Handbook of Literacy in Africa

ISBN-13: 9783031262494 / Angielski

R. Malatesha Joshi; Catherine A. McBride; Bestern Kaani

Opis

This volume highlights the shortcomings concerning literacy development in Africa and collates the current available literature based on empirical research in various countries in a coherent manner. Further emphasized is how the current research can guide practical information to improve the literacy situation in Africa. The research studies will encompass various fields such as linguistics, neurosciences, and education and will provide future research directions and instructional recommendations to improve the literacy situation in Africa.

Spis treści

Introduction: R. M. Joshi, Catherine McBride, Bestern Kaani, & Gad Elbeheri.-

1. Literacy and Illiteracy in Africa: The Tower of Babel Predicament David L. Share.-

2. Languages of Africa Peter T. Daniels.-

3. Non-Roman Scripts of Africa Peter T. Daniels.-

4. Roman script orthography development in Africa: Historical and contemporary perspectives. Dave Roberts.-

5. Language of instruction in the African classroom: Key issues, challenges and solutions. Barbara Trudell, Benjamin Piper, and Wendi Ralaingita.-

6. Literacy in Egypt. Gad Elbeheri.-

7. Literacy Practices in Basic Education at Libyan Schools: Youssif Zaghwani Omar.-

8. Literacy and Back to School in Algeria: A comprehensive account of women and literacy within the Algerian system of education. Anne Laaredj-Campbell.-

9. Language Choice, Literacy, and Education Quality in Morocco. M. Dahbi.-

10. Literacy in Eritrea; Yonas M Asfaha.-

11. Literacy in polyglot Ethiopia; Abebayehu Messele Mekonnen.-

12. Literacy in Côte d’Ivoire. Kaja K. Jasińska, Mary-Claire Ball, & Sosthène Guei.-

13. Literacy in Burkina Faso: Béatrice Konfe Tiendrebeogo and JeDene Reeder.-

14. Ghana's Orthographies Shape Literacy Curriculum Design. Leila L. Schroeder and Mohammed Osman Nindow.-

15. Teaching linguistically diverse students: A case study for developing early grade literacy materials in the Democratic Republic of the Congo. Nathalie J. Louge, Fernanda Gándara, Maik Gibson, Hali M. Thomas.-

16. Language and Literacy Practices in Kenya: Brenda Aromu Wawire.-

17. Malawi Chichewa language: Amos Moses Chauma.-

18. Parent and literate helper-child writing interaction in Zambian children: Sylvia Chanda Kalindi & Catherine McBride.-

19. Literacy practices in Zambia: Becoming literate in a multilingual classroom. Bestern Kaani & R. Malatesha Joshi.-

20. How do teachers organize primary school literacy environments in Zambia and Mozambique? Jeongmin Lee, Nefertiti Puplampu, & Stephanie Simmons Zuilkowski.-

21. The Non-Existent Culture of Reading and Misplaced Institutional Policy on African Languages: An Academic Epidemic for Low Literacy Development in Namibian Primary Schools. Begani Ziambo Mashinja.-

22. Historical Development of Setswana and the Teaching of Literacy in Botswana Schools. Annah Molosiwa and Andy Chebanne.-

23. Literacy in Mozambique. Shuai Zhang, Juan Francisco Quinonez, Jialin Lai, Pooja Nakamura, John Downes, & R. M. Joshi.-

24. The teaching of pre-reading skills in multilingual classrooms: What can we learn? Funke Omidire and Leanne Morgan.-

O autorze

R. Malatesha Joshi is a Professor of Literacy Education and Educational Psychology at Texas A&M University, and the Editor of Reading and Writing, a high-impact journal and the monograph series Literacy Studies. Joshi is a Fellow of the International Academy for Research in Learning Disabilities and American Educational Research Association. Joshi has published extensively on literacy acquisition among monolinguals and bilinguals.

Catherine McBride is Choh-Ming Li Professor Psychology at The Chinese University of Hong Kong. She is Past President of both the Society for the Scientific Study of Reading and current President of the Association of Reading and Writing in Asia (until March of 2021). McBride has authored two books on literacy development and impairment, respectively and specializes in global reading and writing.

Bestern Kaani received his Ph.D.from Texas A & M University, USA and currently is a lecturer of special education at the University of Zambia. His research interests are in cross-language research and teacher preparation and has published and presented in international conferences on these topics.  

Gad Elbeheri is received his Ph.D. in Linguistics & English Language, from Durham University, UK and currently works as the Managing Director, Global Educational Consultants in Cairo, Egypt. Previously, he was the dean of the Australian College of Kuwait. He has published on the assessment and intervention in Arabic.