Classroom Literacy Practices in Low- and Middle-Income Countries: An Interpretative Synthesis of Ethnographic Studies

Autor/inn/en	Nag, Sonali; Snowling, Margaret J.; Asfaha, Yonas Mesfun
Titel	Classroom Literacy Practices in Low- and Middle-Income Countries: An Interpretative Synthesis of Ethnographic Studies
Quelle	In: Oxford Review of Education, 42 (2016) 1, S.36-54 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2015.1135115
Schlagwörter	Low Income; Teaching Methods; Barriers; Literacy; Elementary School Students; Cross Cultural Studies; Psycholinguistics; Sociocultural Patterns; Vignettes; Language Acquisition; Classroom Communication; Incidental Learning; Native Language; Language Usage; Bilingualism; Multilingualism; Singing; Peer Teaching; Language of Instruction; Preferences; Inferences; Intervention; Instructional Effectiveness; Literacy Education; Educational Research; Observation; Educationally Disadvantaged + Suchen Sie Ihr Suchwort? Niedriglohn; Teaching method; Lehrmethode; Unterrichtsmethode; Alphabetisierung; Schreib- und Lesefähigkeit; Cultural comparison; Kulturvergleich; Psycholinguistik; Soziokulturelle Theorie; Sprachaneignung; Spracherwerb; Klassengespräch; Inzidentelles Lernen; Sprachgebrauch; Bilingualismus; Mehrsprachigkeit; Multilingualismus; Gesang; Peer group teaching; Peer Group Teaching; Teaching language; Unterrichtssprache; Inference; Inferenz; Unterrichtserfolg; Bildungsforschung; Pädagogische Forschung; Beobachtung
Abstract	Surveys in low- and middle-income (LMI countries) reveal persistently low levels of learning among children in disadvantaged communities. Against this background, our synthesis of ethnographies aims at a fresh interpretation of classroom practices to clarify instruction-related barriers to literacy attainments. The review focuses on the period from 1990, the year of the UN Declaration of Education for All, to 2014. Sixteen studies focusing on children up to Grade 4 from eleven LMI countries met criteria for methodological rigour. The synthesis, structured within socio-cultural and psycholinguistic frameworks, examined vignettes of teacher- and child-initiated talk and activities related to language and literacy learning. Trends captured include instructions that are light on explanation, skewed towards reinforcing orthographic knowledge, and leaving the advancing of children's broader linguistic and general knowledge to incidental learning. Learning from the peer group is common and, in bi- and multilingual settings, use of home language as a learning resource is uncommon. It is proposed that a cultural analysis of choral lessons, writing for learning, peer tutoring and community-specific preferences for language of instruction is required to understand whether embedding inference-focused interventions within these practices will promote more effective teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01