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Language Education

Using an Additional Language as the Medium of Instruction: Transition in Mother Tongue-Based Multilingual Education

 
We'd like to thank Agatha van Ginkel for her excellent presentation to the network on "Using an Additional Language as the Medium of Instruction: Transition in Mother Tongue-Based Multilingual Education." The webinar, hosted by the MTB-MLE Network on January 27, 2014, was attended by nearly 50 network members and colleagues and was highly interactive and participatory. 
 

Room to Read's Literacy Chronicles

Room to Read's Literacy Chronicles is an inspiring look at the stories of students, teachers, and parents from around the world in their journey toward developing readers with a healthy love for the written word and a supportive community by their side.

Stories on materials development and use, learning environments, and professional development programs among other topics come from the mouths of the students and community members themsleves from places such as Cambodia, India, Tanzania, South Africa and Vietnam. 

Research Implications of Crosslinguistic Transfer in Bilingual/biliteracy Development

On September 13, 2013 the MTB-MLE Network hosted a kick-off event for the development of a research agenda on issues related to MTB-MLE. At this event, Dr. Sylvia Linan-Thompson from the University of Texas at Austin gave a presentation on Research Implications of Crosslinguistics Transfer in Bilingual/Biliteracy Development. 
 

Mother Tongue-Based Multilingual Education: Towards a Research Agenda

On September 13, 2013 the MTB-MLE Network hosted a kick-off event for the development of a research agenda on issues related to MTB-MLE. The powerpoint slides and attached summary are resources that Dr. Jessica Ball from the University of Victoria, Canada presented at this kick-off event. 

Introduction to Issues and Implications for Children Learning to Read in Multilingual Settings

This report, commissioned through the Education Resource Facility - an initiative funded by AusAID, provides a review of the literature on the most current research and practices surrounding learning to read in a second langauge (L2) and learning through the medium of an L2.

"Strong Foundations" and "Good Bridges" in Language Education: What Can We Learn from Current Theories and Practices?

A short paper presented at the National Symposium on Language Issues and Quality Education for Ethnic Minority People, Hanoi, Vietnam, December 3-4, 2008.  

The paper presents a brief overview of current theory and practice on the topic of bridging between languages in multilingual education.

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.

The Early Grade Reading Assessment: Applications and Interventions to Improve Basic Literacy

This book takes stock of the substantial amount of information and experience that has been generated around EGRA–the Early Grade Reading Assessment tool. 

The book has several purposes:

  1.  It seeks to elucidate particular aspects of the EGRA approach, to describe and explain how teachers, communities, development practitioners, and policy makers have applied and adjusted different elements and approaches to conducting early reading assessments. Then, drawing from these descriptions, the authors point to challenges and advantages of these adaptations. 
  2. This book also analyzes why the EGRA approach has been effective (or not) in specific contexts.

Early grade literacy in African classrooms: Lessons learned and future directions

This transnational thematic study of early-grade literacy brings together current research findings and program outcomes in the area of early-grade literacy in African nations, to highlight lessons learned and suggest possible future direction for improving early-grade achievement in reading and writing.
 
This study represents some of the best current research on literacy in early primary grades in Africa, carried out by four non-government organizations that focus on literacy learning: Save the Children, RTI International, PRAESA and SIL International.
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