Volume 21, Number 3 (July 1995)

Originally published as:   Notes on Literacy. Volume 21, Number 3 (July 1995). Dallas: Summer Institute of Linguistics. © 1995 Summer Institute of Linguistics, Inc.

Complete Table of Contents

Management of a community literacy and development program: Establishing a self-managing and self-sufficient ethnic program, by Uwe Gustafsson

1. Introduction

2. Management of the total program

2.1. Team effort with NET's organization and the funding agency

2.2. Cooperation with government agencies

2.3. Program teamwork between NET and ethnic group managers

2.4. Program management personnel

2.5. Program administration

2.6. Establishing a legal ethnic organization

3. Management of the literacy program

3.1. Preparing for the literacy program

3.2. Preparing for village classes and teacher

3.3. Training of ethnic managers, supervisors, and teachers

3.4. Management of monitoring and internal evaluation

3.5. Management of supervision

3.6. Salaries, wages, allowances, rewards, and awards

3.7. Writing proposals, budgets, accounts and reports

3.8. Government and public relations

4. Self-management and self-sufficiency of the program

4.1. Achieving self-management of the program

4.2. Management for literacy and development

4.3. Management for self-sufficiency

4.4. Self-management and self-sufficiency of the program

4.5. An ethnic program management committee

5. Conclusion

Back Matter

References

Perceptions of language and literacy, by Kathleen Bosscher

Tone orthography and pedagogy, by Ursula Wiesemann

1. Introduction

2. Tone orthography

3. Tone pedagogy

3.1. Lexical tone

3.2. Grammatical tone

4. Conclusion

Back Matter

References

Will literacy have a lasting impact?, by Roberta S. Hampton

Back Matter

References

A genre-based approach to literacy, by Delle P. Matthews

1. Introduction

2. Genre theory--what is it?

3. The teaching cycle

4. What is in it for us?

5. Conclusion

Back Matter

Appendix A: Sample lesson plan for Yale women's class

References

Making readers literate: Transition literacy in Sub-Saharan Africa, by Barbara K. Trudell

1. Introduction

2. L1--L2 transition

3. L2--L1 transition

4. The L2--L1 transition program

5. Transition materials

6. Examples of L2--L1 transition materials in Africa

6.1. The alphabet chart

6.2. The self-teaching primer

6.3. Transition primers for class use

6.4. The spelling or writing guide

7. Conclusion

Back Matter

References