An overview of project Madagascar's tri-lingual education project development: 2005-2014

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Helwig, Andreas, Ravoniharimanana, Masinavolana Lalaina and Andrianosoloniaina, Manitra J. Benjamin. 2014. "An overview of project Madagascar's tri-lingual education project development: 2005-2014." International Journal of Pedagogies and Learning. 9 (3), pp. 327-338.
Article Title

An overview of project Madagascar's tri-lingual education project development: 2005-2014

ERA Journal ID39917
Article CategoryArticle
AuthorsHelwig, Andreas (Author), Ravoniharimanana, Masinavolana Lalaina (Author) and Andrianosoloniaina, Manitra J. Benjamin (Author)
Journal TitleInternational Journal of Pedagogies and Learning
Journal Citation9 (3), pp. 327-338
Number of Pages12
Year2014
Place of PublicationAustralia
ISSN1833-4105
Web Address (URL)http://www.pedagogy.org.au/userfiles/files/Pedagogy%20Journal/List%20of%20AbstractsFINAL%20IJPL_9(3)2014.pdf
Abstract

Project Madagascar is a private ACCIR Inc. AusAID accredited Australian Aid and Development Project that is developing a new incremental competency based education curriculum. This curriculum is taught in three languages (i.e. Malagasy, French and English) from pre-school onward. Current development of the primary school curriculum to Grade 5 was completed three years ago, and tested to Malagasy national primary school leaving CEPE exam standards. The cultural Malagasy language is in many ways being extinguished in the central plateau of the island by French – the official examination language. Although English is the third national language, there are no English newspapers or radio stations in Madagascar, and most students have never heard spoken English until entering this educational program. The project has implemented learning acquisition of the three languages in this new primary school program. This has been quite possible by using the cultural rudimentary Malagasy child language as initial link language, with English then used as a bridge to phonetic development in all three spoken and written languages. The Project’s educational program development and outcomes, has to be compliant to Malagasy national Grade 5 CEPE and Grade 9 BECP exam standards, and future Grade 12 matriculation international Baccalaureate requirements. Also part of the project is to develop English testing processes, as English resources are so limited in Madagascar. The project is the only education process in Madagascar that teaches in three languages, with all three languages used for instruction, teaching and learning processes. Not one of the languages is treated as a second or third language study. This paper is the first presentation of processes and outcomes after 10 years of work in both the curriculum development, its delivery method and the student’s development of linguistic acquisition.

Keywordsmulti-lingual teaching; language learning; influence of language; primary school multi-linguistic curriculum
ANZSRC Field of Research 2020390499. Specialist studies in education not elsewhere classified
390304. Primary education
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Byline AffiliationsSchool of Mechanical and Electrical Engineering
Project Madagascar, Australia
Institution of OriginUniversity of Southern Queensland
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