Society
Why mother language-based science education is essential
All people are touched by science; shouldn’t that be universally understood? Shouldn’t everyone take part in this?
EdPublica looks into the importance of mother language-based science education in the context of International Mother Language Day on February 21. We believe that the global fabric of linguistic diversity is facing a growing threat with the rapid disappearance of numerous languages over time.
Science is not democratic; it is an elitist activity…an Indian theoretical physicist once said. He means that science is not that democratic, so everyone does not need to learn, only the elite should learn. Does it make sense? All people are touched by science; shouldn’t that be universally understood? Shouldn’t everyone take part in this?
It should, but one big barrier is the language itself. Further democratising science education in the mother tongue will make this difficult topic more accessible to all.
The setting was a typical English-medium school in a rural village in the South Indian state of Kerala. The teacher seemed to be taking classes for 6th or 7th graders. She was reading the book in English without missing a single line. The teacher was very excited. However, the children’s body language did not show much enthusiasm. Many students’ expressions were just filled with a sense that they had heard something. The class was about light or something. The subject of the school visit was different, but I just talked to one or two of the children about what they were learning.
One has nothing to say about the rays of light taught by the teacher. They did not like any questions about what was said in class. A boy named Thomas (name changed) said, ‘Oh, I can’t understand any class in English, bro’.
It was a reality that most subjects taught in English were beyond the comprehension of the students there. Then the question is how to pass the examinations. “It’s a matter of just memorising and writing,” replied one of the boys. It was then that I remembered about the discussions of primary education, especially science education, in indigenous languages. Many children who pass with great marks in subjects including science have no understanding of basic science concepts. Those who are not good at memory are quickly labelled as dumb and will be marginalised in schools. This is not an isolated case but a common ‘phenomenon’ in third-world and developing countries where English is not the main language.
So, the question is: If you don’t understand, how can you learn?
The situation is deplorable if we consider how little practice there is in teaching science concepts in the mother language, particularly concerning children’s daily lives. Language is one of the main reasons why children don’t have a scientific approach to anything when they grow up.
India’s former President and eminent scientist, Dr. A P J Abdul Kalam, was once interacting with students at Dharampeeth Science College, Nagpur. The incident happened in 2011 or so. He encountered a question about how science learning can be made more creative. This was his answer: For a quick grasp of science-related concepts and greater creativity, teach children science in their mother language.
The same was repeated by Indian Prime Minister Narendra Modi in January 2018. The Prime Minister said that children should be taught science in their native languages. But how much the country is still succeeding in that is questionable. It is a relief that the new National Education Policy of India is all in that direction, but the fundamental change needs to come in the mindset of parents and teachers.
What do studies say?
UNESCO’s Global Monitoring Report (GMR) published a landmark study five years ago. It was released on February 21, International Mother Language Day. The study pointed out that providing primary education in a language other than their own can significantly affect the learning process of children.
French is the main language in many West African schools. It is an unfamiliar language to its children. “Naturally, their learning becomes difficult on many levels,” states UNESCO’s policy paper.
As the then UNESCO GMR Director Aaron Benavot told this writer regarding the report, “40 percent of the world’s population does not have access to education in a language they speak or understand. Studying in a non-spoken language regularly sets a student back academically. It affects children from low-income families very deeply.”
UNESCO’s report points out that if children understand the medium of learning, their learning will improve. French is the main language in many West African schools. It is an unfamiliar language to its children. “Naturally, their learning becomes difficult on many levels,” states UNESCO’s policy paper. “Language and ethnicity can combine to produce complex patterns of compounded disadvantage. In Peru, the difference in test scores between indigenous and non-indigenous children in grade 2 is sizeable and increasing.”
Why the bilingual model matters
UNESCO states that children have reached better standards in countries where bilingual programmes have been implemented in the education system. By making learning in their mother tongue possible, children can score better in all subjects. Experts such as Aaron Benavot point to Guatemalan and Ethiopian case studies as proof of this. UNESCO studies say that promoting bilingual education is the best way, even if it is a bit expensive. A bilingual education programme with an emphasis on the mother tongue can make a big difference, although it will create complications in matters including teacher recruitment.
At the same time, just because the study is in the mother language does not necessarily mean that the children will have better scientific aptitude. On the other hand, if science is taught in the mother tongue, the chances of gaining expertise in science are very high. This is mentioned in the new education policy of India. The National Education Policy calls for the use of the local language as the medium of study up to grade 5.
Moreover, such a change is essential for the democratisation of science. Celebrated Indian physicist C V Raman once said that science should be taught in the mother tongue if science is not to be confined to the activities of the elite. Science should be accessible to all. Every human life is related to science. If they want to understand it, science must come to them in a language they know.
Our transition must be to schools that teach science in the language that children speak, beyond mere theories, and relate them to their lives on a practical level. Studies have shown that children become more empowered and confident when they learn in their own language. Because the mother tongue is also related to each person’s sense of identity.
Mother Language Day 2024
UNESCO has put forward a theme for International Mother Language Day celebration 2024 – “Multilingual education is a pillar of intergenerational learning”. Currently, 763 million adults lack basic literacy abilities, and 250 million children and young people do not attend school. UNESCO states that multilingual education is a key component of quality learning, and mother tongue education supports learning, literacy and the acquisition of additional languages.
Picture this: a 14-year-old boy teaching classes to his own teachers at his school. Raul John Aju, a young prodigy from Edappally Government Vocational Higher Secondary School, Kerala, India, had the unique opportunity to do just that at Huddle Global 2024, India’s flagship startup festival, organized by Kerala Startup Mission (KSUM) at Kovalam.
Raul’s extraordinary achievement is the result of his exceptional expertise in Artificial Intelligence and Robotics, which he has acquired through years of dedication and passion since childhood.
The teen’s profound knowledge of AI and Robotics was showcased during the opening session of the three-day festival.
In his session titled ‘Dream Big, Code Bigger – Shaping the Future with Technology’, Raul captivated the audience by demonstrating how AI tools can empower anyone to start a business on their own.
“AI applications can be leveraged to build a startup from the ground up. Whether it’s developing a business model or assessing the feasibility of your product, AI can help create websites, design logos, and assist in business presentations and marketing,” Raul explained, drawing enthusiastic responses from the crowd.
He further emphasized that AI can streamline every aspect of a startup’s verticals, making the process more efficient and accessible.
Raul has also created an AI-powered legal assistant called ‘Nyaya Sathi’. This free bot provides instant legal information to ordinary citizens, making legal advice more accessible to the public.
Apart from his innovations, Raul teaches AI to international students and employees in the US and UK, covering topics like machine learning, deep learning, and AI language models.
“I use AI to generate presentations for my classes, which saves me a lot of time while balancing my studies and other activities,” Raul shared. He strongly believes that AI isn’t going to replace jobs, but rather, people who are skilled at using AI will shape the future workforce.
“AI is both the present and the future. It boosts productivity, increases revenue, and will unlock a world of new possibilities,” Raul asserted, citing statistics that show how AI has improved efficiency for major corporations.
In today’s fast-paced world, a mobile phone has become an essential part of everyday life, serving as a critical tool for communication and connectivity. Initially, you might purchase a phone to meet basic needs, such as making and receiving calls, staying within a budget. However, as time goes on, your requirements evolve. What once was sufficient for simple communication now must accommodate email, social media, and various applications. This necessity for upgraded technology mirrors a broader trend seen with many products and services over time.
This constant evolution of consumer needs and desires drives the market. People continuously seek new products that promise a positive impact on their lives, not just for functionality but also for the added value and enhanced experience these new products bring. For instance, while an Android phone might fulfill all your basic needs, the allure of an iPhone might stem from its perceived prestige and the belief that it enhances your life more positively.
Such dynamic between needs and desires influences consumer behaviour. Take, for instance, a professional runner. They require sports shoes that offer lightweight comfort and durability, essential for optimal performance. However, they are also drawn to the latest designs and cutting-edge technologies, believing these will give them a competitive edge.
Nike’s customer base is a perfect example of this phenomenon. Athletes purchase the latest models tailored to their specific sports, focusing on performance and technology. In contrast, casual users often prioritize aesthetics and brand prestige, reflecting different motivations—practical needs versus aspirational desires.
The interplay of needs and desires propels innovation, encouraging consumers to replace old products with new ones that promise greater benefits
Ultimately, consumers aim to continuously improve their lives by seeking products that simplify and enhance their experiences. Companies that recognize and deliver on these evolving expectations create lasting value, ensuring their long-term success. Selling products is not merely about transactions but about enriching consumers’ lives, making each purchase a step towards a better, more fulfilling life.
The interplay of needs and desires propels innovation, encouraging consumers to replace old products with new ones that promise greater benefits. This pursuit of continual improvement and innovation reflects a universal aspiration—to enhance life’s quality and enjoy the positive impacts of new, advanced products. Whether driven by necessity or desire, consumers consistently look for ways to improve their lives, and businesses must align with these evolving demands to succeed.
Scientists from the University of the Free State (UFS) have earned global recognition for their research, with several faculty members named in the prestigious World’s Top 2% Scientists list for 2024. Compiled by Stanford University in partnership with Elsevier and based on data from Scopus, this list honours researchers whose work has made significant contributions to their fields and garnered worldwide recognition.
The ranking evaluates scientists using standardised citation metrics, including h-index, article citations, and other performance indicators, to identify the most influential scholars across various disciplines.
Prof Vasu Reddy, UFS Deputy Vice-Chancellor for Research and Internationalisation, expressed his pride in the achievement, stating: “The coveted Stanford-Elsevier list showcases top-notch scholars globally in the fields of science, engineering, business, public affairs, and the human sciences. We at the UFS are filled with pride and excitement to see our scholars who are making a positive mark in global research efforts.”
Top Performers from UFS
Prof Abdon Atangana, a leading researcher at the UFS Institute for Groundwater, is once again the highest-ranked UFS scientist on the list, securing the 391st position worldwide and 2nd out of 2,137 authors in Applied Mathematics. Prof Karl Peltzer, Research Fellow in the Department of Psychology, also earned recognition, ranking 4,806 globally and 47th among over 69,000 authors in Public Health.
Prof Reddy remarked, “The UFS is filled with immense inspiration and joy to celebrate our academics whose vision and dedication must serve as a true inspiration for all of us collectively at UFS. You are people, through your ideas and research, who drive real-world solutions to complex wicked problems and challenges.”
New Additions to the List
Several UFS researchers have made their debut on the prestigious list this year. These include Prof Felicity Burt, Principal Medical Scientist in Virology; Prof Yonas T Bahta, Professor in Agricultural Economics; Dr Andronicus Akinyelu, Lecturer in Computer Science and Informatics; Prof Abiodun A Ogundeji from the Disaster Management Training and Education Centre for Africa; and Dr Marieka Gryzenhout, Senior Lecturer in Genetics.
Dr Gryzenhout, who focuses on medicinal mushrooms, expressed her surprise at the recognition: “There are truly prolific and renowned researchers out there with impressive publication records and impactful research.” She attributed her success to impactful and relevant research, networking, and long-term citation of her work.
Notable Achievements and Contributions
Dr Anand Krishnan, Senior Lecturer in Chemical Pathology and a leader in nano diagnostic and therapeutic research, reflected on his inclusion in the list as a testament to his extensive contributions. “Being acknowledged in this elite group is a tremendous honour. It validates my commitment to advancing research in precision medicine and nano diagnostics,” he said. Dr Krishnan’s scholarly output includes over 127 published articles, eight books, and 22 book chapters, solidifying his reputation in global research.
Prof Yonas T Bahta, a National Research Foundation (NRF) C2-rated researcher, made his first appearance on the list, ranked 229,449 globally. “Being named in the Top 2% signifies global recognition for research excellence and enhances a scientist’s reputation within academia and industry,” he said. Prof Bahta’s research focuses on the social and economic impacts of water use behavior and agricultural drought in South Africa.
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B.Ponmalar
February 21, 2024 at 8:26 am
The article on Mother language based education reinstates the importance of understanding rather than memorising, which means a new perspective in the learning process and evaluation process of education of Science.