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Relevant bibliographies by topics / Literacy development; African languages

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Academic literature on the topic 'Literacy development; African languages'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Journal articles on the topic "Literacy development; African languages"

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Wildsmith-Cromarty, Rosemary, and Robert J. Balfour. "Language learning and teaching in South African primary schools." Language Teaching 52, no. 3 (July 2019): 296–317. http://dx.doi.org/10.1017/s0261444819000181.

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South Africa's history of segregation and the privileging of English and Afrikaans as the only languages of teaching and learning beyond primary schooling, make the post-apartheid period a complex one, especially in light of the Constitutional commitment to multilingualism in the 11 official languages. Research on literacy and language teaching contextualises the impact of curriculum and language policy initiatives aimed at improving learner performance. We review research concerning the transition from the study of first additional language (FAL) as subject, to the use of FAL as the language of learning and teaching (LoLT). Also considered are major studies on learner performance nationally and South Africa's comparability globally. The impact of home language (HL) literacy development on performance in English as the LoLT links to research on language development in teacher education programmes, and shows connections between the capacity of teachers to develop languages for literacy and LoLT and learner success. Research on the development of early childhood literacy in the HL demonstrates the positive impact on literacy development in the LoLT.

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Prah,, Kwesi Kwaa. "The language of development and the development of language in contemporary Africa." Applied Linguistics Review 3, no. 2 (October 10, 2012): 295–313. http://dx.doi.org/10.1515/applirev-2012-0014.

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AbstractArguably, few issues so overwhelmingly obsess African governments and societies as the question of development. Many would claim that it is the leading existential rationale of African governments. This has certainly been the case since the commencement of the era of African self-rule. The lack of success in making headway in the development of African societies has kept interested parties close to the grindstone. What over the past few decades has become clear to many is the fact that culture in general and language and literacy in particular are crucial to the development endeavour. The questions that emerge from there are that, what are the relevant contextual linguistic realities of contemporary Africa? How do they affect the issues attendant on development? How do the dominant assumptions and epistemology in applied linguistics relate to the challenges that face Africa today? This article will address these issues.

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Niipare, Alina Kakunde. "Preparing Namibian Student Teachers to Teach Literacy in Mother Tongue." African Journal of Teacher Education 8 (April 1, 2019): 25–52. http://dx.doi.org/10.21083/ajote.v8i0.4095.

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Scholars of language teaching agree that the development of initial literacy is best achieved when taught in the mother tongue. Namibia’s language policy for schools prescribes teaching using mother tongue or the predominant local language as a medium of instruction during the first three years of schooling. This study reports on a study of how Namibian lecturers prepare student teachers to teach literacy in mother tongue (Oshikwanyama and Oshindonga) dialects of Oshiwambo language. Data were collected through classroom observations, semi-structured interviews and document analysis. Content analysis was used to analyse the data. The main findings are that most of the lecturers were proficient in the languages in question and they fluently explained the literacy content in Oshikwanyama and Oshindonga. However, the preparation was constrained by a lack of prescribed books in the African languages. The study aims at filling a gap in the literature on how Namibian student teachers are prepared to teach literacy in mother tongue grounded within a sociocultural perspective.

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Stranger-Johannessen, Espen, Liam Doherty, and Bonny Norton. "The African Storybook and Storybooks Canada: Digital Stories for Linguistically Diverse Children." Language and Literacy 20, no. 3 (July 19, 2018): 121–33. http://dx.doi.org/10.20360/langandlit29413.

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Storybooks Canada (storybookscanada.ca) makes multilingual audiovisual stories available in multiple languages to promote language and literacy development. Building on a long tradition of freely available, open educational resources, Storybooks Canada provides online, multimodal, mobile- and teacher-friendly access to 40 African stories in 21 of the most commonly spoken languages in Canada (including English and French)—making it possible to support and encourage the multilingualism of heritage language, immigrant, and refugee students. In doing so, the project demonstrates the potential for working against the normalized North-South directionality of knowledge flows to develop a more equitable ecosystem for the mobilization of knowledge.

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Robinson, Clinton, and Tú Anh Thị Vũ. "Literacy, languages and development in Africa: a policy perspective." International Review of Education 65, no. 3 (May 28, 2019): 443–70. http://dx.doi.org/10.1007/s11159-019-09785-2.

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Ngom, Fallou. "Aḥmadu Bamba's Pedagogy and the Development of ʿAjamī Literature." African Studies Review 52, no. 1 (April 2009): 99–123. http://dx.doi.org/10.1353/arw.0.0156.

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Abstract:While African literature in European languages is well-studied, ʿajamī and its significance in the intellectual history of Africa remains one of the least investigated areas in African studies. Yet ʿajamī is one of the oldest and most widespread forms of literature in Africa. This article draws scholars' attention to this unmapped terrain of knowledge. First, it provides a survey of major West African ʿajamī literary traditions and examines the nexus between the pedagogy of Aḥmadu Bamba and the development of Wolofal (Wolof ʿajamī). Then, with reference to excerpts from Sëriñ Masoxna Ló's 1954 eulogy, it discusses the role of Wolofal in the diffusion of the Murīd ethos.

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De Wet, C. "Die invloed van taalhoudings op onderrigmediumkeuse in Suid-Afrika." Literator 21, no. 3 (April 26, 2000): 37–58. http://dx.doi.org/10.4102/lit.v21i3.495.

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The influence of language attitudes on the choice of the medium of instruction in South Africa The South African Constitution (Act 108 of 1996) recognises language as a basic human right and emphasises the right of choice of every individual with regard to the language of learning and teaching (LOLT). In exercising their democratic language choice, the majority of South African learners and their parents reject their right to mother-tongue education and disregard research findings that emphasise the benefits of mother-tongue instruction. From a study of subject-related literature it has become clear that the masses in South Africa believe that a knowledge of English is the key to economic and political empowerment. Against the background of these findings, the article reports on an empirical study on the language attitudes of undergraduate Education and B.Ed. students at the Bloemfontein and Queenstown campuses of the University of the Free State. The study confirms the findings of the subject-related study to a large extent, namely that English is seen as the key to economic and political empowerment. The opposite is, however, proven by literacy and poverty figures, as well as by studies on blacks’ proficiency in English. Proceeding from the economic, political and educational realities, the article offers a few suggestions for the development of African languages as LOLT.

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Some-Guiebre, Esther. "Mainstreaming English Language Learners: Does It Promote or Hinder Literacy Development?" English Language Teaching 9, no. 1 (December 2, 2015): 33. http://dx.doi.org/10.5539/elt.v9n1p33.

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<p>This study examines the interaction between African immigrant students and their mainstream teachers. I am particularly interested in the influence of classroom practices on the literacy development of Francophone African immigrant children in the U.S. classroom. The student participants in this study (two French speaking African students) were all permanent residents in the United States. They were all born and schooled in their home countries and were fluent in French (the language of instruction in their home countries). Since their immigration to the U.S. with their parents, the children have been confronted to several linguistic, social, cultural, and economic challenges that slowed down their academic progress and achievement. This paper uses Krashen’s (2005) discussion on language acquisition to argue that specific classroom practices can hinder the literacy development of immigrant children. The data used for this discussion was collected through the observation of a 5<sup>th</sup> grade classroom, informal conversations with two French speaking African students and interviews with their mainstream teacher as well as their English as a Second Language (ESL) teachers.</p>

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Raselekoane, Nanga Raymond. "African languages and the challenges of community development in South Africa." South African Journal of African Languages 34, sup1 (May 20, 2014): 1–8. http://dx.doi.org/10.1080/02572117.2014.896521.

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Brock-Utne, Birgit. "LANGUAGE OF INSTRUCTION IN AFRICA - THE MOST IMPORTANT AND LEAST APPRECIATED ISSUE." International Journal of Educational Development in Africa 1, no. 1 (October 14, 2014): 4–18. http://dx.doi.org/10.25159/2312-3540/2.

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This article deals with the language of instruction, also called ‘the least appreciated of all the major educational problems’. It shows how little attention is paid to this issue in donor policies as well as in the recent ‘World Bank education strategy 2020’. Donors to education in Africa seem to focus on learning outcomes but they do not see that in order to improve learning outcomes, a key focus must be on support to the development and use of the most appropriate language of instruction and literacy from the learner’s perspective. The article discusses the ‘quality’ of education and the point is made that quality of education cannot be separated from the important question of which language should be used for education. Retaining the former colonial languages as languages of instruction may serve a small elite but works to the disadvantage of the majority of Africans. The language of instruction is a powerful mechanism for social stratification, increasing inequalities. Towards the end of the article the myth of the many languages in Africa is discussed.

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Dissertations / Theses on the topic "Literacy development; African languages"

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Kamanda, Mohamed Combo. "A basis of language planning for education for future Sierra Leone." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310291.

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Schutte, Henriëtte. "The development of early literacy skills among a group of urban Sepedi-speaking children." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-01312006-113635.

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Sam, Msindisi Scara. "The development and implementation of computer literacy terminology in isiXhosa." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002155.

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Smith, Felicia C. "African American Female Narratives and Identity Development: A Case Study of Language, Literacy, and Identity Development in the Beauty Salon." UKnowledge, 2014. http://uknowledge.uky.edu/edc_etds/8.

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This four-month case study explored the connections among language, literacy, and identity development of five African American women as they shared narratives within a beauty salon context. The questions that guided the study were: (a) What language and literacy practices are enacted in the beauty salon? (b) In what way do African American women narrate their experiences? (c) What stories are shared by African American women in the salon? (d) What are the effects on the listeners of the narratives shared in the salon? and (e) How are social and cultural identities (co)constructed and performed in the narratives? The narratives were analyzed using Reissman’s (2008) dialogic/performance analysis approach. The Identities in Practice framework applied, situated the work in relation to the four contexts for identity development (figured worlds, positionality, spaces for authoring, and making world through serious play) outlined in Holland, Lachicotte, Skinner, and Cain’s (2008). The findings supported previous findings that storytelling events and the use of narratives were the primary means for African American women sharing their lived experiences in the beauty salon. This corroborated with findings from Richardson (2003) and others focused on African American female language and literacy practices. Three themes emerged from the narrative data, which reflected challenges the women experience in their social, racial/cultural, and gendered conversations and experiences. Additionally, two focal participants’ narratives were examined to explore the ways identity was performed through their use of language in the narratives. The analysis indicated Kelly and Pam were strongly affiliated to social and cultural identities that included identities about motherhood, gender equity, and activists in the Black community. The importance of this research is to continue to explore the ways African American women build and shape their identities through language. Schools across the nation are neglecting the power and uses of language to build up the language and literacy resources of children that arrive to school with a history of oral traditions. Presenting school contexts as a space of authoring would undoubtedly create greater equity and access for others to learn about their lived experiences that make up a part of their educational experiences.

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Lamping, Sally Anne. "Dusty Windows and Urban American Dreams: Five African Journeys toward Literacy through Participatory Research and Program Development." Cincinnati, Ohio : University of Cincinnati, 2006. http://rave.ohiolink.edu/etdc//view?acc_num=ucin1144463880.

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Thesis (Dr. of Education)--University of Cincinnati, 2006.
Advisor: Dr. James W. Koschoreck. Title from electronic thesis title page (viewed July 15, 2009). Includes abstract. Keywords: African Immigrants; Adult Education; English as a Second Language; Literacy. Includes bibliographical references.

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Schäfer, Marc. "Concept Literacy in Mathematics and Science: experiences with the development and use of a multilingual resource book in Xhosa, Zulu, English and Afrikaans in South Africa." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80926.

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Kerfoot, Caroline. "Changing conceptions of literacies, language and development : Implications for the provision of adult basic education in South Africa." Doctoral thesis, Stockholm : Centre for Research on Bilingualism, Stockholm University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-26581.

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Alexander, Rasheedah. "Exploring the Impact of the Economic Decline on the Literacy of Middle-Class Families in Three Regions of the United States." University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1367335162.

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McClary, Nancy Hill. "“Be a Voice, Not an Echo”: Understanding the Urban Youth Call for High School Literacy Reform." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1304970452.

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Mataka, Tawanda Wallace. "Language and literacy development for a Grade 10 English first additional language classroom: a reading to learn case study." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/249.

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The problem of poor reading skills is a serious one in South Africa, with negative implications for learners’ educational achievement. The failure of learners to read at age- and grade-appropriate levels presents a major challenge to the teaching of reading in South African schools. It is against this background that this study aimed at ascertaining the positive impact of the Reading to Learn methodology in improving the literacy levels of learners in a Grade 10 English First Additional Language classroom in a township school. Reading ability levels were established via a passage extracted from a Grade Platinum English First Additional Learner’s book. Pronunciation and word recognition formed the basis of the reading assessment. Reading translates into writing, so the learners were also assessed in comprehension and creative writing. The results indicated that the learners’ reading abilities were weak, the methodology used to teach reading led to research findings that caused the study to yield findings that suggest that RtL may be the solution to reading problems in the classroom. In addition the study revealed that the ability to read corresponds with cognitive development. The study therefore calls for the adoption of RtL to assist in alleviating reading problems in the classroom.

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Books on the topic "Literacy development; African languages"

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Prah, K. K. The role of missionaries in the development of African languages. Cape Town, South Africa: Centre for Advanced Studies of African Society, 2009.

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Prah, K. K. African languages, African development and African unity. Lagos, Nigeria: Published for Centre for Black and African Arts and Civilization (CBAAC) by Concept Publications, 2009.

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Education, literacy, and development in Africa. Cape Town: Centre for Advanced Studies of African Society, 2000.

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Emmanuel, Chia, ed. African linguistics and the development of African communities. Dakar, Senegal: Council for the Development of Social Science Research in Africa, 2006.

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Craig, Holly K. Malik goes to school: Examining the language skills of African American students from preschool-fifth grade. Mahwah, NJ: Lawrence Erlbaum Associates, 2005.

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A, Washington Julie, ed. Malik goes to school: Examining the language skills of African American students from preschool to fifth grade. Mahwah, N.J: L. Erlbaum Associates, 2006.

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Local languaging, literacy and multilingualism in a West African society. Bristol: Multilingual Matters, 2015.

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Wolfram, Walt. The development of African American English. Oxford, U.K: Blackwell Publishers, 2002.

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R, Thomas Erik, ed. The development of African American English. Oxford: Blackwell, 2002.

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Athol, Leach, and Burton Simon, eds. Knowledge, information and development: An African perspective. Scotsville, South Africa: University of Natal, 2001.

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Book chapters on the topic "Literacy development; African languages"

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Yambi, Josephine. "Literacy and development in Africa." In Studies in Written Language and Literacy, 291. Amsterdam: John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/swll.1.21yam.

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Heugh, Kathleen. "Chapter 6. Language and Literacy Issues in South Africa." In Global Issues in Language, Education and Development, 187–217. Bristol, Blue Ridge Summit: Multilingual Matters, 2007. http://dx.doi.org/10.21832/9781853599538-009.

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Serpell, Robert. "Growth of Communicative Competence in a Dynamic African Context: Challenges for Developmental Assessment." In Educating for Language and Literacy Diversity, 73–96. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137309860_4.

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Ameyaw, Asabere. "Enhancing Scientific Literacy of the African Learner." In Indigenist African Development and Related Issues, 101–17. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-659-2_8.

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Msimanga, Audrey, and Sibel Erduran. "Language, Literacy and Science Learning for English Language Learners: Teacher Meta Talk Vignettes from a South African Science Classroom." In Global Developments in Literacy Research for Science Education, 97–111. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-69197-8_7.

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Peddie, Roger. "Chapter 1. Languages in New Zealand: Population, Politics and Policy." In Bilingual Children's Language and Literacy Development, edited by Roger Barnard and Ted Glynn, 8–35. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853597138-003.

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Soudien, Crain. "Bodies of Language and Languages of Bodies: South African Puzzles and Opportunities." In Educating for Language and Literacy Diversity, 206–15. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137309860_11.

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Guarini, AnnaLisa, Mariagrazia Zuccarini, and Alessandra Sansavini. "Neuroconstructivism to understand the effect of very preterm birth on language and literacy." In Atypical Language Development in Romance Languages, 23–35. Amsterdam: John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/z.223.02gua.

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Vanhove, Jan, and Raphael Berthele. "6. Testing the Interdependence of Languages (HELASCOT Project)." In Heritage and School Language Literacy Development in Migrant Children, edited by Raphael Berthele and Amelia Lambelet, 97–118. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783099054-007.

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Berthele, Raphael. "10. Assessing Heritage Languages and Interdependence: Why and How?" In Heritage and School Language Literacy Development in Migrant Children, edited by Raphael Berthele and Amelia Lambelet, 188–200. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783099054-011.

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Conference papers on the topic "Literacy development; African languages"

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van Staden, Annalene, and Marna Coetzee. "INTRINSIC DETERMINANTS AFFECTING THE ACQUISITION OF ENGLISH LANGUAGE AND LITERACY: A CASE STUDY OF SOUTH AFRICAN ESL LEARNERS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0667.

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Hass, Atrimecia, and Brigitte Lenong. "ASSESSING THE ACADEMIC WRITING SKILLS OF FINAL YEAR ENGLISH SECOND LANGUAGE (ESL) EDUCATIONS STUDENTS TO DETERMINE THEIR PREPAREDNESS AS LANGUAGE TEACHERS: A PRACTICAL APPROACH AT A UNIVERSITY OF TECHNOLOGY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end079.

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The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequate mastery of reading and writing skills required by the discipline. The article assesses the academic writing skills of final year education students completing their studies at a University of Technology in South Africa. Thisstudy was necessitated by the realisation that students at both undergraduate and post-graduate level are struggling to express themselves through writing in the academic language which is critical for them to succeed at university. The article draws on a writing process skills questionnaire administered to fourth year students and English lecturers in the Department of Education and Communication Sciences. General academic writing conventions such as organisation, development, building an argument, grammar, and spelling were examined through an academic essay. The results highlight the poor writing skills and lack of mastering of academic writing skills of students.

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Niekerk, Daniel van, Charl van Heerden, Marelie Davel, Neil Kleynhans, Oddur Kjartansson, Martin Jansche, and Linne Ha. "Rapid Development of TTS Corpora for Four South African Languages." In Interspeech 2017. ISCA: ISCA, 2017. http://dx.doi.org/10.21437/interspeech.2017-1139.

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van Staden, Annalene. "HOPE VERSUS DESPONDENCY: EXPLORING THE LITERACY PROSPECTS OF SOUTH AFRICAN EARLY CHILDHOOD LEARNERS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2248.

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Velghe, Fie. "Literacy acquisition, informal learning and mobile phones in a South African township." In ICTD 2013: International conference on information and communication technologies and development. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2516604.2516615.

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RAHMAH, Elva, and Desriyeni DESRIYENI. "The Development of Information Literacy in Increasing the Quality of Higher Education Learning." In Sixth International Conference on Languages and Arts (ICLA 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icla-17.2018.58.

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Mojela, Dr VM. "Critical analysis of the role played by PanSALB in the Lexicography development of the South African official languages." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l31258.

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Pérez-Pereiro, Alberto, and Jorge López Cortina. "Cham Language Literacy in Cambodia: From the Margins Towards the Mainstream." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.15-3.

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The Cham language has been written since at least the 4th Century. As such it is the oldest attested language of all of the Austronesian languages. This literary heritage was transmitted using locally modified forms of Indian scripts which were also used to write Sanskrit. With the loss of Cham territories to the Vietnamese, many Cham became displaced and the literary culture was disrupted. In addition, the adoption of Islam by the majority of Cham led many of those who continued to write to do so in variations of the Arabic script. However, the literary potential of the language in Cambodia has not been fully realized in either script – with village scholars using it almost exclusively for religious tracts and for very limited local audiences. In 2011, the United States Embassy initiated a program to encourage the protection of Cham culture and heritage. This Cham Heritage Expansion Program ran from 2011 to 2017 and resulted in the operation of 13 schools in which over 2,500 students of different ages were taught the traditional Cham script. This effort was accompanied by the development of a now significant number of local Cham intellectuals throughout the country who are dedicating themselves to the expansion of the use of Cham as a written language in all aspects of daily life. This presentation documents the way in which interest in this long-neglected writing system was rekindled, and the new avenues for personal and communitarian expression that are being opened by the propagation of Cham literacy. It also presents current developments in the formalization of Cham language education in the country, including the possibilities of bringing the language into the school system.

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Vorontsova, Marina, and Evgeniya Klyukina. "The Influence of Transformations in the Modern Labour Market on Foreign Language Courses at Universities." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.028.

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The topicality of the study is determined by the discord between the foreign language teaching standards in Russian universities and undergraduate and graduate students’ requirements oriented towards the modern labour market. Having obtained a specialty, university graduates may work in different fields or change their job profile altogether; the borders of professions and professional standards are undergoing changes as well. The aim of the study is to show the necessity to transform foreign language teaching standards at the university level in accordance with the recent and ongoing changes in the job market. The hypothesis of the study is that foreign language teaching standards in Russia should integrate communicative competence, critical and creative thinking, and learning to learn as necessary components. It is suggested that students of non-philological specialties should be taught two or three foreign languages instead of only advancing their command of English. The hypothesis was confirmed by the polls conducted among undergraduate and graduate students of the College of Asian and African Studies (CAAS, Lomonosov MSU), over 2019-2020. The study resulted in developing a new standard of teaching foreign languages at the CAAS, which includes teaching two European languages alongside an oriental/African one, and creating a new structure of the English language course oriented towards developing soft skills rather than a purely linguistic component. Thus, the study seeks to substantiate the need for the new standard by the requirements of the modern job market and graduates’ demands. Creating the new standard targeting soft skills development and teaching two European languages is a practical result of this work.

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Skyllstad, Kjell. "Giving People a Voice." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.6-5.

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Scandinavian countries, in particular northern Scandinavia, have developed unique sociolinguistic frameworks which aim to preserve local indigenous languages. These models have acted to protect the cultural heritages of these ethnicities. As such, these models of preservation have offered a framework to be applied to other contexts, and hence in regions where language and cultural preservation and revitalization have become a salient factor. This current study presents an evaluation of the Norwegian State Action Plan for the preservation of indigenous languages in the region of tribal northern Scandinavia. The study produces the several recommendations as a comparative framework between northern Scandinavia and ASEAN countries. With respect to education, the study suggests establishing kindergartens for tribal children led by tribal communities, developing teacher training programs for indigenous instructors, developing educational materials and curricular guides in the local languages, establishing networks of distance learning, arranging language and cultural learning summer camps for tribal children and youth, and mapping mother tongue illiteracy among adults so as to assist in the action planning of these projects. With respect to the daily use of languages, the study suggests a development of interpreter training programs, the implementation procedures for translation of official documents, the development of minority language proficiency in the health services and judicial system, incorporating indigenous language in digital technologies and likewise promoting digital literacy, developing dictionaries for minority languages, and instigating the promotion of place names in local languages. The study employs a literature analysis, and a comparison of contexts, to determine the appropriation and effectiveness of the application of the Scandinavian preservation system to ASEAN. The study contributes to thought in Linguistic Anthropology, in that it suggests that, despite the uniqueness of sociolinguistic practices, preservation methods and government mandates may, at least in part, offer transferability.

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Reports on the topic "Literacy development; African languages"

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.

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Orrnert, Anna. Review of National Social Protection Strategies. Institute of Development Studies (IDS), March 2021. http://dx.doi.org/10.19088/k4d.2021.026.

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This helpdesk report reviews ten national social protection strategies (published between 2011-2019) in order to map their content, scope, development processes and measures of success. Each strategy was strongly shaped by its local context (e.g. how social development was defined, development priorities and existing capacity and resources) but there were also many observed similarities (e.g. shared values, visions for social protection). The search focused on identifying strategies with a strong social assistance remit from the Middle East and North Africa (MENA), Sub-Sarahan African and South and South-East Asian regions1 (Latin America was deemed out of scope due the advanced nature of social protection there). Examples from Sub-Saharan Africa are most widely available. Few examples are available from the MENA region2 – it may be that such strategies do not currently exist, that potential strategy development process are in more nascent stages or that those strategies that do exist are not accessible in English. A limitation of this review is that it has not been able to review strategies in other languages. The strategies reviewed in this report are from Bangladesh (2015), Cambodia (2011), Ethiopia (2012), Jordan (2019), Kenya (2011), Lesotho (2014), Liberia (2013), Rwanda (2011), Uganda (2015) and Zambia (2014). The content of this report focuses primarily on the information from these strategies. Where appropriate, it also includes information from secondary sources about other strategies where those original strategies could not be found (e.g. Saudi Arabia’s NSDS).

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