Volume 21, Number 4 (October 1995)

Originally published as:   Notes on Literacy. Volume 21, Number 4 (October 1995). Dallas: Summer Institute of Linguistics. © 1995 Summer Institute of Linguistics, Inc.

Complete Table of Contents

The Summer Institute of Linguistics and bilingual education in Peru: Philosophy and methods, by Barbara K. Trudell

Historical background

Underlying premises concerning bilingual education

Bilingual education and society

Bilingualism

The intercultural aspect of bilingual education

An assessment of bilingual education

Conclusion

Back Matter

References

The impact of literacy on women and development: Case studies from South Asia, by Julie Sands

1. Global situation: Facts and figures

1.1. The literacy gap

1.2. Gender disparities

1.3. Urban and rural disparities

2. The global response

3. Women's literacy: A development priority

4. The effects of literacy on women and development

4.1. Health

4.2. Education of children

4.3. Agriculture

4.4. Personal development

4.5. Income generation

4.6. Religion

5. Conclusion

Back Matter

References

Women's education in developing countries, by Delle P. Matthews

1. The problem

2. The benefits of women's education

Why women are undereducated

4. Improving female participation in education

5. Improving women's achievements in education

6. Conclusions

Back Matter

References

Ngbaka adult literacy program in Northwestern Zaire, by Margaret V. Hill

1. Background information

2. History of the literacy project

2.1. General outline

2.2. The literacy situation in 1978

2.3. The formal school situation

2.4. History of the Ngbaka adult literacy program

3. Organization of the program

4. An outline of the program

Stage 1

Stage 2

Stage 3

Stage 4

Stage 5

Stage 6

5. Teacher training

6. The development projects

7. Monitoring and evaluation

8. Future plans

9. Conclusion

Size of the population

Local motivation

The state of Zaire

The flexibility and simplicity of the program

Outside funding

Back Matter

Appendix

Visual auditory tactile kinesthetic integration (VATKI), by Kay Ringenberg

1. Student watches and listens

2. Student watches and says

3. Student traces

4. Student traces and says

5. Student says and watches

6. Student copies

7. Student copies and says

8. Student says