Tribal Languages and Tribal Language Education at Elementary Level in India
Contents: Abbreviations. Foreword. Preface and acknowledgements. 1. Introduction. 2. Language/dialects spoken in different states and union territories. 3. Tribes having own languages/dialects. 4. Tribal languages, their alternate names and dialects. 5. Languages used as mediums of instruction. 6. Availability of teachers and materials in tribal languages/dialects. 7. Findings and suggestions. Appendices. Bibliography. Abbreviations.
This book offers a comprehensive and in depth analysis of the use of tribal languages and dialects at the elementary level of school education in India. It deals with five major sub themes: languages and dialects spoken in different states and union territories; tribes having their own languages and dialects; alternate names and dialects of the tribal languages; languages used as mediums and subjects of instruction; and availability of teachers and teaching learning materials in tribal languages and dialects. The book also contains useful appendices dealing with the list of scheduled tribes in states and union territories, distribution of tribal languages, official languages, languages and scripts used in the schools of India; bilingualism and trilingualism among the speakers of scheduled and non scheduled languages, etc.
The book may serve as a reference for planning (tribal) language education; especially mother tongue based multilingual education, by the researchers, linguistics, teachers, policy-makers and language planners.
This book offers a comprehensive and in depth analysis of the use of tribal languages and dialects at the elementary level of school education in India. It deals with five major sub themes: languages and dialects spoken in different states and union territories; tribes having their own languages and dialects; alternate names and dialects of the tribal languages; languages used as mediums and subjects of instruction; and availability of teachers and teaching learning materials in tribal languages and dialects. The book also contains useful appendices dealing with the list of scheduled tribes in states and union territories, distribution of tribal languages, official languages, languages and scripts used in the schools of India; bilingualism and trilingualism among the speakers of scheduled and non scheduled languages, etc.
The book may serve as a reference for planning (tribal) language education; especially mother tongue based multilingual education, by the researchers, linguistics, teachers, policy-makers and language planners.
