      Language documentation including orthography development Curriculum development Materials production, as well as literature production Teacher Training Implementation Monitoring, Evaluation and Review a) Survey Preliminary research is required to:  collect baseline information on educational provision and effectiveness  collect information about the languages and their uses in the community The findings of the survey will guide data collection and analysis as well as curriculum development. An initial survey for tribal languages should incorporate MLE aspects into the research, as well as looking at sociolinguistic issues. It should be conducted by linguists, with the help of international and local NGOs and in cooperation with SSA. A study should include:  Dialect variation: is there a particular speech variety or dialect that would be most understood, accepted and suitable for developing materials? Is there already a recognised 'standard' variety? Are there people speaking certain varieties of the language that have difficulty understanding other varieties of that language?  Bilingualism: how proficient are mother tongue speakers in the state language? There are a number of tools to assess bilingualism. For mostly illiterate, rural communities, the Sentence Repetition Test (SRT) is a well suited tool. This tool can also be used to test bilingual proficiency among other groups. (There are currently no SRT in Indian state languages and developing these should be considered).  Attitudes: what are people's feelings and perspectives towards their mother tongue and other languages?  Time frame: Two to four months, depending on the size of the area, is required to conduct a survey and submit a report. b) Mobilisation There is a need to raise an awareness of the programme at all levels of government and amongst all stakeholders. It is also necessary to mobilize resources. The survey and data collection act as good mobilisation activities. The development of literature and dictionaries necessarily involve the local community and workshops act as a positive mobilisation activity, promoting local 'ownership' of the project, always an essential aspect. Employing local teachers at this stage who are part of or at least familiar with the community can be a positive way to develop ownership. c) Language documentation