Making Space for Expressive and Creative Writing in African Primary Schools: A Two-Site Action Research Study in Kenya and South Africa

Autor/inn/en	Gains, Paula; Graham, Barbara
Titel	Making Space for Expressive and Creative Writing in African Primary Schools: A Two-Site Action Research Study in Kenya and South Africa
Quelle	In: Reading & Writing: Journal of the Reading Association of South Africa, 2 (2011) 1, S.77-94 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2079-8245
Schlagwörter	Foreign Countries; Comparative Education; Expressive Language; Creative Writing; Elementary School Students; Action Research; Writing Instruction; Elementary School Teachers; Teacher Education; Writing Workshops; Instructional Effectiveness; Teaching Methods; Intervention; Native Language; African Languages; Writing Attitudes; Kenya; South Africa + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Kreatives Schreiben; Projektforschung; Schreibunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Kenia; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Similar concerns about the development of children's creative writing abilities in Kenya and South Africa prompted two Mother Tongue (MT) education practitioners in Summer Institute of Linguistics (SIL) and Molteno Institute for Language and Literacy of Linguistics (MILL) to undertake parallel intervention studies to increase teachers' competence in writing pedagogy and improve the quantity and quality of learners' writing. Most early literacy teachers have had no experience themselves of expressive writing, so it is not surprising that this activity rarely, if ever, features in public school early literacy classrooms. The hypothesis which formed the basis for this action research study was that educators, exposed to extensive and expressive writing themselves, will be more skilled in the generation of such activities with learners. This paper reports on the workshop processes in the two sites, identifying similarities and differences in the experience. Whilst the hypothesis, though tested, remains unproven, this paper presents findings that are of relevance to further study in the area of writing pedagogy research and also to teachers and teacher educators involved in writing in the primary school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01