Sounds and phonemes of each language need to be identified; a collection of 1000+ 1, 2 and 3 syllable words suitable for 1st grade learners listed, simple sentences and a list of numerals, colours and so on. This is then used for the basis of  an alphabet chart with illustrations, key words and letter and  an alphabet book with key words, other words containing the same sounds and simple sentences containing the key word for each letter of the alphabet. A team of linguists, educators, mother tongue teachers, and NGOs need to be trained in gathering linguistic and cultural data. Previous research on the languages can also be utilised. The data is then analysed and forms the foundation for curriculum and literature development. c) Orthography development A tentative orthography has to be developed, tested and revised as necessary using a script which is acceptable to the local community. The Linguistic Departments of local universities can act as advisors. Community participation is critical in all phases of orthography development. Testing the orthography is essential; this can be done in conjunction with literature and curriculum development, and as the MLE programme is piloted. 7.3 Curriculum development and instructional material Locally relevant curriculum and instructional materials for years 1-3 focus on building a strong foundation in speaking, listening, reading and writing and developing academic concepts in the mother tongue, based in local culture. In the case of India, the National Curriculum Framework 2005 (NCF) can be used as a guide to curriculum content and teaching methods. Mother tongue teachers and resource persons from the language group should be identified and these together with the linguists and NGOs, MLE specialists and consultants should participate together to develop curriculum and for materials and training workshops. a) Integrated curriculum Children learn in meaningful contexts through an integrated curriculum. The NCF encourages the use of an integrated curriculum and a departure from the reliance on textbooks. Therefore, in each state where MLE is being developed, curriculum themes were chosen from a “village calendar” from which a curriculum was devised. Themes where chosen from seasonal events, daily activities and local environmental characteristics, all of which will be familiar to the child and based in the local culture. These ideas were then developed into curriculum materials for language, maths and environmental studies. Linguists and teachers met several times to develop and check the material and further strengthen the curriculum. Local artists were used illustrate the material according to tribal culture.