Teaching and Learning to Read in a Multilingual Context: Ways Forward for Three Sub-Saharan African Countries (Burkina Faso, Niger, Senegal)

Autor/inn/en	Daghé, Sandrine Aeby; Leopoldoff, Irina; Cordeiro, Glaís Sales; Schneuwly, Bernard; Thévenaz, Thérèse; Toulou, Simon
Institution	International Bureau of Education (IBE) (Switzerland)
Titel	Teaching and Learning to Read in a Multilingual Context: Ways Forward for Three Sub-Saharan African Countries (Burkina Faso, Niger, Senegal)
Quelle	(2017), (324 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-92-3-100198-7
Schlagwörter	Multilingualism; Reading Instruction; Cross Cultural Studies; Foreign Countries; Capacity Building; Literacy; Program Descriptions; Teaching Methods; Partnerships in Education; Outcomes of Education; Evaluation Methods; Teaching Conditions; African Languages; Elementary School Students; Language of Instruction; Program Implementation; Reading Improvement; French; Second Language Learning; Native Language; Textbooks; Program Evaluation; Niger; Burkina Faso; Senegal + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Leseunterricht; Cultural comparison; Kulturvergleich; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulpartnerschaft; Lernleistung; Schulerfolg; Lehrbedingungen; Unterrichtsbedingungen; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Teaching language; Unterrichtssprache; Französisch; Zweitsprachenerwerb; Textbook; Text book; Schulbuch; Lehrbuch; Programme evaluation; Programmevaluation
Abstract	This report presents the results of the diagnostic study conducted between October 2013 and December 2014, as part of an ambitious capacity-building project targeting the increase of children's literacy levels across three West African countries. The project "Improving Learning Outcomes in Early Grade Reading: Integration of Curriculum, Teaching, Learning Materials and Assessment (Burkina Faso, Niger, Senegal; 2013-2017)" was coordinated by the International Bureau of Education (IBE-UNESCO) and sponsored by the Global Partnership for Education (GPE). In keeping with the project objectives of quality early reading education, this report takes stock of two complimentary research assignments: an international study of reading instruction and the curricula used for this purpose, especially in a second language; and an analysis of teaching practices in the three countries. The report is divided in three parts. The first part contains four chapters that examine reading instruction methods and their main outcomes. In order, these chapters describe teaching conditions in a multilingual context, analyse the impact of methods and context on how writing is introduced during the first three years of primary education, define Elesome practical didactic constraints and broadly examine the issue of curricular alignment. The last of these chapters, which emphasizes the question of progression, also sets out the approach adopted for the remainder of the report. The second part analyses official documents, programmes and textbooks in the three above-mentioned countries, devoting a chapter to each country. The third part examines the practices observed in a number of classes across the three countries, chosen in relation to several parameters: education level, language of instruction, etc. It also contains three chapters. The conclusions and recommendations of this report have been used by the three countries to develop national action plans to improve reading, namely the implementation of phase two of the project. [Translation by Garry White.] (ERIC).
Anmerkungen	UNESCO International Bureau of Education. C.P. 199, 1211 Geneva 20, Switzerland. Tel: +41-22-917-78-00; Fax: +41-22-917-78-01; Web site: http://www.ibe.unesco.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01