As inferred from behaviour Requests for assistance
In the Migum village of Warai, the elementary teachers are interested in English education and learning how to improve the children’s English quickly so they will be prepared for primary school and
the economic world. They feel that vernacular education is important, but not at their school. They believe their job is to prepare the children for higher grades and the work world.
The difference between the attitude of teachers on the coast and in the mountains was marked. Teachers at the coastal schools, which included both schools in the Migum language area and one in the
Neko language area, are less excited about vernacular education and more enthused about English. In some cases the teachers would be willing to teach a vernacular component, but had no response from the
community or were criticized by the community. Some parents feel strongly that children should learn English in school and the vernacular at home. The only time children were observed at school was at
Damoing Elementary Neko during a morning break. The children were code switching between Neko and Tok Pisin, but mainly using the vernacular.
In the communities, there was always enthusiasm for a better educational system even though there were varying degrees of openness to vernacular education among the teachers and headteachers. Each
village expressed a desire for a school closer to their area or in their village. In the Neko villages of Damoing and Warai, and the Nekgini villages of Asang and Sorang, the teachers and community asked
questions about how they could get practical help in expanding the educational possibilities for their children. The teachers at the TPPS schools in the Yabong and Nekgini language areas are, at the least,
supportive of vernacular teaching, and often quite passionate about it. However, teachers in the higher level grades feel that English and Tok Pisin should be used within the domain of the classroom. Many
responded that it was the law and whether they liked it or not they must abide by it. Among the parents and community members many people had positive reactions to vernacular education while a small
number believed schools should teach the children English, not their own language or culture.
The people in this area highly value literacy. When asked how many men and women were able to read, none of the villages were able to give a specific number, but simply stated “too many people to
count.” Reite is the only village in which interviewees reported that more women than men can read. There is a high degree of interest in language development and how SIL can practically help the
people gain easier access to both vernacular education and higher grade levels. The communities are happy with their current schools because they are available, but they would like to see more educational
opportunities come into their areas.