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Associated Press
01-07-2025
- General
- Associated Press
Preserving Our Linguistic Heritage: How Divya Mistry-Patel Is Revolutionizing Bilingual Education for Future Generations
By Ovais Riaz & Waa Say - Team Editorial Evrima Chicago BIRMINGHAM, GB / ACCESS Newswire / June 30, 2025 / The Silent Crisis of Disappearing Languages In our increasingly globalized world, UNESCO warns that nearly half of all spoken languages are currently endangered, with one disappearing every two weeks. Against this sobering backdrop, educator and author Divya Mistry-Patel has emerged as a passionate advocate for linguistic preservation through her groundbreaking work in children's literature. Mistry-Patel is an educator, entrepreneur, and celebrated children's book author. She has taken a bold step toward making bilingual learning both accessible and engaging. A Personal Journey Becomes a Cultural Mission Born into a multicultural Gujarati family in the UK, Mistry-Patel experienced firsthand the gradual erosion of heritage languages in diaspora communities. 'I watched cousins who could understand Gujarati but couldn't speak it, and eventually children who couldn't even understand,' she recalls. This personal observation sparked what would become her life's work-creating tools to make language learning accessible, engaging, and intergenerational. Her latest creation, Mari Rang Be Range Biladi (translated as 'My Colourful Cat'), represents far more than just another bilingual picture book. It's a comprehensive language-learning system that includes: The Growing Demand for Multilingual Education Recent studies from the University of Chicago demonstrate that bilingual children develop stronger executive function skills, showing 20% greater cognitive flexibility than monolingual peers. Yet despite these proven benefits, the publishing industry has been slow to respond. A 2022 survey by the Cooperative Children's Book Center revealed that while 33% of U.S. children come from bilingual homes, only 12% of children's books published that year offered any non-English content. In the UK, around 20% of children speak or understand more than one language. Furthermore, around half of the world's population speaks two or more languages. Mistry-Patel has positioned herself at the forefront of changing this disparity. 'This isn't just about language retention,' she explains. 'It's about giving children the tools to navigate their multicultural identities with confidence.' Breaking Barriers in Publishing The path to bringing Mari Rang Be Range Biladi to market reveals systemic challenges in the publishing industry. Major retailers often relegate bilingual books to 'special interest' sections-when they carry them at all. Traditional publishers frequently reject bilingual manuscripts, citing 'limited market potential.' Yet professionals continue to emphasize the importance of encouraging parents to speak in their mother tongue with their children. Research has shown the benefits of bilingual learners, yet this is not reflected on our bookshelves. In a world where native languages are slowly fading from everyday use, Mistry-Patel is on a mission to ensure cultural heritage and linguistic roots are preserved. Undeterred, she adopted an innovative hybrid approach: This strategy has yielded impressive results, with the book gaining traction in both educational circles and Gujarati communities worldwide. Recognition and Future Horizons The impact of Mistry-Patel's work is gaining institutional recognition. She currently holds nominations for: Through her company, Academic Achievements Ltd, she is now developing versions in Punjabi, Hindi, Malayalam, and Tamil-potentially reaching over 500 million native speakers globally. A recent partnership with local schools and Kent libraries has made the book freely available to local families, with plans for similar initiatives nationwide. How Readers Can Support the Movement Mistry-Patel emphasizes that preserving linguistic diversity requires a community effort: The Ripple Effect of Language Preservation As linguist Dr. Ananya Sharma notes, 'When we lose a language, we don't just lose words-we lose entire ways of seeing the world.' Mistry-Patel's work represents a vital countercurrent to this loss, creating what educators are calling 'the building blocks of cultural continuity.' With Mari Rang Be Range Biladi available on Amazon and her expanding series underway, Mistry-Patel is proving that one passionate voice can indeed change the narrative-in any language. Mistry-Patel has more books coming soon in both South Asian languages and in English. The books are all designed to empower young minds and encourage their love for learning. Through Mistry-Patel's experience in the education sector, her experience over the years has allowed her to create resources with neurodivergent students in mind. Keep up-to-date with the latest resources, services and books created by Academic Achievements Ltd on their socials. Connect with the Movement Disclaimer This article was authored, developed, and distributed by Evrima Chicago, LLC, serving as the official editorial and media representative for Divya Mistry-Patel, founder of Academic Achievements Ltd and author of Mari Rang Be Range Biladi. This content is released for educational, cultural, and journalistic purposes. Media & PR Contact Dan Wasserman Head of Media & Public Affairs [email protected] +1 (909) 326-0347 Evrima Chicago - Editorial Syndication Bureau Sources & Citations SOURCE: Evrima Chicago LLC. press release
ABC News
28-06-2025
- General
- ABC News
Petit Paris: How a sleepy Sydney suburb became the French capital of Australia
Killarney Heights might be a sleepy suburb in Sydney's Northern Beaches, but for much of Australia's French community, it is their chosen home. Surrounded by bushland and the tranquil waters of Middle Harbour, thousands of people from the other side of the world have relocated to Killarney Heights, while many simply visit for the unique French experience it offers. Over the years, the cultural markers have grown. There are French cheeses in the local deli, handmade saucisson in the grocer's, while the bottle shop stocks bubbly from small champagne houses. Come 3pm, there are families picking up baguettes to take home for dinner and children heading off to French class. This leafy suburb — just 12 kilometres from Sydney's CBD — is the French capital of Australia. According to the 2021 census, 6.1 per cent of Killarney Heights's population speak French at home — compared to 0.3 per cent of Australia as a whole. It may seem bizarre that this peaceful little place became a cultural epicentre, but it was precisely the suburb's sleepiness that made it possible. In 1998, a circle of French-speaking newcomers happened to settle in the Northern Beaches and founded a French playgroup for their preschoolers. As their children approached school age, they asked the Department of Education if they could establish a bilingual kindergarten in the local area. The department suggested several schools that had room to grow, including Killarney Heights Public School (KHPS), where then-principal Jessica Wiltshire was interested both in boosting sluggish enrolment numbers and the potential of bilingual education. In 1999, the school offered its first bilingual class, with a French teacher employed by the newly established French-speaking Association of the North Shore (FANS) delivering the Australian curriculum in French alongside the department's teacher. Word of mouth about the program grew, and now, over 25 years later, 16 teachers deliver this program school-wide, with about 85 per cent of KHPS students registered. FANS has also worked with Killarney Heights High School to ensure francophones and prior KHPS students can continue to study French at the appropriate secondary level. FANS general manager Anne Bentley, originally from New Caledonia, said the program had transformed the school and suburb. "People in the francophone community choose the school because of the program, while anglophones are interested in the bilingual approach," she said. Lauren Emanuel's daughters are enrolled in the bilingual program. "There are French-speaking students and French teachers dispersed among the classrooms, so they're really immersed in it," she said. "I love hearing people talking in French when I go to the cafe, and my kids love all the French pastries. It's such a unique community." Community events include crepe and raclette nights, a French market, and the annual Fête de la Musique in June — when the French celebrate the northern hemisphere's longest day. During May's federal election, the school even served up "democracy croissants". Claire Aroul, originally from the French city of Poitiers, moved with her family to Killarney Heights in 2018, drawn by its language exposure and multicultural experience for her children. The suburb's cultural familiarity was an added bonus. "It offered a comfort I didn't realise I needed and helped me settle more quickly. "While we don't need the French cultural connection, it's wonderful to have it." Her parents find it beneficial too. "My mum loves visiting and is amazed by the vibrant French community so far from home. And she likes being able to see a French GP if she needs to." Le Parisien Cafe serves as the community hub, where locals chat over a cafe au lait and chocolate éclairs. Le Parisien's owner, Jerome Chevalier, said the French community had put Killarney Heights on the map. "People hear about us, so they come for lunch. People say when they come here, they feel like they're in France," he said. Ms Bentley, who relocated here with her English husband in 2019, describes the area as a unique blend of Australia and France. "When I first visited Le Parisien, I thought, 'This is strange. It feels like I'm in France with Australian tourists'." For Ms Aroul, it's more than just language exposure or access to French products. "Killarney attracts not only French people but also Australians and others who are open-minded, worldly and interested in French culture. "It's a very welcoming place, and I feel so lucky to live here."
The Herald
20-06-2025
- General
- The Herald
Children need rich, multifaceted teaching in their mother tongues to master literacy and learning
Learning literacy in mother tongues is the foundation for all learning. It makes sense for all children to begin learning in languages they are familiar with, so they can participate and engage in their learning more actively than they do when learning in unfamiliar tongues. In SA, many children start learning to read and write in their home languages from grades 1 to 3. As the children learn to read and write, they also need to have access to nurturing experiences with storytelling, reading and writing, arts (visual and performative) and text analysis. They also need access to books, libraries and reading role models who are family members at home, in the community and at school. Before 2025, many African language speaking learners experienced mother tongue education only in the foundation phase. When they reached grade 4, these learners had to switch to learning everything in English. This restriction of African languages to one or two periods a day in the intermediate phase, in particular, puts limitations on language and literacy practices that should continue to take place across the curriculum. This transition to English also put limitations on the number of published books in African languages that children can access. With the incremental implementation of mother tongue-based bilingual education starting in grade 4, African language learners will now also have access to African languages as they begin learning science and maths bilingually. This calls for a large production of learning and teaching support materials as well as supplementary non-fiction texts written in African languages or multilingually in African languages and English. This can ensure that reading and writing take place throughout the day and across the curriculum. This will ensure the daily literacy practices that shape them into becoming literate. The different iterations of the Progress in International Reading Literacy Study (PIRLS) results, every five years since 2006, have all pointed to poor reading performance among South African children. Though they all perform below the PIRLS benchmark, learners taking the assessment in English and Afrikaans do much better than those using African languages. The African language-speaking learners have had fewer opportunities to read in their home languages because they have little access to a wide variety of texts and to libraries and books at home. It is not surprising that the learners who do poorly in these assessments, even when they write in their home languages, come from working-class backgrounds, where it is more important to buy a loaf of bread than a book. Many interventions to improve literacy in the foundation phase have been carried out, with some arguing for a simple view of reading for working-class children. This means to improve the children's reading levels, teachers should focus on teaching decoding skills well. But there has been little appreciation for complex approaches to teaching literacy, which integrate the teaching of phonological awareness ( sound structure) with morphological awareness (understanding how words can be broken down into smaller units of meaning such as roots, prefixes, and suffixes) for African languages, teaching of reading with the teaching of writing, art (visual and performative) and storytelling for children from working-class backgrounds.
The Herald
20-06-2025
- General
- The Herald
Proof is in my pupils' results, says mother tongue learning champion
Nomakwezi 'Kwesta' Dlali is not just a school principal; she is a passionate advocate for Mother Tongue-based Bilingual Education (MTbBE). Her commitment to helping pupils come to grips with mother tongue learning has inspired many teachers, particularly those who were initially sceptical, clinging to the belief that English is the only effective medium of instruction. Dlali, who started her career as an English teacher in 1995 but later developed a love for teaching mathematics, is the principal of Ngubezulu Primary School in Sijingolweni village, Tsomo. Her school, which falls under the Chris Hani East education district, was one of 150 in the Eastern Cape championing MTbBE, where mathematics, natural science and technology are taught and assessed in both isiXhosa and English. 'Yes, we are not teaching and assessing in isiXhosa, but in bilingual [both languages]. MTbBE ... seeks to address literacy in our schools, enabling children to learn and read with comprehension.' Dlali said before the introduction of mother tongue learning, many pupils performed poorly in mathematics and struggled with comprehension despite having a good grasp of English. 'But some of them now achieve levels 5, 6 and 7 and this shows how effective MTbBE is. 'It means these kids were not understanding the concept and struggled to grasp it and MTbBE improved literacy and reading and learning with comprehension. 'One of them, a young, brilliant child, came here not exposed to bilingual learning and teaching, and struggling in maths. 'But today she is one of my top learners, and I also use her to tutor other children. 'Children understand and grasp things better in their mother tongue ... and this has been proved by the results,' Dlali said. The 52-year-old challenged the notion that English should be the only medium of instruction, arguing that Afrikaans-speaking pupils had successfully learnt all subjects in Afrikaans from primary school through tertiary education, with English taught only as a subject. 'Why should our African languages be any different? 'Decolonising education is essential, and MTbBE aligns with this goal by enhancing literacy and comprehension in our schools. 'If we don't initiate this change now, when will it happen? If it is not started in our lifetime, when will it start? 'Uncertainty and fear of the unknown are natural; overcoming them and manoeuvring is destiny. ' Beyond her role at school, Dlali has created a nationwide audience for mother tongue learning by developing online learning materials and sharing them on TikTok. She also champions the programme in the education district, helping to translate learning and teaching material into isiXhosa. 'I'm proud to be involved in versioning the department of basic education workbooks, which were originally written in English. 'MTbBE is not a new concept; it reflects what we do daily in our teaching — code-switching and trans-languaging. Now, we are empowered to implement it freely,' she said. Dlali admitted that the transition to MTbBE in 2014 was not easy. 'After 19 years of teaching experience, it was as if it were my first year of teaching ... 'I was so frustrated, had to change my teaching strategies and methods and resorted to the textbook method because of the terminology that was used then, where everything was translated to isiXhosa, and some terms were new to me.' 'As I was adapting, I realised that the MTbBE was indeed working in natural sciences and technology [ Inzululwazi noBuchwepheshe ] because learners were able to express themselves in their mother tongue and their performance improved drastically.' This year marks Dlali's 30th year of teaching mathematics, during which she has nurtured future doctors, engineers, teachers and scientists. A standout moment in her career came in 2024 when one of her pupils, Hlumelo Makunga, was announced as the top achiever in grade 12 in the Mthawelanga Circuit, outperforming matriculants from five high schools. Hlumelo achieved level 7 in both mathematics and English and is now studying chemical engineering at Wits University. 'He is my product, the product of the MTbBE. The reason I'm so happy is the fact that people always say: 'how are they going to cope in tertiary institutions and interviews when they're taught in isiXhosa?' 'All my learners are doing exceptionally well in all the high schools. I'm receiving phone calls from different schools, circuits, districts and provinces, from different educators, complimenting my learners.' Dlali is now on a mission to grow her school. Ngubezulu Primary has 160 pupils and seven teachers, necessitating multi-grading, where teachers manage two classes simultaneously. 'To ensure numbers remain stable or increase, I embark on community outreach imbizos canvassing for the school,' she said. Despite her primary school responsibilities, she follows up with her former pupils in high school, offering them free assistance with their studies. 'It's challenging balancing my duties as a teacher, school manager and my involvement in sports and music. 'However, I dedicate my time to support my learners after they pass grade 7, providing Saturday and holiday classes.' • To follow Dlali's lessons, you can visit her TikTok account (@nomakwezi23) or find her on Facebook as Nomakwezi Kwesta Dlali. This special report into the state of literacy, a collaborative effort by The Herald, Sowetan and Daily Dispatch, was made possible by the Henry Nxumalo Foundation
CBC
27-05-2025
- General
- CBC
Bilingual Inuktitut education not being properly implemented in Nunavut, report finds
A new report has found that bilingual Inuktitut education is not being properly implemented in Nunavut schools. The report is called From Promise to Practice: Inuit Voices on Bilingual Education and was composed after consultation meetings in 24 Nunavut communities. It found students are falling behind when the shift from Inuktitut to English is too abrupt, it found there is a shortage of Inuit teachers, and that Inuit teachers who are working in Nunavut should get more mentorship, training and classroom support. The report was written by the Coalition of Nunavut District Education Authorities, a non-governmental advocacy organization that supports parents with children in Nunavut's education system. Carla Oyukuluk is the coalition's liaison officer, she spoke with CBC News in Inuktitut. She said Inuktitut is very strong from Kindergarten to Grade 3 or 4, but that after that the students are mostly being taught in English — and this is leading to Inuktitut language loss. Maya Jelali is the coalition's director of research, policy and evaluation, and led the report writing and data analysis. "There was insufficient support for Inuit languages," Jelali said. The quality and frequency of Inuktitut instruction was limited by a lack of certified bilingual Inuit educators and appropriate curriculum materials, the report found. "An example of that was that students reported being given elementary level worksheets in Inuktitut well into their junior and senior high school. That suggested to us an urgent need to update the resources," Jelali said. Nunavut offers three bilingual models: the Qulliq Model, for Inuit language-dominant communities; the Immersion Model, for revitalizing Inuit languages in predominantly English-speaking homes; and the Dual Model, which separates students into Inuit or English first-language streams. The report found these models cannot be evaluated because they have not been fully implemented. The report found all three models lack sufficient resources to implement bilingual education effectively. The report doesn't propose new models, but calls for action to properly implement the existing ones. According to the report, the quality and frequency of Inuktitut instruction was limited by a lack of Inuit educators and appropriate curriculum materials. The report noted concerns that there are not enough appropriate spaces for teaching and learning Inuktitut. "Participants also identified broader challenges — including shortages of qualified teachers, a lack of teaching materials, limited community engagement, and gaps in leadership and accountability," the report found. The report also included recommendations including "investments in teacher training, curriculum and materials development, and stronger community partnerships."
