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ERIC Number: EJ918314
Record Type: Journal
Publication Date: 2011-Mar
Pages: 18
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-0305-7925
Multilingual Education Policy in Practice: Classroom Literacy Instruction in Different Scripts in Eritrea
Asfaha, Yonas Mesfun; Kroon, Sjaak
Compare: A Journal of Comparative and International Education, v41 n2 p229-246 Mar 2011
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.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Eritrea