Early Childhood Language Education and Literacy Practices in Ethiopia

ISBN-13: 9781032534428 / Twarda / 2023 / 216 str.

Opis

This edited volume explores how indigenous knowledges and practices can be instrumental in improving literacy outcomes and teacher development practices in Ethiopia, aiding children’s long-term reading, and learning outcomes.

Spis treści

Preface  1. Introduction: Context for Language Education in Ethiopia  PART 1: Challenges associated with early reading competencey and teaching practices 2. Challenges of early grade reading competency  in Ethiopia: A synthesis of research and experience  3. Induction of beginning teachers in Ethiopian schools with reference to multilingual pre-school programs  4. Early Grade Reading in Ethiopia: Phonological awareness in grade one textbook: the case of Koorete language  PART 2: Indigenous Literacy Practices 5. Implications of Nibab-Bet (School of Reading) for Modern Schooling: the case of educated Ethiopians studied in the two school systems  6. Reading instructions in the traditional schools of the Ethiopian Orthodox Church  7. Teacher Training, Development and Mentorship Practices in the ETOC Schools  PART 3: Language Development: Instructional and Pedagogical Relevance 8. Metaphor as a pedagogical tool in Anyuwa  9. Gendered Expressions in Some Ethiopian Languages  10. The Prevalence of Gender Bias in Early Years English and Amharic Textbooks  Postscript

O autorze

Kassahun Weldemariam is Senior Lecturer, PhD in pedagogical work, Department of Pedagogy, Curriculum and Professional Studies, University of Gothenburg, Sweden.

Margareth Sandvik is Professor of Norwegian Didactics, Faculty of Education and International Studies, Oslo Metropolitan University, Norway.

Moges Yigezu is Associate Professor of Linguistics, Department of Linguistics and Philology, Addis Ababa University, Ethiopia.