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Literacy and linguistic diversity in a global perspective: an intercultural exchange with African countries

This publication reflects the outcomes of a project which brought together experts and practitioners in the field of linguistic diversity and literacy from European and African countries with a view to taking a comparative perspective and defining possible areas of mutually enriching co-operation and exchange.

Multilingual Education in Nepal:Hearsay and Reality? A Report

Nepal has an official MTB-MLE policy for early grades with the goal of expanding the implementation of the policy widely within the country. A study of several school districts representing two minority populations in the country found, though, that implementation is weak and inconsistent with an inclination for certain schools to slip back into English or Nepali only instruction. However, where implementation has been steady, positive outcomes in student participation were recorded.

Save the Children US Village Schools in Mali 1992-2003: A Future to Quality Access?

For a decade, the Malian government has designated financial and human resources to meet the two principal challenges facing the educational system-improving access, on the one hand, and improving the quality of learning in schools on the other. This gave rise to the community schools, new forms of educational organization born of the incapacity of the public services to meet the demand for education in rural areas.  Today, they are an alternative to quality education for all. 

Does MLE Work in Andhra Pradesh and Odisha? A Longitudinal Study

A report of a cross-sequential study comparing and analyzing the results of multilingual education (MLE) programs in the Indian states of Andhra Pradesh and Odisha.  The study compares MLE and non-MLE schools in such areas as student achievement, teacher attitudes toward the mother tongue, and the types and levels of student-teacher interaction.  

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The Mother Tongue Instructional Model: In Search of Insights

A presentation given at the World Bank, by special invitation.  The presentation summarizes the results of recent quantitative research measuring student achievement in several mother tongue based multilingual education programs, and offers some preliminary analysis of the effectiveness of the mother tongue based instructional model.

Executive Summary: Significant Bilingual Instructional Features Study

"The Significant Bilingual Instructional Features (SBIF) study identified, described, and verified features of bilingual instruction of a wide variety of limited English proficient students.  It collected data on instructional organization, time allocation, classroom language use, active teaching behaviors, academic learning time, student participation styles, and classroom, school, and community context variables through a variety of quantitative and qualitative procedures...The instructional features identified as significant in this portion of the study include (1) congruence o

Costs and Benefits of Bilingual Education in Guatemala: A Partial Analysis

The benefits of compensatory bilingual education for a disadvantaged, poor indigenous population as an investment in human capital is significant.  Students of bilingual schools in Guatemala have higher attendance and promotion rates and lower repetition and dropout rates.  A very important finding is that bilingual students receive higher scores on all subject matters, including mastery of Spanish.  The efficiency of bilingual education in Guatemala is confirmed by a crude cost-benefit exercise.  A shift to bilingual schooling in Guatemala would result in considerable c

Multicultural Perspective on Literacy Research

  Describes the broad territory covered by researchers whose work reflects various multicultural perspectives on literacy. Discusses four areas of literacy research that reflect these perspectives: critical analyses, cultural difference analyses, bilingual analyses, and literary analyses. Also discusses the foremost proponents of each perspective. (PA)

 

Theory and Method in Establishing the Cultural Congruence of Classroom Speech Events

The purpose of this paper is to outline theory and methods associated with a research strategy for identifying elements of cultural congruence or incongruence in classroom speech events. The hypothesis of "sociolinguistic interference" proposed by D. Hymes is discussed and studies of language education of Hawaiians and other minorities are reviewed from this perspective.  A strategy is proposed by which teacher behavior and classroom structure can be modified to affect cultural congruence in classroom speech events.

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