HOW TO IMPROVE TO MOTHER TONGUE LEARNING
Begin literacy teaching in mother tongueA curriculum, rooted in the child’s known language, cultureand environment, with appropriate and locally-developedreading and curriculum materials, is crucial for earlylearning success. Using the home language in the early stagesof schooling in multilingual contexts supports child-centricpolicies. It starts with what is familiar and builds in newknowledge. It creates a smooth transition between home andschool; it stimulates interest and ensures greaterparticipation and engagement. This prepares children for theacquisition of literacy and encourages fluency andconfidence in both the mother tongue and, later, in otherlanguages, where this is necessary.
Ensure availability of mother-tongue materialsChildren need to be engaged in and excited about readingand learning and this can only be done if the materials areones which they will understand and enjoy. In mostdeveloping countries, the only reading material children seeare school textbooks, which are often in very short supply.Other materials to support learning are hardly everavailable. Without access to good materials, children struggleto become literate and learn. In most low- and middle-income countries, the majority of primary schools have nolibrary, and books are luxuries which families cannot afford.For children from minority language communities, thesituation is even more dismal. Textbooks are rarely availablein local languages.
Provide early childhood education in mother tongueLiteracy development starts early in life, and the homeenvironment is an important factor in children’s learningachievement. It helps build the knowledge and skills childrenneed for learning to read. Where parents and the communityare supporting literacy development, results show a markedimprovement. The earlier children are exposed to stories thebetter their reading is: reading for only 15 minutes a day canexpose children to one million written words in a year,thereby helping them to develop a rich vocabulary. Childrenwith access to materials at home are more likely to developfluency in reading

it’s more accurate to say that readers notice the absence of structures, and/or when we shift the logics of one structure to another mid-stream, without saying anything.

Most Canadian institutions have built their internationalization programs in a way that minimizes their costs (no new programs or delivery sites) but also maximizes the costs to the students (high tuition plus displacement plus living expenses).  But what if there’s a market for a cheaper alternative: same degree, similar product, but no displacement costs?

mark the workers as permanent or transient, so that if they fail they get restarted

Revisiting Self-Supervised Visual Representation Learning

this condition was almost as bad as shredding. What does it mean? It means that if you really want to demotivate your employees, shredding is the right way to go. That’s the best way to demotivate people. Not acknowledging their effort is almost as bad. Almost as good, if you want to demotivate. If you think about this, how often do we acknowledge people? How often do we give compliments to people? How often do we even say thank you?