International Mother Language Day or Matribhasha Diwas is observed every year on February 21 to promote linguistic and cultural diversity and multilingualism around the world.
The idea to celebrate International Mother Language Day first came from Bangladesh.
The general conference of the United Nations Educational, Scientific and Cultural Organization (UNESCO decided to celebrate February 21 as International Mother Language Day in November, 1999.
The United Nations (UN) general assembly in 2002 welcomed the decision.
On May 16, 2007 the United Nations General Assembly through a resolution called upon member states “to promote the preservation and protection of all languages used by peoples of the world”.
By the same resolution, the general assembly proclaimed 2008 as the International Year of Languages, to “promote unity in diversity and international understanding, through multilingualism and multiculturalism.”
Wordle – the best word to start the game, according to a language researcher
“Using technology for multilingual learning: Challenges and opportunities”.
It focuses on the potential role of technology to advance multilingual education and support the development of quality teaching and learning for all.
Technology has the potential to address some of the greatest challenges in education today.
It can accelerate efforts towards ensuring equitable and inclusive lifelong learning opportunities for all if it is guided by the core principles of inclusion and equity.
Multilingual education based on mother tongue is a key component of inclusion in education.
During COVID-19 school closures, many countries around the world employed technology-based solutions to maintain continuity of learning.
A recent UNESCO, UNICEF, World Bank and OECD survey on national education responses to COVID-19 school closures of 143 countries showed that 96 per cent of high-income countries provided remote learning through online platforms for at least one education level compared to only 58 percent of low-income countries.
In low-income contexts, the majority of countries reported using broadcast media such as television (83%) and radio (85%) to support continuity of learning.
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