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Reading instruction in Mali: Challenges and opportunities

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Abstract:

This presentation presents the conceptual frameworks for the three distinct models of bilingual schooling offered in Mali: bilingual (Mother Tongue/French), second language (French) and Medersa (Arabic/French). It reviews the Ministry’s expectations in terms of students’ reading and writing development for each of the models. It outlines the key results of a number of studies undertaken over the past three years (Early Grade Reading Assessment, Teacher Reading Instructional Practices Inventory, Opportunities to Learn Study), and how these are results are informing the Ministry of Education’s educational reform program. The paper, written from the perspective of a Ministry of Education Specialist, examines challenges facing education ministries attempting to deliver programs that recognize the linguistic and educational needs and aspirations of a diverse, multilingual society, while at the same time maintaining minimal standards for quality instruction.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p492808_index.html
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MLA Citation:

Samake, Bakary. "Reading instruction in Mali: Challenges and opportunities" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492808_index.html>

APA Citation:

Samake, B. "Reading instruction in Mali: Challenges and opportunities" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492808_index.html

Publication Type: Panel Paper
Abstract: This presentation presents the conceptual frameworks for the three distinct models of bilingual schooling offered in Mali: bilingual (Mother Tongue/French), second language (French) and Medersa (Arabic/French). It reviews the Ministry’s expectations in terms of students’ reading and writing development for each of the models. It outlines the key results of a number of studies undertaken over the past three years (Early Grade Reading Assessment, Teacher Reading Instructional Practices Inventory, Opportunities to Learn Study), and how these are results are informing the Ministry of Education’s educational reform program. The paper, written from the perspective of a Ministry of Education Specialist, examines challenges facing education ministries attempting to deliver programs that recognize the linguistic and educational needs and aspirations of a diverse, multilingual society, while at the same time maintaining minimal standards for quality instruction.


Similar Titles:
Malian teachers’ and students’ beliefs about reading and reading instruction: Challenges to reforming reading instruction

Moving away from the reading wars...: An opportunity to reframe the reading discourse in Mali

Improving Reading Practices and Student Outcomes through “Read Malawi”: Challenges, Opportunities and Outcomes


 
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