Multilingual Education Policy in Practice: Classroom Literacy Instruction in Different Scripts in Eritrea

Autor/inn/en	Asfaha, Yonas Mesfun; Kroon, Sjaak
Titel	Multilingual Education Policy in Practice: Classroom Literacy Instruction in Different Scripts in Eritrea
Quelle	In: Compare: A Journal of Comparative and International Education, 41 (2011) 2, S.229-246 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
Schlagwörter	Semitic Languages; National Curriculum; Written Language; Language Planning; Official Languages; Multilingualism; Learning Strategies; Literacy Education; Cultural Context; African Languages; Foreign Countries; Teaching Methods; Comparative Analysis; Alphabets; Eritrea + Suchen Sie Ihr Suchwort? Arabisch; Hebräisch; Geschriebene Sprache; Sprachwechsel; Office language; Amtssprache; Mehrsprachigkeit; Multilingualismus; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Buchstabenschrift
Abstract	This contribution compares literacy instruction in three different scripts in Eritrea. It uses data stemming from classroom observations of beginning readers of Tigrinya (Ge'ez script), Arabic (Arabic script) and Saho (Roman alphabet), the examination of teaching materials, and teacher interviews. Our analysis focuses on literacy events. We examine and compare the introduction of the written code in classrooms in the context of a single national curriculum and a national language policy that gives equal rights to all the languages involved. The practices that we observed in this study involved concentrated effort on teaching the children how to learn the letters of the specific orthography. In mostly phonics based lessons, teachers used chanting, games, reciting letters or syllable symbols and repeated exercises in the writing of letters that emphasized graphic form. These instructional practices differed for each language and were deeply embedded in the languages' historical and cultural context. (Contains 1 table, 1 note and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10