Evaluates the strengths and weaknesses of the Yale Online Kamusi project, an electronic Web-based Swahili-English and English-Swahili dictionary. The dictionary is described and checked for comprehensiveness, the adequacy and quality of the glosses and definitions are tested, and a number of recommendations are made to help make it a better and…

Discusses problems and insights gained during the preparation of a bilingual dictionary of Spanish--a Romance and ultimately Indo-European language--and Swahili, a coastal Bantu language of the Niger-Congo stock of African languages. (Author/VWL)

Discusses the design and implementation of the Kamusi Project Edit Engine, a Web-based software system uniquely suited to the needs of Swahili collaborative lexicography. Describes the edit engine, including organization of the lexicon and the mechanics by which participants use the system, discusses philosophical issues confronted in the design,…

Examines content-based instruction for African languages and considers Schleicher's (2000) expatiation of goal-based instruction for African languages. Focuses on the parameters for content-based instruction, the profile of a content-based instructional program, the nature of content-based instruction, the first steps for African languages, and…

Examines how well first-year African language textbooks convey communicative competency issues to African language learners and provides a suitable guide for the selection of communicatively-oriented first-year textbooks. (Author/VWL)

Provides a hands-on approach to materials production. Guides both the novice and the sophisticate on how to use QuickTime Pro to produce Multimedia. Highlights the new literacy requirements that are emerging that call for the teacher's ability to read instruction on software and be able to figure out how to use it. (Author/VWL)

Looks at the elaboration and exploration of content in the Swahili learning site SALAMA. Identifies within SALAMA design and implementation methods that ardently and perennially seek to lead learners to evolve learning habits of their own beyond formal instruction and textbooks. (Author/VWL)