Educational Challenges faced by marginalised group
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Answer:
Literacy is not only an end but a means to most other learnings as well as social and economic empowerment. Early language and literacy (reading and writing) development begins in the first years of life. The interactions that young children have with literacy materials such as books and stories, and with the adults in their lives are the building blocks for language, reading, and writing development. This understanding of early literacy development complements the current research supporting the critical role of early experiences in shaping brain development.
In India, several large-scale studies reveal that a significant percentage of our young children fail to achieve basic levels of reading achievement. The incidence of reading failure is even higher within poor families, scheduled castes and scheduled tribes and ethnic minority groups and this impacts negatively on their later literacy learning.
Conclusively, the key issues around early language development in India, especially where there is a substantial tribal and dalit population lie in four main areas:
a. Multilingual education context in language learning remains one of the key concerns for children from diverse communities who are entering schools in large numbers post enactment of the Right to Education Act, 2009. In certain specific pockets of some states, there exist as many as four to eight different languages/dialects, which are different than the state language used for classroom instruction
b. Curriculum, Pedagogy and Teacher Education issues exist with respect to teachers’ knowledge, beliefs, approaches and strategies for teaching language, as well as teachers’ attitudes towards capacities of tribal and dalit children. Issues remain as existence of a blanket curriculum, discounting the child’s home language and the competencies the child brings into the classroom, the primacy of the textbook over the child’s experience and culture, the absence of the child’s voice in the classroom and the absence of recognition that children come from non-literate environments
In this context, there is a need to understand and unravel the notion of early literacy for marginalized children and design an early literacy program that can be applied at scale to positively impact children’s reading abilities. Since past few years, this domain has caught the much-needed attention in our country. The efforts in this direction have been focused on government, donors and other stakeholders to improve pedagogy, classroom process and pupil achievement.
The program must recognize and build on the following key positions on early language and literacy:
• Literacy is not an end but is a means to other learning, and social and economic empowerment.
• Oral language and literacy are overlapping domains used extensively, both inside and outside of classroom settings for communication, expression and knowledge generation.
• Listening, speaking, reading and writing develop concurrently rather than sequentially.
• Conceptions of literacy must build upon oral language skills of learners rather than just as a process of encoding and decoding of the script (with or without meaning).
• Young children should be provided with opportunities to participate as emergent readers and writers for an extended period (3-6 years of age) before being expected to develop into conventional readers and writers (6-8 years of age).
1. Link oral language to literacy and teach it concurrently with literacy skills.
2. Emphasize on drawing and independent writing as forms of expression.
3. Develop multilingual capacities in children.
4. Integrate identified essentials for literacy instruction and learning into a comprehensive, concurrent model of literacy instruction.
5. Consider literacy instruction as a socio-culturally and socio politically embedded set of practices.
6. Adopt in Early Literacy teaching, a Gradual Release of Responsibility with teacher’s responsibility shifting from I do, we do to you do.
In addition to the above, equally important is to create awareness, understanding and collective voice to influence implementation of a strong early language and literacy program at grass root level.
❤✌HEY MATE HERE IS YOUR ANSWER:-
Five Major Challenges for children from Marginalised Indian...
1. Discrimination. Despite 70 years of India's independence and the implementation of Right to Education, the nation still sees children face caste and financial discrimination.
2. Gender Discrimination.
3. High Dropout Rate.
4. Multilingual Diversity.
5. Lack of vocational training.
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