Number 24 (1978)

Originally published as:   Notes on Literacy. Number 24 (1978). Dallas: Summer Institute of Linguistics. © 1978 Summer Institute of Linguistics, Inc.

Complete Table of Contents

Kura (Bakairí) orthography conference: Growth in competence, by Joan W. Jones

0. Introduction and background

I. Competence levels

A. Linguistic competence

B. Social identity consciousness

II. Growth and development of competence

III. Future development

Bilingual education--an evaluation ^*, by Gloria E. Kindell

Introduction

Types of bilingual education

Advantages of bilingual teaching for education and integration

The financing of bilingual education programs

Reports of case histories

Ecuador project

Philippine program

Mexico project

Conclusion

Back Matter

References

Alpha's adventures: An experiment in the realm of literacy, by Elizabeth Hood and Constance Kutsch Lojenga

Background

A. Planning a programme

Teaching your co-worker to write his language well

Points to consider in primer making:

B. Planning a programme

The pedagogical implications of undersymbolization in orthography ^*, by Robert L. Mugele

Back Matter

Reference

Siane tone orthography, by Ramona Lucht

Multilanguage teacher training course ^*, by Georgia Hunter

Introduction

The course

Overall goals of the course

Pedagogy

Day 1. Introductions: presentation of goals and course content

Day 2. Familiarization with the content of the individual primers of each group represented

Day 3. Introduction of concepts and methods of prereading and readiness, with focus on aural discrimination

Day 4. Continuation of testing readiness with focus on visual discrimination

Day 5. Demonstration of how to teach a “keyword,” “key picture,” and 'breakdown” drill or exercise

Day 6. Practice to develop self-confidence and skill in teaching from a wall chart or blackboard

Day 7. Continuation of practice teaching from the various primers

Day 8. Review of teaching the primer lesson

Day 9. Beginning a literacy class in the village

Day 5. Continuation of reading readiness with focus on the preparation and use of experience charts

Phonetics

Day 1. Introduction to phonetics

Day 2. Glottal stop

Grammar

Day 1. Discussion of nouns, consonants, and vowels

Day 2. Continuation of the study of nouns

Day 3. Introduction of verbs, and singular and plural nouns

Day 4.Singular and plural nouns continued

Day 5.Possessives, adjectives, and function words

Day 6. Function words

Day 7.Pronouns

Penmanship

Closing program

Report of the 1977 Mayan writers' workshop, Guatemala, Central America, by Marilyn G. Henne

I. General description and purpose

II. Daily schedule

III. Evaluation

A. General

B. Specific

IV. Plans for the continuing stimulation of Mayan literature

Some teaching experiences in “village living” ^*, by Karen Allison

Writing as motion

Open classroom

Drawing

Writing as thoughts

Geography

Other

Choosing a tone orthography for Copala Trique ^*, by Barbara E. Hollenbach

0. Introduction

1. Considerations in choosing orthographies

2. The Copala Trique tone system

3. The Copala Trique tone orthography

4. Native reaction

5. Alternative tone orthographies

6. Some suggestions

Back Matter

Appendix. Teaching the Copala Trique Tone orthography

References