Number 23 (1978)

Originally published as:   Notes on Literacy. Number 23 (1978). Dallas: Summer Institute of Linguistics. © 1978 Summer Institute of Linguistics, Inc.

Complete Table of Contents

Community education among the Guhu-Samanes ^*, by J. Daniel Harrison

Historical sketch

Why has the Guhu-Samane programme succeeded?

Results

Conclusion

Developing a branch literacy program, by Ronald Rowland and Wesley M. Collins

1. The need for a “national” or “regional” program

2. Development of the program

3. Definition of the task

4. Development of the local scheme

5. The basic model

6. Conclusion

The training of voluntary teachers for literacy programmes in Ghana, by J. Hewer

How long is each training course?

Who runs the courses?

What is taught?

How is it taught?

What are the results?

Follow-up

Instrumental phonetics: An aid with orthography problems, by Carol McKinney and Norris McKinney

Writing tone with punctuation marks, by Margrit Bolli

Background

Groping for the best solution

Teaching of tone awareness to the language helper

Introducing tone writing to the Yacouba people

The teaching of tone

Does it work?

The miniworkshop as another step toward a Kaingáng written literature, by Barbara A. Newman

1. The Kaingáng people

2. Bilingual education amongst the Kaingáng

3. The first Indigenous Writers' Workshop in Brazil--1974

4. Kaingáng miniworkshop (February 1975--one week)

4.1. Introductory lectures

4.2. Group or individual writing

4.3. Projects in hand

4.4. Editing and translating

4.5. Typing and illustrating

4.6. Making a book

4.7. Checklist before duplicating

4.8. Production line

4.9. Results in terms of subject matter

5. The miniworkshop as a learning situation

Back Matter

References