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Sunday, 30 August 2020



Conduct a language survey in your classroom.  Start a conversation with the students about the languages ​​you know - start by stating that you can understand some words, speak or write the language fluently - and explain to them where you an acquired this knowledge  Has done, for an example, learned from his parents or grandparents, or learned it by living in a particular place, or learned in school.

Use chart paper and make to a big table.  Write your name after the students' names on the left and the list of languages ​​above.  Invite your students to tell which languages ​​they know and make a check mark on the chart.  When the work is the complete, place the regard chart on the classroom wall.

 If a student has been an absent on the day of the survey, when he comes to back, update him about the chart.  Make provision for additional rows at the bottom for any new student admitted to the class during the year.  You power want to conduct a survey with the headmaster and other staff members and include that information as well.

Depending on the age of your student, you can make this regard more information by considering whether they understand, speak, read or write the given languages.
Discriminatory perceptions of low-status castes may cause some students to disagree about knowing certain languages ​​related to these communities.  Be reluctant to show.  Therefore, in this activity it is important to emphasize positively that knowledge of different languages ​​and cultures is generally valuable in people's lives and especially for the classroom.  Talk an about your own knowledge of the minority class languages, An even if it is limited or if you want to learn them.

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The fact that the distinction between languages ​​and dialects is often variable, or the possibility that students are not aware of the names of the languages ​​they speak, is another reason why this type of knowledge  To get accurate information about, things are not always clear.  Therefore, your chart should be to seen as a starting point, whose detail will be revised from time to time in collaboration with students.

Case Study 2: Using specific language words

In the following case study, a teacher describes how some of his students were confused by the words used to illustrate the letters on the wall's alphabet chart.

Most of the my students speak Ho language and when they first came to this school, they knew very few Hindi words.  I noticed that some of the students were mispronouncing the words define by the pictures given in the Hindi alphabet chart on the classroom wall.  He called 'nayal' (Ho language word for 'plow') instead of 'hal' (Hindi word for 'plow').  When I call on them which letter it was, the students told me that it is 'N', which was the first letter of 'Hull' in Ho language instead of 'H' in Hindi language for 'Hull'.  .

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