An overview of project Madagascar's tri-lingual education project development: 2005-2014

Helwig, Andreas and Ravoniharimanana, Masinavolana Lalaina and Andrianosoloniaina, Manitra J. Benjamin (2014) An overview of project Madagascar's tri-lingual education project development: 2005-2014. International Journal of Pedagogies and Learning, 9 (3). pp. 327-338. ISSN 1833-4105

Abstract

Project Madagascar is a private ACCIR Inc. AusAID accredited Australian Aid and Development Project that is developing a new incremental competency based education curriculum. This curriculum is taught in three languages (i.e. Malagasy, French and English) from pre-school onward. Current development of the primary school curriculum to Grade 5 was completed three years ago, and tested to Malagasy national primary school leaving CEPE exam standards. The cultural Malagasy language is in many ways being extinguished in the central plateau of the island by French – the official examination language. Although English is the third national language, there are no English newspapers or radio stations in Madagascar, and most students have never heard spoken English until entering this educational program. The project has implemented learning acquisition of the three languages in this new primary school program. This has been quite possible by using the cultural rudimentary Malagasy child language as initial link language, with English then used as a bridge to phonetic development in all three spoken and written languages. The Project’s educational program development and outcomes, has to be compliant to Malagasy national Grade 5 CEPE and Grade 9 BECP exam standards, and future Grade 12 matriculation international Baccalaureate requirements. Also part of the project is to develop English testing processes, as English resources are so limited in Madagascar. The project is the only education process in Madagascar that teaches in three languages, with all three languages used for instruction, teaching and learning processes. Not one of the languages is treated as a second or third language study. This paper is the first presentation of processes and outcomes after 10 years of work in both the curriculum development, its delivery method and the student’s development of linguistic acquisition.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty / Department / School: Current - Faculty of Health, Engineering and Sciences - School of Mechanical and Electrical Engineering
Date Deposited: 22 Aug 2016 04:24
Last Modified: 19 Jan 2017 05:19
Uncontrolled Keywords: multi-lingual teaching; language learning; influence of language; primary school multi-linguistic curriculum
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified
13 Education > 1301 Education Systems > 130105 Primary Education (excl. Maori)
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
URI: http://eprints.usq.edu.au/id/eprint/29316

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