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Language vs Literacy: Are language of instruction choices zero-sum or win-win?

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Abstract:

The literature on language of instruction choices in sub-Saharan Africa is clear in its consensus that learning on one’s mother tongue is beneficial to learning to read efficiently. This literature has often depended on comparisons between different groups of children, either in experimental or quasi-experimental research designs. Recent evidence on early grade reading outcomes in East Africa present a more nuanced insight into the outcomes related with particular language of instruction choices. Results from Early Grade Reading Assessments given to individual children in more than one language, combined with language of instruction classroom observational results, allows for analysis of the reading outcomes for children across languages in situations of varying language of instruction choices. In particular, given language of instruction choices that allow for an expanded use of mother tongue, what are the student outcomes in both mother tongue and English? How do these outcomes compare with children’s scores in contexts with far less use of mother tongue language? These questions have typically been answered using comparisons between groups, but this recent research allows for within student comparisons. Implications for language policy are discussed, as are the implications for the transfer of reading skills across languages among children, under varying pedagogical conditions.
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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/p494262_index.html
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MLA Citation:

Piper, Benjamin. "Language vs Literacy: Are language of instruction choices zero-sum or win-win?" 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/p494262_index.html>

APA Citation:

Piper, B. "Language vs Literacy: Are language of instruction choices zero-sum or win-win?" 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/p494262_index.html

Publication Type: Panel Paper
Abstract: The literature on language of instruction choices in sub-Saharan Africa is clear in its consensus that learning on one’s mother tongue is beneficial to learning to read efficiently. This literature has often depended on comparisons between different groups of children, either in experimental or quasi-experimental research designs. Recent evidence on early grade reading outcomes in East Africa present a more nuanced insight into the outcomes related with particular language of instruction choices. Results from Early Grade Reading Assessments given to individual children in more than one language, combined with language of instruction classroom observational results, allows for analysis of the reading outcomes for children across languages in situations of varying language of instruction choices. In particular, given language of instruction choices that allow for an expanded use of mother tongue, what are the student outcomes in both mother tongue and English? How do these outcomes compare with children’s scores in contexts with far less use of mother tongue language? These questions have typically been answered using comparisons between groups, but this recent research allows for within student comparisons. Implications for language policy are discussed, as are the implications for the transfer of reading skills across languages among children, under varying pedagogical conditions.


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The Development of an Instructional Planning Cycle for Technology Integration in Literacy and Language Arts Instruction

Evaluation of literacy instruction practices and language of instruction in KwaZulu-Natal primary schools


 
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