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Curriculum & Instruction

Deeper Comprehension 101

Comprehension is the end towards which all readers aspire. Making sense of text, connecting its message to one’s store of knowledge and experience, and deriving meaning from the words on a page—this is what reading is ultimately for and about. 

Kom Experimental Mother Tongue Education Pilot Project

2012 marks the 5th year of a longitudinal pilot project in the Kom language community located in the Boyo Division of the North West Region, Cameroon, involving the implementation of a mother tongue-based curriculum in 12 experimental schools.The project is being carried out by SIL International and led by Dr. Stephen Walter, who currently serves as the Chair of the Department of Language Development for the Graduate Institute of Applied Linguistics (GIAL).

Creating and Sustaining Literate Environments

"UNESCO has developed this resource pack on Creating and Sustaining Literate Environments as a way of addressing the high illiteracy rate that continues to plague the world especially in developing countries. Believing that creating sustainable literate environments and societies that develop human resources and empower communities is essential for achieving the goals of eradicating poverty, reducing child mortality, curbing population growth, achieving gender equality and ensuring sustainable development, peace and democracy.

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

Cultural Incongruities and Inequities of Schooling: Implications for Practice from Ethnographic Research?

Ethnographic studies, like all research studies, provide no easy answers about what teachers should do.  This paper supports that general point by showing the complexities surrounding issues of cultural congruity.  Although ethnographic studies sometimes reveal ways in which incongruity contributes to inequity, the research does not imply that teachers should always promote cultural congruity.  Unless teacher educators understand the problems underlying endorsement of cultural congruity, they may contribute to the miseducation of future teachers and their students.

Planning mother tongue-based education programs in minority language communities

An essential resource manual for anyone engaged in planning and implementing mother tongue-based education programs in a minority language context.

Using L2 & L1 for Teaching and Learning in Early & Middle Grades

This short document offers practical teaching techniques for using both mother-tongue (L1) and the official school language (L2) in the classroom.  The early grade technique assumes the availability of L1 activity books and the middle grade technique assumes the availablity of L2 textbooks.  Both techniques focus on effective bridging between the two languages.

Medium of Instruction Policies: Which Agenda? Whose Agenda?

This book examines the tension between the educational agendas and other social and political agendas underlying medium of instruction policies in different countries around the world, and unravel the connections between these policies and the related, critically important educational, social, political, and economic issues.

Goals for the Program

The first question that must be asked in education planning is: “What do we want to accomplish?” There are different groups of people involved in education and they may have different perspectives on the goals of education.

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