Malaysia
Year Conducted: 2012
| Name of Organization/ Institution | Level of Schooling | Formal or Non-formal | Public or Private | Which Languages | Number of Children reached by level of schooling | Location | Use of language in classroom (see explanations below) | Materials in classroom |
|---|---|---|---|---|---|---|---|---|
| SIL (initiator and funder) together with 3 local community organisations as listed below:* | PP | NFE, NSP | Ida'an (dbj) | About 80 Children evenly divided | Lahad Datu | 2 | n/a | |
| United Sabah Bajau Organisation (USBO) - Implementer | West Coast Bajau(bdr) | Kota Belud | 2 | n/a | ||||
| (United Tobilung Association, Sabah), (Persatuan Tobilung Bersatu, Sabah) (implementer and funder) | Tobilung (tgb) | Kota Belud | 2 | n/a | ||||
| Iranun Language and Culture Organisation (Bahasa Kebudayaan Iranun) (implementer) | Iranun (ill) | Kota Belud | 2 | n/a | ||||
| Dayak Bidayuh National Association | PP | NFE | PRI | Bau Bidayuh (sne), Biatah Bidayuh (bth), Bukar-Sadong Bidayuh (sdo), Rara Bakati' (lra), Salako (knx) | A. Playschool
Male= 35
Female= 59
Total=94
B.Kindigarten Male= 14 Female=33 Total =47 A & B = 141 |
Kuching & Samarahan Division | 1, 2 | 1. Pre-primers
2. Primers 3. Big Books (32 topics) 4. Small Books (32 topics ) 5. Songs 6. Alphabet Charts 7. Playschool Curriculum Hand Book 8. Kindergarten Curriculum Hand Book |
* Remarks:
All these are playschools for 3-4 year olds. Therefore they are not using written materials. Teachers use listening stories and may use big books for shared reading. Each class has a pre-primer to teach preparatory reading and writing skills. In some cases there are lots of reading materials available for when the children learn to read.
Explanations
Name of organisation / institution:
Give the name of the organisation(s) (NGO, local association, etc) or institution (church, pagoda, temple, university etc.) which is initiating and supporting the action. This can include government agencies and institutions. Please specify type of involvement, e.g. initiator, lead actor, funder and implementer.
Level of schooling:
Identify whether action is at the pre-primary level (PP) or at the primary /elementary level (PR). The mapping is focusing only on these two levels of education.
Formal or Non-formal:
Identify whether action is:
1. in the formal (FE) or non-formal (NFE); and
2. in the government education system (Govt) or outside the government system by non-state providers (NSP).
Public or private:
Identify whether the action is happening in the public education (PUB) system or private (PRI). If this does not apply to your country, write n/a.
Which language:
Give the name of the local or minority language(s) which the action includes. If possible, see your country’s section on the Ethnologue.com (http://www.ethnologue.com/country_index.asp?place=Asia) and find the relevant 3-letter ISO language code for these languages.
Number of children:
Give the number of children reached by school level (pre-primary and primary/elementary). Please disaggregate by gender (i.e. M: and F:),
Location of action:
Give sub-national location of action(s) either province or district
Use of language in classroom:
Identify how language is used in the classroom by using the descriptors below. Choose the most appropriate one. You can choose more than one.
1. Language of instruction (LOI) is the learners’ mother tongue (MT or L1) and their second language (L2) .
2. Language of instruction is the mother tongue only.
3. The second language is officially the language of instruction.
4. Language of instruction is the second language with MT as subject.
5. Mother tongue is used orally, no written materials – officially.
6. Mother tongue is used orally, no written materials – unofficially.
7. Second language (L2) is taught as second language.
Materials in classroom:
Are there teaching and learning materials in MT in classroom? Yes or no. If yes, estimate the number of titles in MT.