Page 10 - LESSION 20.pmd

Understanding Diversity

• Local dialect not given its due importance in the school
• Being first generation learners
Notes • Teachers coming from different language background

20.3.1 Effects of home and school language divide on children

• Not able to make friends with peers
• Not able to score/achieve/perform well in academics

• Repeated failure or poor performance in school leads to low self-esteem
and higher dropout rate

• Low self-confidence

• Lack of belongingness to the school and academics

• Not able to read, write and express
• Children are less likely to enrol and succeed in school

• Parents are less likely to participate in their children’s learning

• Children do not take pride in their identity and heritage

NCF, 2005 respects the multilingual character of Indian society and suggests
it should be seen as a resource to promote multilingual proficiency in a child.
All languages including tribal as well as English should be valued equally. All
mother tongues are appreciated as an important link between the young child
and the school. In case of first generation learner, teaching in the initial years
should be in mother tongue and less stress on the learning of second and third
language as support may not be available to the child at home to learn these
languages.

The absence of such divide implies:
• Schooling becomes fun and a joyful experience

• Self-confidence of children will improve

• Children will be able to relate with the school experiences, hence develop
a feeling of belongingness of “my school”

• Makes friends with peers, leading to social inclusion and interaction
• Children communicate effectively with teachers and others

• More retention in school

• Children are be able to create linkage with the outside world

194 EARLY CHILDHOOD CARE AND EDUCATION