Considerations and Challenges for MTB-MLE Teachers Stakeholder Views, Practices and Experiences

iv Contents Abstract Contents Acknowledgments Abbreviations

Chapter 1 Setting the Scene

1.1 Mother-tongue-based multilingual education MTB-MLE

1.2 The Chadian context

1.3 Language-in-education issues 1.4 MTB-MLE in Chad 1.5 Impetus for this research 1.6 Research aims

Chapter 2 Considerations and Challenges for MTB-MLE Teachers

2.1 Key teaching competencies for MTB-MLE contexts 2.1.1 Linguistic skills 2.1.2 Pedagogical skills 2.1.3 Intercultural skills 2.2 Effective models of training and support

2.3 Emerging issues

Chapter 3 Stakeholder Views, Practices and Experiences

3.1 Methodology and data collection 3.2 The value of previous experience 3.3 Initial training 3.4 In-service workshops 3.5 Supervision 3.6 Teaching competencies 3.6.1 Skills in L1 3.6.2 Letter-based L1 literacy teaching

3.6.3 Story-based L1 literacy teaching skills

Chapter 4 Conclusions and Recommendations on Teacher Preparation and Support Appendix A: Languages of the Guera, Chad Appendix B: FAPLG Preschool Programme Objectives and Summary of Content Appendix C: Guerguiko Villages Surrounding the Mount Guera Mountain Range Appendix D: Ethics and Background Information Form Appendix E: Details of Data Gathered Appendix F: Research Methodology Appendix G: Sample Interview Schedule Preschool Teacher Interviews Appendix H: FAPLG Teacher Training and Support Framework Appendix I: FAPLG Adult Teacher Training Schedule Appendix J: FAPLG Preschool Teacher Training Schedule Appendix K: Sample Letter Lessons from L1 Literacy Materials Appendix L: Summary of L1 Story-based Activities Appendix M: Summary of Conclusions and Recommendations References v Acknowledgments I would like to express my appreciation to all those who have provided assistance and encouragement during the course of this research project. I am especially grateful to the Guerguiko teachers, staff and board members who participated enthusiastically through interviews and observations, as well as my FAPLG and SIL colleagues who gave of their time for interviews and who encouraged me to pursue this endeavour. vi Abbreviations CPD continuing professional development ECD early childhood development FAPLG Fédération des Associations pour la Promotion des Langues du Guéra Guera Literacy Federation KRT key resource teacher L1 first language, mother tongue L2 second language MLE multilingual education MoI medium of instruction MSA Modern Standard Arabic MT mother tongue MTB-MLE mother-tongue-based multilingual education MTE mother tongue education NDL non-dominant language NGO non-governmental organisation NQT newly qualified teacher PARSET Programme d’Appui au Réforme du Secteur de l’Education au Tchad Support Programme for Educational Reform in Chad PEBIMO Projecto de Escolarização Bilingue em Moçambique Bilingual Schooling Project in Mozambique SIL SIL International UNESCO United Nations Educational Scientific and Cultural Organisation 1

Chapter 1 Setting the Scene