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Multilingual Classroom

Child Development & Pedagogy

इन परीक्षाओं के लिए उपयोगी: CTET, KVS, NVS, OTET, OSSTET, UGC NET, EMRS, OSSC RHT — Regular High School Teacher

और 31 परीक्षाएँ

CTSA / STSS, Junior Teacher, OAVS, OPSC PGT, OSEPA Primary Teacher / JT Category-I, OSEPA Upper Primary — Arts, OSEPA Upper Primary — Science, OSSC Art Education Instructor, OSSC Economics, OSSC English, OSSC Foundation Course, OSSC Geography, OSSC History, OSSC Mathematics, OSSC Odia, OSSC Political Science, OSSC Science, OSSC Teacher Readiness, OSSSC Govt Physical Education Teacher (PET), OSSSC Govt TGT Arts, OSSSC Govt TGT Science — CBZ, OSSSC Govt TGT Science — PCM, Sainik Schools, Special OTET, SSB Language Teachers, SSB Lecturer (Degree Colleges), SSB PET, SSB School Teachers, SSB TGT Arts, SSB TGT CBZ, SSB TGT PCM

Read in English

सार

बहुभाषी कक्षा बच्चों की घर की भाषाओं को सीखने में बाधा नहीं, संसाधन मानती है।

मुख्य बिंदु

  • NCF 2005 बहुभाषिकता को संसाधन मानता है।
  • NEP 2020 कम से कम कक्षा 5 तक, अधिमानतः कक्षा 8 तक, घर की भाषा या मातृभाषा को शिक्षा का माध्यम बनाने की सिफ़ारिश करती है।
  • त्रि-भाषा सूत्र कोठारी आयोग और राष्ट्रीय शिक्षा नीति (1968) से निकला।
  • ट्रांसलैंग्वेजिंग शिक्षार्थियों को अर्थ बनाने के लिए अपनी सभी भाषाओं का प्रयोग करने देती है।
  • शिक्षकों द्वारा कोड-स्विचिंग समझ में सहायक हो सकती है।
  • घर की भाषा का सम्मान भागीदारी और आत्म-सम्मान बढ़ाता है।

व्याख्या

  • द्विभाषी सामग्री जनजातीय और प्रवासी बच्चों की मदद करती है।
  • घर की भाषा बोलने पर बच्चों को दंडित न करें।
  • कक्षा का भाषा-मानचित्रण योजना में सहायक है।
  • पहली भाषा में साक्षरता दूसरी भाषा में स्थानांतरित होती है।
  • बहुभाषी आकलन में जहाँ उचित हो, घर की भाषा में उत्तर देने की छूट होती है।

चरण-दर-चरण

  1. पहचानें कि स्थिति कौन-सी अवधारणा या सिद्धांत जाँच रही है।
  2. उसके पीछे के विचारक, सिद्धांत या नीति को याद करें।
  3. बाल-केंद्रित, समावेशी और प्रमाण-आधारित विकल्प चुनें; दंडात्मक या रटंत विकल्प अस्वीकार करें।

उदाहरण

  • शिक्षक बच्चों से पहले घर की भाषा में, फिर विद्यालय की भाषा में कहानी सुनवाता है → सेतु बनाना।
  • कक्षा में दो भाषाओं में लेबल → बहुभाषी वातावरण।
  • एक जनजातीय बच्चा अपने साथी को घर की भाषा में अवधारणा समझाता है → ट्रांसलैंग्वेजिंग।

ग़लतियों से बचें और उन्नत बिंदु

  • सामान्य भूल: घर की भाषा को बाधा मानना।
  • सामान्य भूल: NEP की गलत सिफ़ारिश बताना।
  • सामान्य भूल: भाषा प्रयोग पर दंड देना।

त्वरित पुनरावृत्ति

  • NCF 2005: संसाधन।
  • NEP 2020: कक्षा 5/8 तक मातृभाषा।
  • त्रि-भाषा सूत्र (1968)।

अभ्यास MCQ

  1. During a classroom lesson on Multilingual Classroom, the teacher compares evidence before choosing an approach. which statement about Multilingual Classroom is NOT appropriate?

    1. Learners’ home languages can be resources for meaning-making and bridge-building.
    2. Use familiar language strategically while building proficiency in the target language.
    3. A child’s home language must always be suppressed to learn the school language.
    4. Multilingual Classroom should be interpreted according to its purpose and context.

    नोट्स देखें · इसी विषय के सवाल

    उत्तर देखें

    उत्तर: (c) A child’s home language must always be suppressed to learn the school language.. The NOT-appropriate statement is: A child’s home language must always be suppressed to learn the school language.

  2. Teacher Education: Choose the most defensible exam-ready conclusion about Multilingual Classroom.

    1. A child’s home language must always be suppressed to learn the school language.
    2. Multilingual Classroom is useful only for record keeping and has no effect on learning.
    3. Multilingual Classroom should be applied identically in every situation without checking learner needs.
    4. Learners’ home languages can be resources for meaning-making and bridge-building.

    नोट्स देखें · इसी विषय के सवाल

    उत्तर देखें

    उत्तर: (d) Learners’ home languages can be resources for meaning-making and bridge-building.. Teacher Education: Choose the most defensible exam-ready conclusion about Multilingual Classroom.: Learners’ home languages can be resources for meaning-making and bridge-building.

  3. During an applied practice activity on Multilingual Classroom, the teacher compares evidence before choosing an approach. Choose the most defensible exam-ready conclusion about Multilingual Classroom.

    1. A child’s home language must always be suppressed to learn the school language.
    2. Multilingual Classroom is useful only for record keeping and has no effect on learning.
    3. Multilingual Classroom should be applied identically in every situation without checking learner needs.
    4. Learners’ home languages can be resources for meaning-making and bridge-building.

    नोट्स देखें · इसी विषय के सवाल

    उत्तर देखें

    उत्तर: (d) Learners’ home languages can be resources for meaning-making and bridge-building.. Learners’ home languages can be resources for meaning-making and bridge-building.

  4. During a teacher-training workshop on Multilingual Classroom, the teacher compares evidence before choosing an approach. which statement about Multilingual Classroom is NOT appropriate?

    1. Learners’ home languages can be resources for meaning-making and bridge-building.
    2. Use familiar language strategically while building proficiency in the target language.
    3. A child’s home language must always be suppressed to learn the school language.
    4. Multilingual Classroom should be interpreted according to its purpose and context.

    नोट्स देखें · इसी विषय के सवाल

    उत्तर देखें

    उत्तर: (c) A child’s home language must always be suppressed to learn the school language.. The NOT-appropriate statement is: A child’s home language must always be suppressed to learn the school language.

  5. Which statement about Multilingual Classroom is NOT appropriate?

    1. Learners’ home languages can be resources for meaning-making and bridge-building.
    2. Use familiar language strategically while building proficiency in the target language.
    3. A child’s home language must always be suppressed to learn the school language.
    4. Multilingual Classroom should be interpreted according to its purpose and context.

    नोट्स देखें · इसी विषय के सवाल

    उत्तर देखें

    उत्तर: (c) A child’s home language must always be suppressed to learn the school language.. The NOT-appropriate statement is: A child’s home language must always be suppressed to learn the school language.

  6. Choose the most defensible exam-ready conclusion about Multilingual Classroom.

    1. A child’s home language must always be suppressed to learn the school language.
    2. Multilingual Classroom is useful only for record keeping and has no effect on learning.
    3. Multilingual Classroom should be applied identically in every situation without checking learner needs.
    4. Learners’ home languages can be resources for meaning-making and bridge-building.

    नोट्स देखें · इसी विषय के सवाल

    उत्तर देखें

    उत्तर: (d) Learners’ home languages can be resources for meaning-making and bridge-building.. Choose the most defensible exam-ready conclusion about Multilingual Classroom.: Learners’ home languages can be resources for meaning-making and bridge-building.

  7. While reviewing learner progress on Multilingual Classroom, the teacher compares evidence before choosing an approach. Teacher Education: A teacher wants to apply Multilingual Classroom correctly. Which action is most appropriate?

    1. A child’s home language must always be suppressed to learn the school language.
    2. Use familiar language strategically while building proficiency in the target language.
    3. Multilingual Classroom is useful only for record keeping and has no effect on learning.
    4. Multilingual Classroom should be applied identically in every situation without checking learner needs.

    नोट्स देखें · इसी विषय के सवाल

    उत्तर देखें

    उत्तर: (b) Use familiar language strategically while building proficiency in the target language.. Learners’ home languages can be resources for meaning-making and bridge-building.

  8. Teacher Education: Which statement about Multilingual Classroom is NOT appropriate?

    1. Learners’ home languages can be resources for meaning-making and bridge-building.
    2. Use familiar language strategically while building proficiency in the target language.
    3. A child’s home language must always be suppressed to learn the school language.
    4. Multilingual Classroom should be interpreted according to its purpose and context.

    नोट्स देखें · इसी विषय के सवाल

    उत्तर देखें

    उत्तर: (c) A child’s home language must always be suppressed to learn the school language.. The NOT-appropriate statement is: A child’s home language must always be suppressed to learn the school language.

  9. A teacher wants to apply Multilingual Classroom correctly. Which action is most appropriate?

    1. A child’s home language must always be suppressed to learn the school language.
    2. Use familiar language strategically while building proficiency in the target language.
    3. Multilingual Classroom is useful only for record keeping and has no effect on learning.
    4. Multilingual Classroom should be applied identically in every situation without checking learner needs.

    नोट्स देखें · इसी विषय के सवाल

    उत्तर देखें

    उत्तर: (b) Use familiar language strategically while building proficiency in the target language.. Learners’ home languages can be resources for meaning-making and bridge-building.

  10. During a classroom lesson on Multilingual Classroom, the teacher compares evidence before choosing an approach. A teacher wants to apply Multilingual Classroom correctly. Which action is most appropriate?

    1. A child’s home language must always be suppressed to learn the school language.
    2. Use familiar language strategically while building proficiency in the target language.
    3. Multilingual Classroom is useful only for record keeping and has no effect on learning.
    4. Multilingual Classroom should be applied identically in every situation without checking learner needs.

    नोट्स देखें · इसी विषय के सवाल

    उत्तर देखें

    उत्तर: (b) Use familiar language strategically while building proficiency in the target language.. Learners’ home languages can be resources for meaning-making and bridge-building.

  11. During a classroom lesson on Multilingual Classroom, the teacher compares evidence before choosing an approach. Choose the most defensible exam-ready conclusion about Multilingual Classroom.

    1. A child’s home language must always be suppressed to learn the school language.
    2. Multilingual Classroom is useful only for record keeping and has no effect on learning.
    3. Multilingual Classroom should be applied identically in every situation without checking learner needs.
    4. Learners’ home languages can be resources for meaning-making and bridge-building.

    नोट्स देखें · इसी विषय के सवाल

    उत्तर देखें

    उत्तर: (d) Learners’ home languages can be resources for meaning-making and bridge-building.. Learners’ home languages can be resources for meaning-making and bridge-building.

  12. While planning instruction on Multilingual Classroom, the teacher compares evidence before choosing an approach. A teacher wants to apply Multilingual Classroom correctly. Which action is most appropriate?

    1. A child’s home language must always be suppressed to learn the school language.
    2. Use familiar language strategically while building proficiency in the target language.
    3. Multilingual Classroom is useful only for record keeping and has no effect on learning.
    4. Multilingual Classroom should be applied identically in every situation without checking learner needs.

    नोट्स देखें · इसी विषय के सवाल

    उत्तर देखें

    उत्तर: (b) Use familiar language strategically while building proficiency in the target language.. Learners’ home languages can be resources for meaning-making and bridge-building.

  13. While planning instruction on Multilingual Classroom, the teacher compares evidence before choosing an approach. which statement about Multilingual Classroom is NOT appropriate?

    1. Learners’ home languages can be resources for meaning-making and bridge-building.
    2. Use familiar language strategically while building proficiency in the target language.
    3. A child’s home language must always be suppressed to learn the school language.
    4. Multilingual Classroom should be interpreted according to its purpose and context.

    नोट्स देखें · इसी विषय के सवाल

    उत्तर देखें

    उत्तर: (c) A child’s home language must always be suppressed to learn the school language.. The NOT-appropriate statement is: A child’s home language must always be suppressed to learn the school language.

  14. While planning instruction on Multilingual Classroom, the teacher compares evidence before choosing an approach. Choose the most defensible exam-ready conclusion about Multilingual Classroom.

    1. A child’s home language must always be suppressed to learn the school language.
    2. Multilingual Classroom is useful only for record keeping and has no effect on learning.
    3. Multilingual Classroom should be applied identically in every situation without checking learner needs.
    4. Learners’ home languages can be resources for meaning-making and bridge-building.

    नोट्स देखें · इसी विषय के सवाल

    उत्तर देखें

    उत्तर: (d) Learners’ home languages can be resources for meaning-making and bridge-building.. Learners’ home languages can be resources for meaning-making and bridge-building.

  15. During a teacher-training workshop on Multilingual Classroom, the teacher compares evidence before choosing an approach. A teacher wants to apply Multilingual Classroom correctly. Which action is most appropriate?

    1. A child’s home language must always be suppressed to learn the school language.
    2. Use familiar language strategically while building proficiency in the target language.
    3. Multilingual Classroom is useful only for record keeping and has no effect on learning.
    4. Multilingual Classroom should be applied identically in every situation without checking learner needs.

    नोट्स देखें · इसी विषय के सवाल

    उत्तर देखें

    उत्तर: (b) Use familiar language strategically while building proficiency in the target language.. Learners’ home languages can be resources for meaning-making and bridge-building.

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