Uchasin Marma’s Post

🌍Burmese Language Skills & MTB-MLE: Key Steps for Rohingya Education?🌍 Since July 2022, the Myanmar Curriculum has been scaled up in the Rohingya response, following government directives. In alignment with this, an Accelerated Learning Program (ALP) Package 1 & 2 was developed, tailored to support over-aged and out-of-school adolescents based on the new Myanmar Curriculum. These ALPs provide over-aged youth with certified competencies, equivalent to basic education, enabling them to transition into formal schooling, vocational training, or the workforce. ALPs have proven to be a crucial solution to address the educational needs of over-age, out-of-school children and youth. By offering equivalent education pathways, they provide a chance for these learners to re-enter formal education at age-appropriate grades or transition to other opportunities. 🔍 Key Considerations for Strengthening Implementation: Technical Personnel Capacity in Burmese Language: There is a pressing need to assess the technical personnel’s Burmese language proficiency. To ensure effective implementation of the Myanmar Curriculum, it may be valuable to integrate language training into the education sector strategy. Mother Tongue-Based Multilingual Education (MTB-MLE): Given that Rohingya learners primarily speak their mother tongue, with Burmese as a second language and English as a third, is MTB-MLE needed right now? This is an important question as we consider sustainable approaches to learning and language preservation. 💡 What are your thoughts? Your insights and recommendations on these areas would be invaluable as we continue working to create inclusive and effective education solutions in the Rohingya response. #RohingyaEducation #CoxsBazar #MyanmarCurriculum #AcceleratedLearning #MTBMLE

The way I think about language learning is heavily shaped by my experience of working with two Marathi Medium school students. As one would generally expect, both of them were good at Marathi as they were Marathi medium students and probably spoke Marathi as a mother tongue as well but their English language skills is where it gets interesting. One of them was brilliant at English — he spoke fluently and wrote well. The other was average at both speaking and writing English. Normally, if one hears someone went to a Marathi-medium school, one would assume their English wouldn’t be great but one of them proved that idea to be wrong. On the other side, one would expect someone from an English-medium school to be strong in English. But I know schoolmates who struggle to stitch together a sentence in English, even though they have had the advantage of English instruction. What’s my point? Language skills aren’t as tied to the school’s language of instruction as we might think. A student from a regional language school can master English with enough effort, just like a student from an English-medium school can struggle if they don’t put in the work.

“I think the first thing we must do is to stop chasing English language education in primary schooling, and go back to the mother tongue as the medium of instruction. Every study shows that children do better when taught in their mother tongue. At a policy level, all regional languages should be given 'national language' status just like Hindi, which is after all also a regional language. The second thing is that we need to teach children work ethic, as well as respecting dignity of labor, early in life so that they imbibe it into their very DNA. One can only learn when he respects the art and the artists of any specific work. The third thing is that I believe we need to establish a national service program just like Singapore, that brings together the youth of the country by cutting across caste, religious and linguistic divides, and these youth can have two years where they are taught civic sense, cleanliness and hygiene habits, soft skills, and also to promote national integration.  The last and most important lessons might come from travelling. As part of this, the students should spend some of the time traveling the length and breadth of our country, as well as spend time in both rural and urban settings.” What are your opinions. Let Srikanth know in the comments below! #Srikanth #SrikanthAnswers #Bollant

Challenges of teaching English in Cambodia Cambodia needs to improve its English language education system, as English is the official and business language of ASEAN and is essential for young people to succeed. A research paper published by the Cambodian Education Forum (CEF) has found that a lack of funding, resources, and training for teachers are the main challenges to improving English education in Cambodia. The study, which interviewed English teachers from four public high schools in Kandal province, Cambodia, found that teachers are often underpaid and overworked, which leads to a lack of commitment to teaching quality. Additionally, many teachers do not have adeq... #EducationCambodia #Cambodia #InternationalSchools #SchoolsCambodia #PhnomPenh

Five years ago today, I began teaching English👩🏫 to young students from China. This journey has been one of the most rewarding experiences of my career. With a degree in English and Teaching from Libya, and a Master’s in Teaching and Learning English from Taylor’s University in Malaysia. I am passionate about language education. I emphasize a natural and immersive approach to language learning. I encourage students to practice English in real-life situations beyond the classroom to truly engage with the language. Here are some strategies I used to improve my own English skills and pass them on to my students: 1. 𝐃𝐚𝐢𝐥𝐲 𝐏𝐫𝐚𝐜𝐭𝐢𝐜𝐞: 🧠 Consistent exposure through speaking, listening, and reading. 2. 𝐒𝐢𝐦𝐮𝐥𝐚𝐭𝐞𝐝 𝐈𝐧𝐭𝐞𝐫𝐯𝐢𝐞𝐰𝐬: 👫 Practicing mock interviews in English to build confidence and fluency. 3. 𝐉𝐨𝐛-𝐒𝐩𝐞𝐜𝐢𝐟𝐢𝐜 𝐕𝐨𝐜𝐚𝐛𝐮𝐥𝐚𝐫𝐲: 👩💻 Learning industry terminology for effective communication. 4. 𝐒𝐞𝐥𝐟-𝐀𝐬𝐬𝐞𝐬𝐬𝐦𝐞𝐧𝐭: 🗣️ Recording and listening to myself speaking English for improvement. 5. 𝐅𝐨𝐫𝐦𝐚𝐥 𝐋𝐞𝐚𝐫𝐧𝐢𝐧𝐠: 👩🎓 Enrolling in English classes for structured support and valuable feedback. 6. 𝐂𝐨𝐧𝐟𝐢𝐝𝐞𝐧𝐜𝐞: 🙋♀️ Trusting my ability to communicate clearly and effectively. Mastering English as a second language is a challenging but rewarding journey. Persistence is key, and every small step contributes to building confidence and competence. What strategies have you found helpful in learning or teaching a new language? Remember, the road may be tough, but the rewards are worth it! #languagelearning #esl #professionalgrowth

With the lifetime opportunities that indigenous languages present, I don't think anyone should have any excuse not to understand his mother tongue or deny their children the opportunity. Yorùbá Language is not just a language. It is the main identity of every Yoruba person. Or how can one claim to be a Yoruba man, woman or child without understanding the language? In the past, understanding foreign language ( English) used to be the measure of how educated or civilized a Yorùbá child is. Some even believed that their children won't do well academically if they speak their mother tongue but our eyes have opened now and we have realised that all was just a fallacy. It is not too late to restore our identity and that of our children as Yorùbá people. *YORÙBÁ FOR ALL LANGUAGE SCHOOL (YFALS)* is an online school for everyone regardless of your age, proficiency level or location to learn and master Yorùbá language skills and values. Join us this summer by enrolling yourself, your children or friends in the best online Yorùbá language learning platform and get the best value for your time and money. Remember, you can change your citizenship, your location, lifestyle and even your name but you can never change or disown your tribe or heritage. So, it is time to take your language back. To register, click the link https://lnkd.in/d-zyABEv Or contact Olùkọ́ Bánkọ́lé on +2348089890154

🌍 Teaching English Across Cultures: A Comparison of Iranian and Vietnamese Learners 🇮🇷🇻🇳 Having taught English to learners from diverse backgrounds, I’ve had the unique opportunity to observe fascinating cultural differences in learning styles and classroom dynamics. Two groups that stand out to me are Iranian and Vietnamese students. 🔹 Iranian Learners: Iranian students often bring a strong foundation in grammar and formal language, as English education in Iran traditionally emphasizes these aspects. They are generally curious about Western literature and culture, and they tend to engage well in discussions that connect language learning to broader cultural insights. However, they may sometimes feel reserved in expressing their opinions openly, a challenge that we work on overcoming together through interactive exercises and confidence-building. 🔹 Vietnamese Learners: Vietnamese students, on the other hand, typically have a practical approach to language learning, focusing on conversational skills and day-to-day language use. They show a high level of enthusiasm for speaking activities, and their openness to trying new learning methods is refreshing. However, they might need additional support in areas like grammar and writing structure, which I address by introducing structured yet interactive exercises. Each group brings unique strengths to the classroom, and understanding these differences has helped me tailor my approach to meet their specific needs and maximize their learning potential. 💡 🌱 What are some cultural observations you’ve made in teaching or learning a language? I’d love to hear your experiences! #LanguageLearning #TEFL #CrossCulturalTeaching #Education #IranianLearners #VietnameseLearners #ESL #EdTech

More #Alabama students speak more than one language. In 1998, 1.2% of students in the state were English learners. In the 2022-23 school year, this rose to 5.5% students. Many of these students speak at least one of dozens of different languages, AL.com found. Check out the article to see languages spoken by school district: https://lnkd.in/e_xJeSbP 📸 & 📝: Rebecca Griesbach

HOW TO LEARN ENGLISH THE MOST EFFECTIVE WAY #3 Whatever the British educationist wrote in the past is still applicable today. For example, read this paragraph: “There are some people, usually those who themselves have never acquired facility in any foreign language, who fondly believe that by activity methods and visual and oral aids, usually involving expensive apparatus, the children can, by some mystic sweet communion, become endowed with a foreign tongue.” I think this paragraph refers very nicely to the Communicative Language Teaching (CLT) Approach practitioners who have been teaching English to Malaysians with disastrous results since 1970. THE RESULTS SPEAK FOR THEMSELVES! Need I say more? #English #grammar #learningenglish #softskills #training

Just published! Available on July 2024 🤗 Happy this is finally on the press. Glad to know some friends are authoring, too. I and Thuy discussed Mobile Assisted Language Learning (MALL) from the view of Indonesian and Vietnamese contexts 🥰 English Education in Southeast Asian Contexts: Policy, Practice, and Identity English Education in Southeast Asian Contexts: Policy, Practice, and Identity provides an account of English education, English language teaching, and language policy in Southeast Asian countries. Both local and international researchers offer conceptual and empirical work that spans a wide range of topics, geographical contexts, and educational levels, providing a unique perspective on English education and policies in Southeast Asia. The issues addressed in this volume include the relationships among English, nation building, and national identities, English teaching and learning (including challenges in grade-level schools and in higher education), teacher preparation, and professional development. https://lnkd.in/gQx5rz-M Available for pre order now from the link above 🙏