Chotro 4 to showcase 800 languages

The following announcement was posted on the Iaclals Yahoogroup (which I moderate). I have not seen it yet elsewhere on the net, and am therefore posting the announcement in full. Three striking things about this Chotro:

• No time in the known human history representatives of 800 natural languages have come together on a single platform. The World Language Meet and CHOTRO FOUR will no doubt be a major media story globally.
• The time allotted for presentation of papers will be limited to 20 minutes; but there will be an audience of more than 500 for every presentation.
• Since the Conference is about Intangible Heritage and Languages and Literature in Oral Traditions, or about Oral Traditions, Power Point Presentations will be discouraged.

No PowerPoint, but they do want  the full text of the papers by 15 November 2011. And they plan to publish the proceedings.

Incidentally, I've blogged before about one of the organizers, Ganesh Devy, who is coordinating the People's Linguistic Survey of India.

Here's the announcement:

CHOTRO FOUR
January 6-8 2012
Vadodara, INDIA

IMAGINING THE INTANGIBLE
Languages, Literature and Visual Arts of the Indigenous

Bhasha Research and Publication Centre

In association with

European Association for Commonwealth
Literature and Language Studies (EACLALS)

Call for Papers

In the past, Bhasha Research and Publication (BRPC) and the European association for Commonwealth Literature and Language Studies (EACLALS) have held three unconventional conferences in a format that has by now come to be recognized among academics and activists as Chotro.

CHOTRO FOUR

is being convened at Vadodara, from the 6th to the 8th January 2012. It will be held side by side with the World Language Meet in which representatives of nearly 800 languages are expected to participate for presenting the survey of their own language(s)

BRPC and EACLALS now seek to initiate discussion on:

• Culture and Development/ Culture for Development
• Notions of the Intangible in Relation to Oral Traditions of Literature,
• Traditional Knowledge of the Indigenous,
• Threatened and Endangered Languages,
• Semantics of Intern-generational Oral Communication,
• Visual Anthropology of Indigenous Arts,
• Aesthetics of Representation of Inheritance,
• Oral Translations, Memory Based Performance Traditions,
• Colonialism and Cultural Amnesia,
• State Structures and Language Loss,

Towards this end, the organizers seek papers for presentations. All attempts will be made to have the presented papers published in theme based volumes through reputed publishing houses. Papers presented in previous Chotro conferences have been published by Orient Blackswan in two volumes, and are being published by Routledge in two further volumes. The length of papers should be not less than 4000 words and not more than 6000 words.

Registration:

For registration in CHOTRO FOUR, scholars/ cultural activists should send by email the following information latest by the 31st July 2011 to ganesh_devy@yahoo.com; Geoffrey.davis@web.de; shae_bhasha@hotmail.com:

Name
Gender ( necessary for proper allotment of accommodation)
Institutional Affiliation, if any
Title of the proposed paper
E-mail address and Telephone Number

Conference Fee:
There will be several categories of conference fee:

• Overseas participants from Australia, Western Europe and North America: GBP 80/ Euro 120/ USD 150
• Overseas participants from African Countries, South America and Eastern Europe: USD 80
• Participants from South Asia: USD 50, Indian Rs. 2000

There will be no additional charges for accommodation and meals during the days of the Chotro. The Organizers will provide hotel accommodation on room sharing basis and all meals during the days of the Chotro.

ABSTRACTS:

A 200 word abstract of the paper proposed for presentation must be sent together with the mail indicating interest in participating Chotro. Acceptance of papers will be communicated latest by the 15th August 2011.

SUBMISSION OF PAPERS:

Full text of the paper will be expected by the 15th November 2011. Participants whose papers are short listed for publication will be informed about the theme of the volume and the publication details by the 15th January 2012. The full and revised text of the papers selected for publication will be expected by the 31st March 2012.

TRAVEL, VISA AND LOGISTICS:

CHOTRO is not a formal association or organization. It is very much a voluntary effort to focus on the shared heritage and destiny of the indigenous of the world. Therefore, overseas participants are strongly advised to apply for Tourist Visa.

VADODARA (also spelt as BARODA) is situated approximately 400 kms north of Bombay (also spelt as MUMBAI) and 1000 kms south of New Delhi. The city is connected with Mumbai and Delhi by train and air. The nearest airport is 1km from the city and is named VADODARA. There is another airport at a sdistance of 140 kms at AHMEDABAD and inexpensive pick up taxies are easily available to ferry you to Vadodara.

THE UNIQUE FEATURE OF CHOTRO FOUR:

No time in the known human history representatives of 800 natural languages have come together on a single platform. The World Language Meet and CHOTRO FOUR will no doubt be a major media story globally.

The time allotted for presentation of papers will be limited to 20 minutes; but there will be an audience of more than 500 for every presentation.

Since the Conference is about Intangible Heritage and Languages and Literature in Oral Traditions, or about Oral Traditions, Power Point Presentations will be discouraged.

Every participant will have an opportunity of listening to several hundred languages.

CHOTRO FOUR is designed as A NEVER BEFORE event.

Join us in the exciting work of providing voice to the voiceless!

K. K. Chakravarty
Chair
Bhasha Research and Publication Centre


Geoffrey Davis
Chair
European Association for Commonwealth Literature and Language Studies

Ganesh Devy
Founder, Adivasi Academy
Head, People’s Linguistic Survey of India

Education in Bihar - challenges

Following up on the Bihar Report which I'd blogged about in February, here is Rukmini Banerji's excellent essay "Challenging Bihar on Primary Education" (PDF) in EPW (12-18 March 2011). The style she adopts is an engaging one of analysis interspersed with anecdotal raportage.

Like the other report, she too readily acknowledges the strides the state has made: "It is evident that there has been a massive infusion of inputs into the system at a very fast pace. Government expenditure on elementary education has increased enormously, basic educational indicators like access and enrolment are rising and the student-teacher ratios are becoming more favourable." But is that enough? Is it resulting in better educational outcomes? Not yet, she says. And a big part of the problem is that the teachers themselves seem to be inadequately trained.

"The findings from the language tasks completed by teachers are equally sobering: less than 50% of teachers could meaningfully summarise a Standard 5 level text. Four difficult words from the Standard 4 level text were selected and teachers were asked to write the meaning of each word in simple language. Less than 50% of surveyed teachers could do this task correctly. When asked to write a few sentences, the teachers made several spelling mistakes."

She concludes:

"What do we see for primary education in the state in the future? There are massive challenges: there is political will at the top and there are aspirations and demands from below. It is the middle of the delivery system that is rusted and needs overhauling and repair. The need is to understand the nature of the rust in the system. Incentives need to be aligned to interests so that we see initiative and energy inside the system. Schools are being built, children's enrolment is rising, teachers are coming in but these must translate effectively into changed behaviours if they are to lead to big improvements in children’s attendance and substantive increases in learning levels."

English from class 1 in Andhra Pradesh

A somewhat alarming February-2011 report in Deccan Chronicle - "English medium proposed in all government schools" - has morphed into a March-25th report - "AP schools to teach English from Class 1". Let us hope that the latter report is not a preliminary to implementing the February announcement. It is fine to "introduce English as a second language from Class 1 in all government schools... from 2011-2012". (It is now being taught from class 6.) But introducing English as a medium of instruction is a bad idea. Here's why.

The state's education system finds it difficult enough to impart education in the mother-tongue. The state's performance in the ASER survey is fairly dismal:

• only 60.3% of class 5 children (~ 11-year-olds) can read a class 2 text; nearly 40% cannot.
• of class 5 children, 18.3% can recognize the numbers 11-99, but cannot do subtraction; 37.7% can subtract, but not do division; 40.5% of class 5 children can divide. Nearly 60% cannot.

Nor is the situation in private schools much better. ASER reports that between 2007-2010, in private schools, some 5-10% more children have been able to do the reading and arithmetic tasks mentioned above.

And all this is in the mother-tongue, Telugu.

(As in other parts of India, in AP too, indigenous/tribal and minority children get only the dominant regional language - in AP's case, Telugu - as the medium of education, except for the small fraction that can afford to send children to an "English-medium" school. Combined with all the other systemic problems, education in a non-mother-tongue results nation-wide in a third of the enrolled children being "pushed-out" before class 5. And in AP, within the first 10 years of schooling, 82% of indigenous children leave school. References in my 2010 paper in Languaging.)

To come back to private schools in AP, their only-slightly better performance hasn't stopped parents from choosing them. As ASER reports, "Between 2009 and 2010, the percentage of children (age 6-14) enrolled in private school has increased from 29.7% to 36.1% in Andhra Pradesh."

The March-2011 report in Deccan Chronicle gives even more disquieting figures: "the percentage of enrolment... in government schools... came down... from 82.48 to 55.72 [percent] in primary and upper-primary schools, while private school enrolment increased from 17.52 to 44.28 percent... [between] 1995-96 and 2009-10."

With the quality of education in Telugu being what it is, introducing English as a second language is hardly likely to make much of a difference. And making English the medium of instruction is likely to prove disastrous.

Dialect of Hope - Article on Esperanto

The March issue of the magazine Channel 6 has an essay on Esperanto: "Dialect of Hope".

The authors, Majaz and Subbu, are university friends, now freelancing. They dropped by and spent a couple of hours learning about the language and the community. By the end of the session, Majaz was intrigued enough to give Esperanto a shot! I'll probably run into him some day in the Tujmesaĝilo (chatroom) at Lernu!. :-)

Do read their Dialect of Hope".

Language skills talk on IMLD

Yesterday - on the International Mother Language Day (IMLD) - I gave a talk on "language skills" to about 30 Technical Officers of the Defence Research and Development Organisation (DRDO). This one-and-a-half-hour session was at the Administrative Staff College of India (ASCI), Hyderabad. I kept coming back to IMLD throughout the talk.

On the question of language skills, I proposed three perspectives:

• a long-term perspective on language and education (in the Indian context)
• a medium-term view of Esperanto as a tool to think about language skills
• a short-term list of useful web resources to improve language skills

The "long-term" section rehearsed some of the arguments of my Languaging paper. It dwelt on the kinds of structural issues that the PROBE (2006) and the ASER 2010 reports deal with: no teachers; and when there are, no teaching happening on the day the researchers visit; plus, in any case, not much learning happening - the poor quality outcomes that ASER highlights. Meanwhile, non-MT (mother tongue) education for children of linguistic minorities and indigenous peoples contributes to their high-rate of "push-out" (82% in Andhra Pradesh).

On the positive side, I mentioned the initiatives in Orissa and at Bhasha in Gujarat, which show that multilingualism works.

This section also touched upon the society-wide consequences of English as the medium of higher education in India: poor participation in higher education and poor skill-sets.

The next view on language skills introduced Esperanto briefly: idea, structure and community. I focused on the "global education" and "effective education" sections of the Prague Manifesto, arguing that Esperanto offered a means to high-level multilingualism, necessary in an age of globalization, and essential for peace-building and collective action in the face of transnational threats. Esperanto's effectiveness as a preparatory language for further language learning, and its role in "decolonising" the mind were also mentioned.

The short-term view on language skills rapidly listed a few useful websites: (multilingual) dictionaries, (specialist) encyclopedias, databases, writing and usage tools, and the like.

Since Esperanto was for this audience the most exotic part of the talk, I ended with Reto Rosetti's translation of Shakespeare's Sonnet 18, "Shall I compare thee to a summer's day?"

The talk was part of a course called "Personal excellence for professional development". As may be inferred from the report, I interpreted both terms widely, as the rather bemused listeners noted.

Bihar education report

A new report from Patna, Bihar has some positive things to report on the state of education in that state. The report, due to be released by Amartya Sen on 4 February, is from Asian Development Research Institute (ADRI), Pratichi (West Bengal) and Centre for Economic Policies and Public Finance. The following is taken from a "curtain-raiser" in Indian Express; it gives a glowing report to the state government.

"The most startling finding is the phenomenal rise in children's enrolment in Classes VI to VIII, credited primarily to Chief Minister Nitish Kumar coming up with the idea of distribution of free school uniforms in Class V and bicycles for those getting into Class IX, along with midday meals. While earlier only girls were being given the free cycles, even boys are entitled to the same now.

"Parents and students vouch that while the government provides bicycles only from Class IX, it has boosted fresh enrolment from Class VI itself."

While the uniforms and bicycles have no doubt played a role, a more substantial statistic is that there is a "jump in the number of schools — there are now 114.3 schools for every one lakh people in the state, against just 60 three years ago."

The impact on vulnerable groups has been startling. As the ASER report for Bihar [PDF] shows, the proportion of "out-of-school" 11-14-year-old girls has fallen from 17.6% in 2006 to 9.7% (2007), 8.8% (2008), 6% (2009), to 4.6% (2010).

The most critical remark in the Express story is a last-sentence observation: "The report comes hard on the general status of the midday meal scheme, criticising the way it is run."

ASER 2010 released

From the ASER press release:

"Conducted every year since 2005, ASER is the largest annual survey of children in rural India. Facilitated by Pratham, ASER is conducted each year by local organizations and concerned citizens. In 2010, ASER reached 522 districts, over 14,000 villages, 3,00,000 households and almost 7,00,000 children."

For me, the really bad news is that teacher absenteeism is increasing and student attendance has not increased:

"The all India percentage of primary schools (Std 1-4/5) with all teachers present on the day of the visit shows a consistent decrease over three years, falling from 73.7% in 2007 to 69.2% in 2009 and 63.4% in 2010.

For rural India as a whole, children's attendance shows no change over the period 2007-2010. Attendance remained at around 73% during this period. But there is considerable variation across states."

Other key findings:

• Enrollment: 96.5% of children in the 6 to 14 age group in rural India are enrolled in school.
• Out of school girls: 5.9% of girls in the 11-14 age group are still out of school.
• Rise in private school enrolment: Enrollment in private schools in rural India increased from 21.8% in 2009 to 24.3% in 2010.
• Increasing numbers of five year olds enrolled in school: Nationally, the percentage of five year olds enrolled in schools increased from 54.6% in 2009 to 62.8% in 2010.
• Nationally, not much change in reading ability, except in some states: Even after five years in school, close to half of all children are not even at the level expected of them after two years in school. Only 53.4% children in Std V could read a Std II level text.
• Math ability shows a declining trend: On average, there has been a decrease in children’s ability to do simple mathematics.
• Middle school children weak in everyday calculations: About two thirds of all children could answer questions based on a calendar and only half could do the calculations related to area.
• Tuition going down for private school children: A clear decrease is seen in the incidence of tuition among children enrolled in private schools across all classes up to Std VIII.
• RTE compliance: ASER 2010 found that over 60% of the 13,000 schools visited satisfied the infrastructure norms specified by the RTE. However, more than half of these schools will need more teachers. A third will need more classrooms.

More on the ASER website.