Multilingual Education Project of AP

1
Multilingual Education Project of AP
India Workshop on Multilingual Education with
special focus on Tribal Education 25-27 October
2005 _at_CIIL, MYSORE K. Ramesh Kumar
Osmania University Hyderabad
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IntroductionMethodologyProblemsConclusionsSlid
es of TMT books Sample lessons
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• Introduction
•  India is a multilingual and multicultural
  country with more than two hundred languages
  spoken by its people. The 1961 census reports
  1652 mother tongues. According to one estimate,
  there are 613 Tribal communities (Government of
  India 1978) and they speak 304 mother tongues,
  which can be reduced to 101 distinct identifiable
  languages (Annamalai 1990). Andhra Pradesh (AP)
  is the home for nearly 33 tribal groups and most
  of these communities live in the border areas of
  AP, which are scheduled areas. The total
  population of AP according to 2001 census is
  76210007, out of this 6.59 i.e. 5024104 are
  Scheduled Tribes. There are about 10281
  educational institutions, which are run by the
  Tribal Welfare Department. In these institutions
  about 326737 students are pursuing their studies.
  The total number of Tribal literates according to
  2001 census is 2619983, this constitutes 30.68
  of the total population of AP.

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The constitution of India Article 350-A says that
adequate facilities should be provided of
teaching in mother tongue at primary level for
linguistic minorities. Similarly Article 29
envisages that for educational and cultural
development of the linguistic minorities
protection should be provided for special
language groups and opportunities should be given
for preserving their language, script, and
culture through use in education. On similar
lines the Provincial Educational Ministers
Conference in 1949 and the Conference of Chief
Ministers in 1961 had resolved that whenever
there are at least 40 students in a school or 10
in a classroom speaking a particular mother
tongue that is different from the regional or
state language, teaching would have to be done in
the mother tongue of these children by appointing
at least one teacher (in Jhingran 20056).
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But in practice it did not take place
all these years The history has passed on to
us one of the important controversies i.e . the
medium of instruction. In multilingual countries
it is quite natural to have the language
problems. But, in the interest of national
integration and development the language issue
did not become prominent in those countries. In
India even though there is unity in diversity,
the problems related to language still remain
unsolved. We can study the medium of education
issue broadly from two periods of time, one
prior to Independence and the other
postIndependence period. Krishnamurti (1990 16)
states that a century-long controversy which
started in the early nineteenth century ended
with the most satisfactory model by the 1920s.
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• The model is (i) Dominant regional
  language/ MT from the primary to high school
  level, (ii) English as a taught subject from the
  5th or 6th class onwards and (iii) English as the
  medium of instruction from Intermediate onwards
  up to the University level to teach all subjects
  except modern Indian languages or classical
  languages.
• Many agree that MT is the best medium of
  instruction, but it does not provide a magic
  formula for all the evils of education.
  Therefore, Nadkarni(198631) points out
• our approach to mother tongue education is
  so befogged with sentimentalism, that it has
  become impossible for us to view language
  planning in education in clear pragmatic terms.
  Mother tongue medium education has become a magic
  formula instead of becoming the foundation of a
  carefully planned educational edifice.

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•  
• The MT teaching effect on the learner is
  dependent on several factors, such as social
  status enjoyed by the MT, the extent to which
  it can serve the all-round interest of the
  learner, and the conditions under which
  instructions through MT is imparted.
• The controversy started with the
  orientalists supporting for the revival and
  improvement of oriental learning through the
  medium of classical languages, whereas the
  Anglicists supported for the English medium to
  teach science, philosophy and letters. At that
  time many national leaders favoured the medium of
  instruction in regional languages. Among them
  Mahatma Gandhi is one.

8

• Gandhi proposed (quoted in Khubchandani
  1983122) a scheme for basic education
  during the 1930s. This was quite opposite to
  Macaulays policy concerning the questions of
  content, spread, and medium. It was aimed at
  resolving the conflict between educational
  quality and quantity by proposing to bring
  education into a closer relationship with the
  childs environment, and to extend it throughout
  rural areas without increasing the cost by
  integrating it with rural handicrafts. Nobel
  laureate Rabindranath Tagore also rejected both
  the manner and content of English education. But,
  some favoured English medium and wanted the
  western knowledge to be transmitted for a
  brighter future of the students. Among them the
  social reformer and oriental scholar Raja Ram
  Mohan Roy is one.

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• The Anglicists view was accepted when the British
  government in 1835 declared English as the
  official language and medium of instruction. In
  this context, it is worth quoting the famous
  quotation of Thomas Babington Macaulay (2nd
  February 1835 quoted in Krishnamurti 199017).
• We must at present do our best to form a class
  who may be interpreters between us and the
  millions whom we govern a class of persons,
  Indian in blood and colour but English in tastes,
  in opinions, in morals and in intellect.
•  This shows the attitude of the rulers towards
  the people and vernacular languages at that point
  of time. Krishnamurti (ibid) states that the
  controversy continued until the Education
  Dispatch of 1854 from the court of Directors to
  the Governor General of India, named after Sir
  Charles Wood, the President of Control.

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• . The Dispatch forcefully directed the
  Government to promote the use of vernacular
  languages as media of instruction in education to
  cater to the middle and lower strata in the
  society. This dispatch is a land mark in the use
  of vernacular languages in education. However,
  the recommendations were not implemented with
  sincerity for the next seven decades. It was
  only during the early part of 20th century, when
  Lord Curzon (1898-1905) was Viceroy of India the
  sweeping changes in the medium of instruction
  took place. The Resolution on the Educational
  Policy of the Government of India (21st February
  1913) was a significant pronouncement for the
  establishment of vernacular schools from primary
  to the secondary level. The report of the Sir
  Michael Sadlers (1917, quoted in Krishnamurti
  199018) committee studied the crucial problems
  of education and the affairs of the Calcutta
  University and made the following observations.

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• We are emphatically of opinion that there is
  something unsound in a system of education which
  leaves a young man, at the conclusion of his
  course, unable to speak or write his own mother
  tongue fluently and correctly. It is thus beyond
  controversy that a systematic effort must
  henceforth be made to promote the serious study
  of the vernaculars in secondary schools,
  intermediate colleges and in the university.
• This has led to restricting the medium of English
  only to the college and university stage from the
  1920s onwards throughout the country.

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• The post-Independence period medium of
  instruction
• In 1950 constitution of India recognized 15
  languages in the VIII schedule. Hindi is
  recognized as the official language and English
  as associate official language of India. In 1956
  linguistic states were formed. The Report of the
  1949 by the University Education Commission
  suggested that English be replaced, as early as
  practicable, by an Indian language as the medium
  of instruction of higher education. The
  Education Commission (1964-66), clearly said that
  the MT(regional language) should be used up to
  the highest level for instruction and
  examination, but English should be taught both as
  a subject and as a library language at higher
  levels.

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• the policy was implemented in a haphazard
  manner with many states adopting the regional
  language as an optional medium beside English up
  to the undergraduate level in arts and sciences.
  But, professional courses continue to be in
  English medium at all levels. Since the medium
  was an optional one this led to having two
  streams of students one with the regional medium
  and another with English medium. The students who
  studied through the regional medium were at a
  disadvantage position and it became a handicap
  for them instead of an advantage. This
  Krishnamurti (1990) feels, paved the way for
  greater importance being given to English medium
  right from the primary level. This resulted in
  the growth of plenty of English medium schools
  in both, Rural and Urban areas. He agrees and
  accepts that there is a great demand for the
  study of English at all levels, and at the same
  time, there is a steep decline in the standard of
  English due to the teaching of unqualified
  teachers. As a result, the student is learning
  bad English, which is more difficult to unlearn
  than at the post-secondary level.

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• The study of Mohanty (1990) on Dravidian tribal
  children whose mother tongue is Kui language, in
  a Oriya dominant language area puts the point
  across the importance of mother tongue teaching
  (MTT) in the schools of tribal areas. He brings
  out the social and psychological problems arising
  out of language shift to the dominant Oriya
  language in the multilingual Indian context.
• Mohanty has conducted a series of studies to
  examine the psychological consequences of
  bilingualism through MT maintenance and
  monolingualism that resulted due to language
  shift among the Kui MT children. He conducted
  studies on schooled and unschooled children in
  the age group of 6-16. The Kui-Oriya group
  bilingual children out performed the monolingual
  Oriya-only, Kui tribal children on a number of
  cognitive, linguistic and metalinsgustic ability
  measures and academic achievement. This study
  results show that the MT maintenance for the
  minority groups is not a barrier to their social,
  educational, and economic mobility and to their
  integration. Pattanayak(1986) views that the loss
  of MT will result in rootedness in tradition
  and mythology of the speech community and leads
  to intellectual impoverishment and emotional
  sterility. Therefore, there is the need of MT
  maintenance in India through its educational use
  and other methods of language planning, by doing
  so we can reduce the Sociolinguistic inequality.

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• The tribals of Andhra Pradesh speak languages and
  dialects belonging to three language families
  namely Dravidian, Indo-Aryan and Munda. As most
  of these tribal languages do not have their own
  script, the tribal children who speak these
  tribal mother tongues are compelled to study
  through the dominant state language, Telugu.
  Since the tribal children who come to the primary
  school are generally monolinguals, there is slow
  progress, and lack of interest in education. If
  one asks what could be the reason for this? Then
  we can say that the unfamiliar school language is
  one of the causes for large scale drop-outs and
  stagnation. The drop-out rate touches as high
  as 70 by the time the tribal students reach 10th
  Class. Therefore, to impart education in the
  tribal mother tongues, the following are the
  important reasons (i) To reduce the drop-out
  rate and create interest in the students, (ii) To
  reduce the stagnation, (iii) To improve Adult
  literacy indirectly, (iv) To protect tribal
  mother tongues and cultures, (v) To make home
  language and school language similar thereby the
  gap between these two is removed and education
  at primary school level is made easy and
  enjoyable.

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• Methodology
•  
• A linguistic fieldwork was undertaken to collect
  data pertaining to the 8 tribal mother tongues.
  Data were collected from the native speakers
  using the structured questionnaire such as word
  lists, sentences, proverbs, rhymes, riddles.
  Folk songs and stories in the 8 mother tongues.
  The data were tape recorded. The data so
  collected were transcribed using IPA symbols and
  were analyzed on linguistic principles. Based on
  the phonemic analysis, Phonemes in each of the
  8 tribal mother tongues were identified. After
  the identification of phonemes, the roughly
  equal corresponding orthographic symbols from
  Telugu were adopted.

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• In the next stage, two workshops were organized
  one at Bhadrachalam and the other at Paderu
  (both the places are in AP) for which tribal
  language teachers were invited. After
  discussing with the tribal language teachers the
  curriculum was designed. First a village
  calendar was prepared based on the events that
  take place in the village throughout the year.
  For the already identified phonemes of the TMTs,
  which are written in Telugu alphabet, a theme is
  selected. The contents of the themes are written
  in three or four simple sentences with rhyme and
  rhythm. Apart from this bi and trisyllabic
  words of concrete objects of the tribal
  environment which start with the alphabet in
  TMTs are written. These concrete objects pictures
  are also drawn in colour. To develop writing and
  reading skills for each alphabet words containing
  the letter were provided in the alphabet book.
  Based on the themes for each alphabet, the key
  words were designed and for them a chart
  containing the letters of alphabet in TMTs is
  prepared. This chart is meant for display in the
  class room and for teaching the alphabets in
  TMTs.
•  

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• The lessons of the TMT books are based on the
  themes. The theme is a topic based on which the
  teacher and the student can discuss and elaborate
  on the given topic. Some of the themes are
  Family, Festivals, Forest, Insects, Wild animals,
  Domestic animals, Hunting, Marriage, etc. Theme
  webs (see Appendix-I) are developed for each
  lesson for the effective teaching of all the
  four language skills, i.e., reading, writing,
  speaking and listening in TMTs. While preparing
  the curriculum care was taken not to repeat the
  themes. The themes so prepared, have a listening
  story, childrens story with illustrations and a
  fact sheet in TMTs with beautiful illustrations.
• The big books contain pictures and sentences
  which are connected to each theme. The fact
  sheets describe with four or five pictures the
  facts on each theme. The teacher reads the
  listening story and asks questions on the
  story. Apart from this the experience stories
  can be written on the board by the teacher
  working together with the students.
•  

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• The text books prepared in the tribal languages
  and advantages were explained to parents and
  village elders their consent was obtained.
  During the academic year 2004-2005 in the
  selected 100 tribal area schools the TMT teaching
  Programme was implemented. Care was taken to have
  a homogenous group of students, in the selected
  schools. There was tremendous response for these
  books from the students, teachers and the tribal
  communities and others as well. An independent
  committee constituted by DPEP, visited these
  schools and evaluated the TMT teaching
  programming at the end of the first year of
  implementation of this programme. The committee
  suggested certain improvements and recommended
  for the continuation of these books in the
  2005-2006 academic year as well. The revised
  books are ready for use in the pilot schools for
  the second consecutive academic year.
•  The problems we encountered in teaching the
  tribal mother tongues, broadly fall into three
  categories as stated by Walker(1984) (i) the
  societal problems, (ii) the linguistic problems,
  and (iii) the problems related to the schools.

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• (i.)The societal problems To avoid unfavourable
  reactions from the eight tribal communities,
  these communities were studied and their opinion
  regarding the implementation of their mother
  tongues in primary education was collected.
  This is essential as stated by Stewart(1968)
  Where reactions of this unexpected type have
  caught language planners unawares, it has not
  necessarily been because they were totally
  unpredictable, but rather because not enough
  information was sought in advance about the ways
  in which languages may interact with other
  aspects of society. Since each tribal
  community will have a configuration of factors
  unique to itself, it is necessary to find out
  them.

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• In this context, we considered the following
  factors which are suggested by Spolsky (1976)
  for the analysis of our communities. (a) The
  social structure of the area Since this can have
  a direct consequence on the schools of the
  tribal area it is important to mention this
  factor. The Araku and Paderu areas of AP, are
  inhabited by different tribal mother tongue
  speakers. They are Konda, Kuvi, Adivasi Oriya
  and Savara. Adivasi Oriya is lingua franca of
  this region. This area is geographically closer
  to Orissa, as a result there are marriages
  between the tribals of the same community who
  reside in Orissa and AP, States. Since the girls
  who come from Orissa mostly know Adivasi Oriya,
  the home language of these tribals is becoming
  Adivasi Oriya. As a result of this, in the
  younger generation there is language shift to
  Adivasi Oriya.
•  

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• (b) Ethnicity and attitudes Ethnicity is one of
  the greatest problems faced by the plurilingual
  and pluricultural societies. Each community has
  certain attitudes towards itself and towards the
  other groups around it. These attitudes will
  have a direct bearing on the language as well.
  (c)Demographic factors If the speakers of a
  language are very less in number then it will
  be not be feasible for MTT implementation due to
  economic factors.For the 8MTs, there is no such
  problem. (d)Linguistic relationship Out of the 8
  TMTs, 5 belong to Dravidian (i.e. Gondi, Koya,
  Kolami, Konda, and Kuvi), two (Banjara and
  Adivasi Oriya) to Indo-Aryan and one (Savara) to
  Munda family. Since the Dravidian TMTs belong to
  the same stock, it is quite natural to have lot
  of structural similarities, with Telugu when
  compared with the rest. Therefore, preparation of
  Text books and teaching in the related
  languages, is comparatively easy when compared
  with the non genetically related TMTs to Telugu.
  Apart from this they also share certain cultural
  similarities among themselves. When we compare
  the structures of either Savara or Banjara or
  Adivasi Oriya with Telugu, structural differences
  can be noticed.

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• Linguistic Problems
•  There are two main problems that one has to
  encounter in using the tribal languages in
  education (Walker 1984). These are languages
  range of functions and linguistic norm.
•  Since most of the tribal languages of AP have
  restricted functions, it results in having a mono
  style. Now these languages are used in
  education, therefore developing a formal style
  is necessary. Even though these languages have
  rich vocabulary of their culture, agriculture and
  other tribal occupations, but lack the technical
  terms which are required for the textbook
  preparation in science subjects.
•  Kloss(1969) has described planning as corpus
  planning for those languages which doesnt
  have a standard norm. Ferguson (1968) subdivided
  corpus planning into three areas. (i)
  Graphization, (ii) Standardization, and (iii)
  Modernization.

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• Graphization deals with developing an alphabet
  for those languages which doesnt have a script.
  If one is developing a script, it has to be made
  on scientific principles. Berry (1968) suggested
  certain scientific principles and social factors
  necessary for developing a successful alphabet.
  In the Indian context of AP developing a separate
  script for each one of these 8 MTs at the moment
  is not undertaken. For the simple reason it will
  be an added burden to the student, since he has
  to learn Telugu(the Brahmi script),
  Hindi(Devanagari script), and English(Roman
  script). Since the official language of the AP
  state is Telugu, the Telugu script is adopted for
  preparing the text books in these languages.
  Similarly, the Savara spoken in Orissa, the
  script of the dominant language Oriya is used,
  some Christian missionaries used Roman script as
  well. Like wise for Gondi spoken in Madhya
  Pradesh, the Hindi Devangari scipt, and for Gondi
  spoken in Maharashtra, Marathi script is used.

25

• When the Telugu script is adopted for preparing
  the text books in these 8MTs, for some of the
  following phonemes there were no corresponding
  symbols in the Telugu alphabet. They are /rh/
  voiceless trill in Konda /?/glottal stop in Kui,
  Savara //nasalised vowel phonemes in Adivasi
  Oriya, Kui, Banjara /?/ voiced flap in Gondi .
  For some of them the symbols which were there in
  old Telugu orthography were used. Such as (
  ardhaanuswaara for nasalised vowels, visarga
  for glottal stop are used.

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• Standardization
• It is essential to standerdize the TMTs, since
  we are using them for imparting education.
  Ferguson (196831) states that the process of
  one variety of a language becoming widely
  accepted throughout the speech community as a
  supra dialectal norm the best form of the
  language rated above regional and social
  dialects, although these may be felt appropriate
  in some domains.
•  As these 8 TMTs have regional and social
  variations the TMT books prepared in one dialect
  may not be suitable as it is for the other
  dialects,. For example, Savara spoken in
  Srikakulam and Vizayanagaram districts of AP,
  such as Sithampeta, Mandasa and Parvathipuram
  has regional dialectal variations. Similarly
  Gondi spoken Adilabad district of AP such as
  Utnoor, Nirmal, Tiryani, Boath and Sirpur is
  different due to the operation of on going sound
  change (sgthgt0) in Gondi.

27

• Out of these dialectal variations one dialect has
  been selected as the standard in consultation
  with the tribal teachers. Now when we have
  selected one variety and introduced them in the
  MT textbooks, the students are complaining to the
  teachers that it is a wrong form written in the
  book. The Gondi sound change sgthgt0 mentioned
  above is a good example for this. In some parts
  of Adilabad, AP, there are older forms with s
  such as sovvar salt, hovvar in some parts and
  ovvar in some other parts. Therefore, when a
  keyword with s is introduced, for the other
  areas it will not become a keyword. If the
  teachers are trained properly on these dialectal
  variations, they can explain to the students
  these differences, which exist in their language.
  Fishman(196810) mentions the following points to
  consider while selecting one variety as the
  standard form.

28

• Walker (1984) suggests three axes to consider
  while selecting the standard form. (i) the
  temporal axis, (b) the areal axis, and (c) the
  societal axis. The first one temporal axis
  deals with the speech of different generations.
  The speech of the older generation is considered
  as the purer form of the language by the
  traditional dialectologists. Therefore to
  consider this as the norm or to consider the
  younger generation speech as the standard is a
  debatable issue. Each one of them has its own
  advantages and disadvantages. The second one
  areal axis deals with dialectal and diglossic
  varieties. In this, one dialect is considered as
  the standard form and it is being implemented in
  teaching. In the case of TMTs eah one of the
  dialect speakers considers his dialect to be the
  standard form while rejecting the others. For our
  purpose we have considered one regional variety
  as the standard form in consultation with the
  tribal teachers.

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• Modernization
•  
• Ferguson (196832)) considers the modernization
  of a language as being the process of its
  becoming equal of other developed languages as a
  medium of communication and sees the
  expansion of the lexicon as an important aspect
  in this process. It is necessary to prepare
  dictionaries and glossaries in these TMTs. The
  District Primary Education Programme of AP and
  some Non Governmental Organizations (NGOs) are
  working on these aspects.

30

• The Educational Policy of AP
•  The AP state follows three language formula
  (TLF). At Secondary school stage Telugu, English
  and Hindi was the earlier practice. But since a
  few years now English is being introduced at 3rd
  class at Primary School level. The curriculum at
  the primary stage consists of scholastic and
  non-scholastic components. The scholastic
  component comprises of languages and
  non-languages which are examination subjects.
  Whereas, the non-scholastic subjects comprise of
  health and physical education, creative
  activities, and moral education, these are
  non-examination subjects. Now in the context of
  TMT medium of instruction, which is a pilot
  project, these TMTs have to be given official
  status once it is successful and accepted by the
  tribal communities for its wider implementation
  in the other schools of tribal areas. Ferguson
  (Ferguson etal., 1977. quoted in Walker,
  1984185) states two implicit goals for
  bilingual education (a) To unify a multilingual
  community and (b) To enable people to
  communicate with the outside world. and another
  is to assimilate individuals or groups into the
  mainstream society.

31

• Edwards (1977 quoted in Walker, 1984186)
  mentions many of the bilingual projects America
  are designed to facilitate the transition to the
  dominant language for the immigrants. There are
  other goals such as To preserve ethnic or
  religious ties and To give equal status to
  languages of unequal prominence in the society.
•  The Multilingual education programme of AP State
  is a gradual transition model, i.e., TMT to the
  official language of the State, Hindi and English
  in a gradual manner. 1st class is taught only in
  TMT, 2nd class in TMT 80 and Telugu 20, and 3rd
  class TMT 60 and Telugu 40 and 4th class 40
  TMT and 60 Telugu, and in 5th class 20TMT and
  80 Telugu. From 6th onwards in the Regional
  language i..e. Telugu. Since the tribal childs
  competence in Telugu is not equivalent to that of
  the MT Telugu child, care has to be taken to
  teach both the languages simultaneously and in a
  graded manner. The following curriculum
  planning is suggested for the TMT teaching.

32

•  Conclusion
•  We hope that our efforts will improve the
  literacy and reduce the dropouts, stagnation and
  wastage at the primary stage among the tribal
  students. The results are coming positive
  towards this direction. Since the students were
  able to understand what is written in the lesson,
  they were very happy with the mother tongue text
  books of the 8 tribal mother tongues which we
  have prepared. When the teacher asked questions
  on the lesson they were able to understand the
  contents in the lesson and were answering the
  questions with enthusiasm, and the whole class
  was participating.
• The TMT medium may be continued up to 5th class
  by teaching not only the MTs but also the other
  subjects by using the Telugu medium text books
  through the bilingual teaching method and make
  the students comfortable in grasping the
  subjects.

33

• To facilitate easy transition from the TMT to
  Telugu, code-mixing and code-switching strategy
  may be used and should not be discouraged nor
  punished for writing the answers in Telugu and
  TMT.
•  There is also greater responsibility on the
  people involved in this project to carry forward
  this work and to prepare material for higher
  classes. A smooth transition to Telugu the
  official language of the AP State has to be
  planned carefully, so that he can enter into the
  main stream through the tribal mother tongue
  bridge. The teachers who are teaching in their
  mother tongues will be very crucial and they have
  to extend full cooperation and support for the
  success of the mother tongue teaching programme.
  Not only this but also, they should have service
  motive, sympathy to tribal students and concern
  for tribal education. A close monitoring and
  constant support and evaluation of the project is
  required for its proper implementation.

34

• The success or failure of the project will have
  larger implication at the national level.
  Therefore, the tribal students should not be used
  as guinea pigs for the experimental studies and
  later left to their fate. If the project is
  successful then there is a need to give the
  status for teaching the tribal mother tongues at
  primary stage by passing the orders. Since the
  project comes under different government
  departments, it needs to be coordinated by the
  Primary Education Department, the Tribal Welfare
  Department and at the local level by the
  concerned Integrated Tribal Development
  Authorities for its proper implementation. We are
  sure that our efforts will be successful and this
  project will become a role model for other States
  as well.
•  

35

• Acknowledgements I thank Prof. B. Ramakrsihna
  Reddy, who motivated and induced me into the
  tribal languages research and for his many
  insightful discussions on this topic. Thanks are
  also to Mr. Veda Raj, the Coordinator, and other
  Project Assistants of Tribal Languages Division,
  TCRTI, TWD, Hyderabad with whom I have been
  associated on this project for the many
  discussions. Dr.Pamela MacKenzie, U.K., for
  sharing her ideas and experiences on this topic.
• References
• Annamalai , E. (1990). Linguistic Dominance and
  Cultural Dominance A Study of Tribal
  Bilingualism in India. In Multilingualism in
  India (D.P.Pattanayak, ed), pp.25-37. Clevendon
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39
Weekly Theme web - Index
40
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(No Transcript)
42
Weekly Theme web
43
Weekly theme Listening story
44
Weekly theme - Children story
45
Weekly theme Fact sheet
46
Weekly Theme - Activities
47
Cover page of Kolami text book
48
Cover page of Gondi text book
49
Cover page of Lambada text book
50
Cover page of Savara text book
51
Cover page of Konda text book
52
Cover page of Koya text book
53
Cover page of Kuvi text book
54
Cover page of Adivasi Oriya text book
55
Alphabet chart of Koya dialect
56
A page from Koya Book
57
Clip from Class I Telugu text book
58
A page from Savara Book
59
A page from Kuvi Book
60
A page from Adivasi Oriya Book
61
Big Book of Gondi
62
Big Book of Gondi
63
Big Book of Gondi
64
Big Book of Gondi
65
Big Book of Gondi
66
Big Book of Gondi
67
Big Book of Gondi
68
Big Book of Gondi
69
Thank You