Literacy 1
Literacy I
(introduction and overview)
1. Instructors: , + teaching assistant (instructor-in-training)
2. Office: Regular office hours: (or by appointment)
3. Course Goal:
Participants will be introduced to pertinent aspects of literacy work in local languages. They will gain knowledge and practical experience in how to work effectively in a mother tongue literacy programme.
3. Specific objectives:
Upon completion of the course, students will:
-
explain the international context for literacy in minority languages ;
- list the foundational principles of literacy programs and adapt them to a specific context;
- list and describe current literacy methods and apply two of them in greater depth to a given context;
- explain the important elements of teacher and writer training ;
- describe the steps in literature production and produce an easy reading booklet.
4. Course plan :
Total : 120 hours, of which 80 hours (2 hours/day) of course lecture, 40 hours of readings and practical application and projects, as follows :
|
Subject |
Lecture |
Homework and exercises |
Projects |
|
Intro to literacy in local languages |
6 |
2 |
|
|
The context of literacy |
6 |
2½ |
|
|
Planning |
8 |
2 |
6 |
|
Evaluation (of learners, teachers, materials, programmes) |
8 |
2 |
|
|
Theories and methods of teaching and learning |
12 |
2 |
6 |
|
Pedagogy - curriculum etc |
8 |
4 |
2 |
|
Pré- et post-literacy |
3 |
1 |
|
|
Materials development |
14 |
|
5 |
|
MLE |
2 |
|
|
|
Management and finance |
2 |
|
|
|
Orthography |
2 |
½ |
|
|
Teacher training |
2 |
|
1 |
|
General |
7 |
4 |
|
|
|
|
|
|
|
Total : 120 |
80 |
20 |
20 |
5. Reference texts:
Malone, Susan E. 2007. Planning Community-Based Education Programs In Minority Language Communities: Resource manual for Mother Tongue speakers of minority languages engaged in planning and implementing education programs in their own communities (unpublished manuscript)
Trudell, Barbara. 1998. Defining SIL’s Literacy Task in Africa Area (unpublished manuscript)
UNESCO. 2004. La pluralité de l’alphabétisation et ses implications en termes de politiques et programmes. Paris, UNESCO.
Veloso, Maria Térèsa, et De Craene, Robert. 1994. Techniques d’élaboration d’un syllabaire selon la méthode analytico-synthétique, dans La conception du matériel didactique de base pour l’alphabétisation, Julia Van Dyken et Gabriel Mba, éds. Kenya, SIL.
Barnwell, Katharine. 1985. A Workshop Guide for Primer Construction. Jos, Nigeria: NBTT. reprint, 1995, SIL, Dallas.
Photocopies and class handouts
6. Evaluation – Grades
Students will be evaluated on the following basis:
- Two (2) written exams (2 x 15%) 30 %
- Three (3) projects : Programme planning (15%)
Lesson materials development (15%)
Easy reading materials (15%) 45 %
- Teaching demonstration of a primer lesson 15 %
- Class participation et homework assignments 10 %
TOTAL 100 %
nb: If work is handed in late, points will be deducted from the evaluation.