: Planning for success and sustainability

Challenges and strategies in planning for MTB-MLE with photo examples from Asia and Africa.  (Also see MTB-MLE for sustainable development: What have we learned, on the Overview page.)

Questions to guide planning of community-based programs
Short summary of discussion questions and a diagram to help guide community-based and community-centered program planning.

Défis actuels et quelques stratégies pour faire avancer le travail
Challenges and strategies in developing MTB-MLE programs. (French)

Planning Mother Tongue-based education programs in minority language communities
Program planning manual for MTB-MLE.

为少数民族语言社区设计基于母语的教育项目指南
Program planning manual for MTB-MLE. (simplified Chinese)

د منابعو لارښود: د اقلیتی ژبو ویونکو په ټولنو کې د ګڼ شمیر ژبو په هکله د ښوونیزو پروګرامونو جوړول
Program planning manual for MTB-MLE. (Pashto)

Manuel de planification de programme EML
Program planning manual for MTB-MLE. (French)

Composantes primordiales de programmes EML
Graphic of the essential components of a successful MTB-MLE program. (French) 

MTB-MLE resource kit: Including the excluded: promoting multilingual education (See booklet #3 Booklet for Programme Implementers )

2016, UNESCO Principal Regional Office for Asia and the Pacific, 2016.) 

Features of MTB-MLE programs that should be included in the implementation process, with examples from different countries. 

Planning for MTB-MLE program expansion
Part 1. Potential problems and suggested solutions in expanding MTB-MLE programs
Part 2. Three types of program expansion

Literacy for development in multilingual contexts: five characteristics of sustainable programs (2001, Philippine Journal of Linguistics)
Importance of rethinking the meaning of sustainable development when planning literacy and education programs across cultures. 

Planning MTB-MLE programs for adult learners

Planning learner-centred adult literacy programmes 1991, UNESCO, Paris. Susan Malone and Robert Arnove, authors.

La planification des programmes d’alphabétisation des adultes centrés sur les élèves 1991, UNESCO, Paris. Susan Malone and Robert Arnove. (French)

Manual for developing literacy and adult education programmes in minority language communities 2004, UNESCO Principal Regional Bureau  for Asia and the Pacific.

Resources for program planning

Template for developing an MTB-MLE program plan.docx
Blank template to use when planning and revising each component of an MTB-MLE program.

Implementation Plan: Liberian Languages and English Multilingual Education (LLEME) Program
An example of an implementation plan for MTB-MLE that was used in 15 language communities in Liberia. 

Language planning and orthography development for MTB-MLE

Language development and language planning: What is involved?
Briefly describes the main points including the actions to take in language planning efforts.

Supporting language revitalization and language development in endangered language communities
Brief introduction to terms and issues related to language revitalization efforts in non-dominant language communities using Fishman’s 8-point Graded Intergenerational Disruption Scale.
(An Expanded Graded Intergenerational Disruption Scale (EGIDS) developed by linguists from SIL International can be found at https://www.ethnologue.com/about/language-status.)

Penggunaan bahasa daerah di sekolah: Perkembangan bahasa seperti apa yang diperlukan?
Presentation on language planning issues using Fishman’s 8-point Graded Intergenerational Disruption Scale. (Indonesian)

Case study

Malone, S., Paraide, P. Mother tongue-based bilingual education in Papua New Guinea. Int Rev Educ 57, 705–720 (2011). https://doi.org/10.1007/s11159-011-9256-2.

Background and main features of the Papua New Guinea government’s attempt to establish Mother Tongue-Based education in a country with great linguistic diversity, and the factors that led the government to return to English only.