Notes on Literacy

Notes on Literacy

Complete Table of Contents

Summary

Notes on Literacy is published quarterly by the Summer Institute of Linguistics. It includes articles, case studies, reports, book reviews, and announcements of general interest to literacy workers. It is meant to serve field literacy programs by sharing practical and theoretical information with literacy field workers around the world.

NOL, 1965--1969 (Volumes 1--7)

Number 1 (1966) [TOC]

The strategy of a literacy program, by Sarah C. Gudschinsky

1. The complete literacy program

2. Suggested strategy

Writing a health book in Amuesha, by Martha Duff

Number 2 (1968) [TOC]

Highlights of the 1967 Vietnam workshop: Syllable teaching, by Sarah C. Gudschinsky

Examples of syllable teaching

Literacy and social problems, by E. Margaret Sheffler

1. Establishing literacy classes

Working through community leaders

Working through existing units of social structure

Teaching adults first

Separate classes for men and women

Book reviews, by Sarah C. Gudschinsky

World literacy manual

Simple reading material for adults: Its preparation and use

ABC of literacy

Number 3 (1968) [TOC]

A test for orthographic ambiguity, by Sarah C. Gudschinsky

Dramatic discourse, by Hazel J. Wrigglesworth

Memorizing--good or bad?, by Sarah C. Gudschinsky

Amuesha newspaper, by Martha Duff

Letter to the editor, by Marjorie J. Buck

Letter to the editor, by Ernest W. Lee

Short notes, by E. Margaret Sheffler

Teaching without primers

Number 4 (1969) [TOC]

The use of a basic computer concordance in the preparation of literacy materials, by Paul C. Bruns

Matrix for letter recognition: Syllable or couplet ¹, by Sarah C. Gudschinsky

Short notes, by Elizabeth Murane

Matching card sets for pre-reading

Teaching left-right progression

Review: Learning to read: The great debate, by Sarah C. Gudschinsky

Review: Linguistics and the teaching of reading, by Sarah C. Gudschinsky

Number 5/6 (1969) [TOC]

How not to plan, prepare for, and perpetrate a literacy program, by N. Lightend

Experimental primers in Engenni, by Joycelyn Clevenger

Manambu trial literacy, by Marva Farnsworth

0. Introduction

1. Primers

2. Teaching

3. Observations

4. Conclusions

Literacy among the Zapotecs of the Isthmus, by Virginia Embrey

1. The first Zapotec primer

1.1. Material

1.2. Teaching

2. Second primer series: Modified experience charts plus 60 pages of text

2.1. Materials

2.2. Teaching

3. The third primer: Modified experience chart plus 92 pages of text

3.1. Materials

3.2. Teaching

Back Matter

Reference

A first Scripture publication ^*, by David Bendor-Samuel

Review: The psycholinguistic nature of the reading process, by Sarah C. Gudschinsky

Review: Bible translations for popular use, by Sarah C. Gudschinsky

Number 7 (1969) [TOC]

Some misconceptions about prereading, by Sarah C. Gudschinsky and Summer Institute of Linguistics

Back Matter

References

Evaluation of a reading readiness book, by Isabel Kerr

Preparing the materials

Evaluation of the material

Revision of reading readiness material

Summary

Creative writers among new literates, by Marjorie J. Buck

Translations of the compositions written by the Indians

A problem in Ngaanyatjara primer construction, by Amee Glass

Review: The psychology and pedagogy of reading, by Sarah C. Gudschinsky

Review: Sound and spelling in English, by Sarah C. Gudschinsky

NOL, 1970--1974 (Volumes 8--17)

Number 8 (1970) [TOC]

An experiment in testing the reading of Trique without indication of tone, by Robert E. Longacre

Tone diacritics in Loma, by Margaret D. Miller

The use of stories as motivation for reading ^*, by Riena W. Kondo and Margaret M. Wendell

1. The problem defined

2. Use of stories as a solution

2.1. Useful types of stories

2.2. Types of stories to avoid

3. Eliciting material from an informant

4. Elements that make a story interesting

4.1. Realistic pictures

4.2. Use of idiomatic expressions, completely familiar words

5. Dual purpose

6. Format

The preparation of transitional reading materials, by William Atherton

0. Introduction

1. The resource library

1.1. Its purpose

1.2. Its sources

2. The literacy laboratory

Back Matter

Appendix

The good fight

Here is some news for you

The scratching man

Let us just tell stories

Florentino and his golden cassava

Short notes: Notes on Guajajara, by Margaret Bendor-Samuel

Letter shapes

Rainbow syllables

Teaching dictation

Teaching multimorphemic words

Couplets in Manobo, by Jean Shand

Review: Teaching reading in the elementary school ^*, by Sarah C. Gudschinsky

Review: Current issues in reading, by Sarah C. Gudschinsky

Number 9 (1970) [TOC]

An adult literacy program: Central Tanzania 1955--1968, by Marian A. Halvorson

1. Vernacular program: Vernaculars as a bridge to literacy in Swahili

1.1. Drafting and testing of primers

1.2. Pilot project

1.3. Extension of the program

1.4. Teacher briefing courses

1.5. Stage two learning: Swahili

1.6. Pressures for beginning reading in Swahili

2. Swahili program: Transition to Swahili as medium of instruction

2.1. New learning materials in Swahili

2.2. Initial steps in primer revision

2.3. Initial testing

3. Classroom experiment in testing learning materials

3.1. Original plan

3.2. Materials

3.3. Summary of results and discussion

4. Extending results of the experiment

4.1. Class organization

4.2. Learning materials

4.3. Testing and evaluation

5. Language learning while acquiring reading skill

6. Other phases of Lit-Lit program

Back Matter

Reference

Materials for the bilingual schools of Ayacucho, by Nadine T. Burns

Word pattern approach in Kankanay, by Carolyn E. Kent

Introduction

Background

Theory

Readiness

Primers

Patterns

Mechanics of primer construction

Review pages

Function words

Grammar

Sample story from Primer III

Illustrations

Teacher's instructions

Testing

Observations

Conclusions

Back Matter

Appendix: Content of primers

Primer 1

Primer II

Primer III

A problem in Totonac orthography, by Margaret M. Wendell

Back Matter

References

Short notes, by SIL

Literacy by tape recorder

Highlander education project in South Vietnam

First, second, and third grades (5th, 4th, 3rd forms)

Results

Some of the expected benefits

Review: Analysis of oral reading miscues, by Sarah C. Gudschinsky

Review: National languages and languages of wider communication in the developing nations, by Sarah C. Gudschinsky

Number 10 (1970) [TOC]

Preparation of a textbook (in Kannada) for functional literacy programme for farmers in Gangavathy area, by T. R. Nagappa

Lessons

Selection of vocabulary

A literacy program among the Dagas of New Guinea, by Elizabeth Murane

0. Introduction

1. The materials

1.1. Prereading materials

1.2. Motivational reading materials

1.3. Materials to teach reading

2. Teaching the materials

2.1. Trial programs

2.2. Teacher training

2.3. Problems discovered through teaching the materials

How the branch minnow story was written, by Martha Duff

Number 11 (1970) [TOC]

Evaluation of Amuzgo preprimer, by Marjorie J. Buck

1. Content of the preprimer

1.1. Vowels

1.2. Words

1.3. Numbers

1.4. Addition

1.5. Spanish

2. Weak points of the preprimer

3. Strong points of the preprimer

A literacy method for Stoney: The two-hour introduction, by Warren Harbeck and Mary Anna Harbeck

1. Vowel symbolization

2. The vowels as the main part of the syllable

3. Pattern word drill for vowel memorization

4. Reading and writing long words with help of rhyming method

5. Reading short Stoney story

Preparation of reading cards for adult literacy instruction, by T. R. Nagappa

Reading cards

Number 12 (1971) [TOC]

The vernacular in education ¹: Abstracts and bibliography, by Joy Harris

Mexico

References

Peru

1. The jungle program

2. The highland Quechua program

3. Conclusion

References

The USSR

References

Philippines

References

Africa

References

Wales

References

Unsuccessful programs

References

Number 13 (1972) [TOC]

The importance of naturalness in literacy materials, by Barbara E. Hollenbach

1. The Trique view of language

2. The phonological structure of words

3. The syntactic structure of utterances

4. The paragraph and discourse structure

5. Lexical collocation

Back Matter

References

Worksheets for literacy primers, by Sarah C. Gudschinsky

0. Introduction

Theoretical background

1. Orthography and spelling

Worksheet 1: The script and spelling

Worksheet 2: Teaching the script

Worksheet 3: Steps in the construction of literacy primers

Worksheet 4: The first lesson

Worksheet 5: Primer lessons after the first one

Worksheet 6: Stories for the primer

Worksheet 7: Checklist for primer lessons

Worksheet 8: Charting primer progression

Worksheet 9: Outline of the teacher's guide

Worksheet 10: Teaching syllables from the blackboard

Worksheet 11: Teaching grammatical elements from the blackboard

A Wolaamo fable: The editing of oral literature, by Bruce Adams

Examples of corrections of obvious errors

Examples of stylistic changes

Examples of content editing

Questions for further investigation

Bibliographical notes, by Sarah C. Gudschinsky

1. Publications of the Bureau of Indian Affairs of the United States Department of the Interior

2. Publications of the International Reading Association

Number 14 (1973) [TOC]

Newly literate Amhueshas become authors, by Martha Duff

The use of word drills in primers, by Joycelyn Clevenger

Marking tone in Engenni, by Elaine Thomas

Where to put the symbol

Suggestions for revision of phonemic analysis and orthography in Ilianen Manobo, by Jean Shand

0. The setting

1. The problem of /a/ and /«/

1.1. The present analysis

1.2. Native reaction to the orthography based on present analysis

1.3. Suggested new analysis to be tested

1.4. Suggested orthography

2. The problem of voiced stops and their fricative counterparts

2.1. The present analysis

2.2. Native reaction regarding the voiced stops and fricatives

2.3. Suggested new analysis to be tested

3. The spelling of forms which have undergone morphophonemic changes

4. Problems

5. A short text

Notes on neutralization and orthography, by Sarah C. Gudschinsky

Number 15 (1973) [TOC]

Developing writers in minority groups, by David L. Henne

Purpose

Recruiting of writers

Training of writers

An effective outlet for writers

What is necessary for the production of a newspaper

Back Matter

References

Indigenous writers in the making: Report on a recent writers course ^*, by Ann Roke

Lesson in reading tone: Santo Domingo Zapoteco ^*, by Marjorie J. Buck

First lesson

Purpose

Second lesson

Step 1

Step 2

Step 3

Step 4

Step 5

Homework

How we started the Nung primer, by Ernest W. Lee

Short notes: Teaching syllables in Terena, by Nancy E. Butler

Short notes: Chinantec writers, by Jo Machin

Review: Basic studies on reading, by Raymond G. Gordon

Number 16 (1974) [TOC]

Tzeltal literacy and culture change, by David Jarvis

Teaching tone: An indigenous method, by Robert L. Mugele

Three approaches to native-authored primer stories, by Audrey Johnson, Jean Shand, and Helen E. Waller

Primer stories for the San Juan Mixtepec Mixtec

Primer stories for the Ilianen Manobo

Primer stories for the Apinaye

Primer stories by indigenous authors, by Sarah C. Gudschinsky

Feedback, by Helen E. Waller

Number 17 (1974) [TOC]

A literature workshop: Part I, by Dorothy L. Herzog

Introduction

Culturally oriented literature

Interest-producing literature

Literature for the newly literate

Summary

A literature workshop: Part II, by Margaret M. Wendell

Introduction

Activities for the writers in training

Assignment 1

Assignment 2

Assignment 3

Assignment 4

Seminars for the literacy workers

Discourse types

Humor

Determining areas of interest

Bridging the gaps by means of literature

Format and illustrations

The technology of publishing

Distribution

Preparing for an ongoing program

School for language helpers

Closing program

A literature workshop: Part III, by Dorothy L. Herzog

Looking at the future

Prepublication testing

An ongoing program

Recommendations for future workshops

Texts

Summer Institute of Linguistics' literacy policy and its practical outworking, by Sarah C. Gudschinsky

Section I: The 1971 Biennial Conference defined the Corporation Literacy goals as follows:

Section II: Recommendations with regard to the content of a literacy program

Section III: The relationship of literacy to other parts of the SIL task

Section IV: The role of nationals in literacy work

Section V: Literacy personnel and training

Back Matter

Chart A: A complete literacy program

Chart B: Stages of literature (from easy to hard)

NOL, 1975--1979 (Volumes 18--28)

Number 18 (1975) [TOC]

An experimental project for production of reading material in a preliterate society ^*, by Margaret M. Wendell

0. Introduction

1. Problem

2. Search for solution

3. Basic theory

4. Methodology

5. Testing phase

6. Results noted

Writer-training workshops ^*, by Margaret M. Wendell

0. Introduction

1. Types of workshops with respect to the number of languages involved

2. Workshop participants

3. Selection of participants

4. Objectives of the workshop

5. Methodology

6. Topics for discussion sessions

7. Field trips

8. Suggested writing assignments

9. Equipment needed for a workshop

10. Closing program

Back Matter

Appendixes

Appendix A: Steps in making a book (compiled by Robert Koops)

Appendix B: Format of a booklet

Appendix C: Village news sheets (discussion guide)

Appendix D: A strategic plan of operation to produce the maximum sales in the most economic manner

Appendix E: Example of making a story from a well-known custom

Appendix F: Official Institute of Linguistics stationery

Appendix G: Background information regarding WRIT

Psycholinguistic reaction and the teaching of vowel length, by Ernest W. Lee

Radio and tape recordings in a literacy program, by Sarah C. Gudschinsky

Marketing principles for SIL (selected excerpts) ^*, by Keith Sayers

Number 19 (1975) [TOC]

Prereading ^*, by Sarah C. Gudschinsky

Psychological set

Oral skills

Visual skills

Manual skills

Reading pictures

Back Matter

References

Teaching problem solving strategies in a prereading program, by Robert L. Mugele

Introduction

What are the problems?

Bruner's theories

Applications to a prereading program

Summary

Back Matter

References

Experience charts: From prereading to reading, by Virginia Embrey

Reasons for experience charts

Material

Format

Teaching procedures

First day

Second day

Third day

Fourth day, and so forth

Next day

On hard-to-teach phonological units, by Barbara E. Hollenbach

Back Matter

References

Review: Reading for meaning in the elementary school, by Karl Grebe

Review: The new mathematics and an old culture, by Fran Woods

Number 21 (1977) [TOC]

The use of recorded text material for stories in Frafra primer construction, by Nancy Schaefer

Bilingual education in the 1800s: Excerpts from Riggs, Tah-Koo Wah-Kan ¹, by Margaret M. Wendell

Paulo Freire: His use of literacy in social revolution, by Margaret Bendor-Samuel

Freire's background

Freire's philosophy

Freire's method

Comment

Back Matter

References

Breakthrough to literacy, by Leah B. Walter

Back Matter

References

Review: Forty years with the silent billion, adventuring in literacy, by H. John Iler

Short notes: Linguistics or literacy?, by John Taylor

Short notes: Preparing to leave, by Ronald D. Olson

Short notes: Training of indigenous artists, by Jo Machin

Number 22 (1977) [TOC]

Vernacular writing for Micronesians: Notes on a bilingual training project at the University of Hawaii ^*, by Suzanne E. Jacobs

1. The language background

2. The sociopolitical dimension

3. The cognitive dimensions of the mother tongue

4. English in Micronesian education

5. Moves toward a bilingual system

6. The University of Hawaii

7. Problems faced by the BETT project

8. The use of traditional oral texts

9. BETT project design

10. The Micronesian participants

11. The speaking-writing gap

12. The vernacular-writing course

13. Materials production

14. Reactions of participants

15. The problem of detail

16. The problem of style

17. Culture translation

18. The accomplishment

19. Conclusion

Back Matter

References

How to teach consonants occurring at the end of syllables, by Joan Hainsworth

Should basic literacy skills be taught in the student's mother tongue?: The parameters needing consideration, by Julia R. Van Dyken

1. Introduction

2. The program strategy

3. The objectives

4. The data system

4.1. The stages of data collection

4.2. Characteristics of the data

5. Some data specifics

5.1. Indicators of the degree of adoption of the policy of utilizing the MT

5.2. Indicators of feasibility

5.3. Indicators of the current milieu

5.4. Indicators of performance

5.5. Indicators of attitudes

5.6. Indicators of socioeconomic factors, (related to cost-benefit measurements and relative advantage)

5.7. Miscellaneous indicators of variables which may affect mean scores, or which may be affected by the program

6. Conclusion

Back Matter

References

Appendixes

Appendix I: A sample chart for planning and preparing for data collection and evaluation

Appendix II: Worthen's chart of strengths and weaknesses of various types of data

Review: Understanding children writing, by Carolyn Clapper

Review: Bilingual education in a binational school, by Richard D. Smith

Review: Stop, look, and write!, by Marilyn Cathcart

Number 23 (1978) [TOC]

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

Number 24 (1978) [TOC]

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

Number 25 (1978) [TOC]

Lectures by Peter Cotterell, by Peter Cotterell

Program design: Basic research

A. Ethnographic survey

B. Motivation research

C. Linguistic research

Orthography

Conception and encoding

Transmission: Encoding and printing

Reception

Encoding Process

Alphabets

Roman script

Word silhouettes or differentiation by length of word

Differentiation by the pattern of projections

Roman script

Square scripts

Arabic script

Punctuation

Outlining a program

Primer methodology

Reproducing materials

Multimedia approach

Radio

Testing: Grammatical constructions

1. Multiple choice questionnaire

2. Recapitulation

3. Ease of reading

4. Reading-aloud Ara test

5.Cloze testing

Testing: Program

Summary

Back Matter

References:

Number 26 (1979) [TOC]

SIL and education in Vietnam, by V. M. Stair

1. Introduction

2. Background

3. The highlander education project

3.1. Curriculum and materials

3.2. Material preparation

3.3. Personnel

3.4. Program summary

3.5. Specific programs

4. Adult education

4.1. Introduction

4.2. Curriculum and materials

4.3. Personnel

4.4. Program summary

4.5. Specific programs

Back Matter

Appendix A: Ethnic minorities and languages of Viet Nam

Appendix B: Curriculum

Principles underlying the revision of the elementary education curriculum

Curriculum--Grade 5

Curriculum--Grade 4

Appendix D: Samples of lessons

Wallchart 4

Lesson 1. Drinking water

Lesson 2. Sources of water

Lesson 3. Filtering water

Lesson 4. Boiling water

Lesson 5. Covering water container

Lesson 6. Review

Example primer pages

References

The role of the linguist in the preparation of materials for the teaching of reading ^*, by Sarah C. Gudschinsky

Number 27 (1979) [TOC]

Motivation toward literacy for the Tolpan, by Margaret Lynn Dennis

1. Motivation for reading in a preliterate society

2. Relevant aspects of motivation theory

3. The Yessan-Mayo movement toward literateness

4. Specific methods to promote motivation

5. Motivating factors present in Tolpan society

Back Matter

References

Utilising existing social structures for literacy programmes, by Pat Herbert

Background

1. Kinship system

2. Seasonal cycle of work system

3. Residential groups' system

4. Kinship links between villages

5. Community work projects

6. Conformity in dress

Summary

The problem of transition, by Georgetta MacDonald

Introduction

Factors to be considered in transition

SIL and problems of transition (editor's summary)

Back Matter

References

Items considered in assessing literacy situations in North America branch, by Constance Naish

Local citizen involvement in the Limos Literacy Project: How we tried and failed, by Kathleen Bosscher

Introduction

Situation

Program: Phase I

Evaluation: Phase I

Program: Phase II

Evaluation: Phase II

Conclusion

Postscript

Number 28 (1979) [TOC]

Diagnostic testing in languages with phonemic alphabets, by John Rudder

The test form

Uses of the test

Administration

Additional notes on the test

Chinantec teacher training workshop ^*, by Robert L. Mugele

0. Introduction

1. Background

2. Planning

3. The course

3.1. The primer and patter

4. Ongoing program

5. Evaluation

Back Matter

Appendixes

Appendix I

Appendix II

Figures

John Adimah's explanation of Igede orthography, by Richard Bergman

1. Basic orientation

2. Length of book

3. Use of Igede analogy

4. Appeal to ethnic pride and unity

5. Style of writing

Some interrelationships between literacy and discourse study, by Wesley M. Collins

1. Introduction

2. Language learning

3. Primers

4. Teachers' manuals

5. Materials authored by mother tongue speakers

5.1. The question of style

5.2. Readability

5.3. Mother tongue translators

6. Transition materials

7. Technical writing in another language

8. Reporting

9. Writing audio scripts

10. Conclusion

Back Matter

References

Report: Research seminar on linguistic awareness ¹, by Priscilla Small

NOL, 1980--1984 (Volumes 29--43)

Number 29 (1980) [TOC]

Neurolinguistic implications of bilingualism in second language teaching of adults, by Mark Jones

0. Introduction

1. Elements of study

2. Conclusion

Back Matter

References

Methods of teaching reading for preliterate cultures, by Shirley Peet

0. Introduction

1. Methods of teaching beginning reading

A. Phonic methods

B. Global methods

C. Perceptual approach

D. Linguistic methods

E. Montessori

F. Freire

2. Conclusion: Integration of methods

Back Matter

References

Branch literacy program planning ^*, by Kathleen Bosscher

0. Introduction

1. Rationale for the branch plan

2. Considerations in planning

3. The Philippine branch literacy plan

Objective 1: Obtain baseline data from literacy surveys and establish a monitoring system of literature distribution for 32--40 language projects

Objective 2: Design four model programs

Objective 3: Design and initiate 20 to 25 specific literacy programs

Objective 4: Operate and document 8 to 10 specific programs through the first two cycles

Objective 5: Train 8 literacy program consultants

Objective 6: Train six literacy materials consultants

Objective 7: Train one literacy coordinator

4. Conclusion

Back Matter

Appendix

Chart I

Chart II

The consideration of non-Roman orthographies in literacy programs, by Peter Unseth

1. Introduction

1.1. Definition

1.2. Relevant geographic areas

2. Criteria in considering an NRO

2.1. Acceptance by the government

2.2. Acceptability to the people

2.3. Suitability as a bridge to the national language

2.4. Suitability for printing and typing

2.5. Ease of learning

2.6. Ability to represent the phonemes of a language

2.7. Existing orthographies

3. Application

Back Matter

References

Do's and don'ts of prereading, by Douglas Trick

1. Introduction

2. Body

2.1. “Do's”

2.2. “Don'ts”

3. Conclusion

Back Matter

Appendix

References

Number 30 (1980) [TOC]

Literacy survey ^*, by Janice Walton

0. Introduction, by Kathy Bosscher

1. Procedure

2. Questions used in the five surveys

3. Evaluation of the data

4. Conclusion

Nonisolatability of vowels in Huichol and related literacy problems, by Barbara F. Grimes

Back Matter

References

A report of Mr. Joseph Sukwianomb's evaluation of SIL in Papua New Guinea, by Phil Staalsen

Which language for literacy?, by Mark Huddleston

0. Introduction

1. Goals of mass literacy

2. Education through a trade or national language

3. Education through the vernacular

4. Lessons from actual experience

5. Conclusion

Back Matter

References

Prereading: A look at the programs of others, by Ronald Pappenhagen

Introduction

1. A complete literacy program

2. Goals of a prereading program

3. The prereading program

A. When to start

B. Two phases

4. Further areas to research for prereading programs

Conclusion

Back Matter

References

Adult vs. child learning in preliterate cultures, by Doris Pappenhagen

0. Introduction

1. Similarities in adult and child learning

2. What separates the adult from the child?

3. Conclusion

Back Matter

References

Evaluation in reading readiness programs, by J. Albert Bickford

0. Introduction

1. Readiness skills

2. Evaluating readiness skills

3. Three particular skills

4. Summary

Back Matter

References

Review: Perspectives on nonformal adults learning, by Clyde M. Whitby

Number 31 (1980) [TOC]

Progress in literacy in Yacouba country ^*, by Margrit Bolli

0. Introduction

1. Survey and testing

2. Questionnaire results

3. Test results

4. Review and preview of teacher training courses

5. Conclusion

Yacouba literacy report II: March 1977--February 1979 ^*, by Margrit Bolli

0. Introduction

1. Principal activities 1977--1979

1.1. Teacher training courses

1.2. Writer training courses

1.3. Publications

2. Goals for literacy in Yacouba

3. Plans for attaining goals

4. Current situation

5. Specific plans for 1979--1980

Orthography design, by Deborah Weaver

1. Introduction

2. Linguistic factors

3. Psycholinguistic factors

4. Sociolinguistic factors

5. Practical factors

6. Conclusion

Back Matter

References

What does the eye perceive when reading?: Words, letters, context, or what?, by Daniel Brubaker

1. Introduction

2. Body

2.1. The eye: how it works

2.2. Further processes of reading within the mind

3. Conclusions, applications, and summary

Back Matter

References

Paulo Freire: The man, the ideas, the methods, by Richard Lindvall

1. The man

2. His ideas

3. His methods

4. My observations

Back Matter

References

Number 32 (1980) [TOC]

Readability of materials, by Barbara Casebolt

0. Introduction

1. Description

1.1. Definition of readability

1.2. Factors affecting readability

2. Measurement of readability

2.1. Subjective

2.2. Question and answer

2.3. Formulae

3. Principles of clear writing

4. Applications to preliterate societies

4.1. Importance in literacy

4.2. Applications of formulae

5. Conclusion

Back Matter

References

Cham literacy: The struggle between old and new (a case study) ^*, by Doris E. Blood

1. Background

2. The problem

3. The course of events

4. The outcome

5. Evaluation

How literacy work began among the Cuiva, by Isabel Kerr

0. Background

1. The first glimmer of interest

2. Changes in lifestyle

3. Linguistic and sociolinguistic aspects

4. Distribution of materials

5. Ongoing program

The ideal orthography ^*, by Amy Bauernschmidt

0. Introduction

1. Factors to be considered when forming an orthography

1.1. Linguistic factors

1.2. Psycholinguistic factors

1.3. Sociolinguistic factors

1.4. Practical factors

2. General principles in the choice of symbols

3. A few reminders about symbols

4. Recommended symbols for orthographies in Mexico

4.1. Acceptable symbols for vowels

4.2. Modification of vowels

4.3. Acceptable symbols for consonants

4 4. Modification of consonants

4.5. Miscellaneous orthographic problems

5. Stages in orthography approval

5.1. Tentative orthography

5.2. Working orthography

5.3. Established orthography

6. Files and goals

Historical roots of the Gudschinsky method of teaching reading ^*, by Betsy Edwards

Back Matter

References

Guahibo newspaper in the jungle, by Betty Blair

Number 33 (1981) [TOC]

The distinction between literate and letterate: Some practical suggestions in regard to the development of an experience based literacy program, by Wallace R. Walker

0. Introduction

1. Literacy defined

2. Letteracy defined

3. Cultural learning styles

4. Literate and letterate reviewed

5. Conclusion

Back Matter

References

Some sociolinguistic considerations in orthography design, by Frances L. Gralow

0. Introduction: Importance of sociolinguistic considerations

1. Problem: Failure to consider sociolinguistics in Coreguaje

2. Proposal: How to correct the problem

3. Summary

Back Matter

References

Motivational factors affecting Chuj literacy ^*, by Kenneth L. Williams

0. Introduction

1. Phase I (1960--1963)

2. Phase II (1964--1967)

3. Phase III (1969--1970)

4. Phase IV (1971--1980)

5. Conclusion

A newspaper for the Guahibos, by Riena W. Kondo

1. The people

2. Land and literacy

3. Their own newspaper

4. The need for a grant

5. Conclusion

Guahibos develop new literary forms, by Riena W. Kondo

0. Introduction

1. Poetry

2. Just-so stories as models

3. Drama

4. Riddles

5. Guahibo literature

6. Conclusions

Chafil Cheucarama, jungle artist, named Panama's best illustrator ^*, by Betty Blair

Number 35 (1981) [TOC]

What about visual esthetics?: An open letter to NOL readers, by Jo Machin

Back Matter

Appendix

Reference

Community development and composition, by Mickey Brussow

Helping the literacy team get underway ^*, by Kathy Jefferson

Back Matter

References

Corncobs and baby blankets help writers blossom, by Joseph E. Grimes

Do-it-yourself literacy for a scattered society, by Dorothy A. Minor

Introduction

Background

Work plan

Observations on writing Witoto

Conclusions about readers

How did it happen?

Ongoing program

A review of SIL literacy policy, by David Bendor-Samuel

A. Principal motion

B. Additional motion

Number 36 (1981) [TOC]

Chipaya reading program, by Fran Olson

0. Introduction

1. Prerequisites

2. Motivation

3. Reading materials

4. Campaign I: Bread baking and literacy

5. More literature

6. Reaching the community

7. Campaign II: A two-week course

8. Helping nonreaders

9. Ongoing reading

Some modern syllabaries, by Peter Gittlen and Laura Gittlen

0. Introduction

1. Adaptations of Cree syllabary

2. Cherokee syllabary

3. Vai syllabary

4. Djuka syllabary

5. Conclusion

Back Matter

References

Teaching English as a foreign language: A brief annotated bibliography, by Kathy Butts

The importance of learning styles in literacy, by Judith Lingenfelter and Claire Gray

1. Introduction

2. Anthropology and education

3. Cognitive learning styles

4. Alternative strategies

5. Conclusion

Back Matter

Reference

Huichol literacy report, by Barbara F. Grimes

1. Introduction

2. Value of literacy classes

3. Writers' workshop

4. A self-teaching approach

5. Assumptions in teaching numerals

Back Matter

References

Learning from small books, by Eunice V. Pike

1. Mazatec bestseller

2. Money book

3. Minimal pairs book

4. The dictionary

5. Expanding words and phrases book

6. Small book benefits

Back Matter

References

A plus for plurals in writing Liberian Krahn, by John Duitsman

1. The problem

2. Attempted solution

3. Successful method

4. Possible exception

Back Matter

Reference

Liberian Krahn: Some notes on vowel orthography, by John Duitsman

1. Vowel segments

2. Vowel length

Morphophonemic writing in Daai Chin, by Helga Hartmann-So and David Thomas

Back Matter

Reference

Number 37 (1983) [TOC]

Discourse evidence and follow-up reading materials, by Douglas Biber

1. Introduction

2. Experiment with English speakers

3. Experiment with Somali speakers

4. Implications

Back Matter

References

Matses literacy program, by Harriet Fields

0. Introduction

1. Factors contributing to success

2. Progression of program

3. Selection of teachers and school locations

4. Class time

5. Problems encountered

6. Results

7. Conclusions

The indigenization of literacy in Dan (Yacouba) ^*, by Edward Lauber

0. Introduction

1. Motivation

2. Appropriate materials

3. Appropriate structures

4. Appropriate training

5. Conclusion

Editor's note

Back Matter

References

Training a Tepehua to write primer stories, by Dorothy L. Herzog

0. Introduction ¹

1. Contentive/functor distinction

2. Syllables

3. Keywords

4. Rules

5. Results

Launching a primer from a preprimer story, by Dorothy L. Herzog

Back Matter

References

Number 38 (1983) [TOC]

A survey of reading ability among the To'abaita speakers of Malaita ^*, by Gary F. Simons

Method of the survey

The questionnaire

The reading test

Sampling techniques

The population and the sample

Results of the survey

Reading ability in To'abaita and in English

Writing ability

Reading ability in relation to sex

Reading ability in relation to education

Reading ability in relation to age

Reading ability in relation to place of birth

Reading ability in relation to place of residence

Reading ability in relation to church preference

Toward a simpler survey method

Refining the questionnaire

Asking rather than testing the subject

Applying the survey results

Back Matter

References

Kwaio committee speeds material production, by Virginia Young

1. Introduction

2. Workshop activities

3. In retrospect

Linguistics in literacy: More than teaching reading, by Wendy C. McDermott

Linguistic contributions

Psycholinguistic contributions

Sociolinguistic contributions

Political considerations

Economic considerations

Education

Research

Conclusion

Back Matter

References

Number 39 (1983) [TOC]

“Whatever you bind on earth …”: Or tied-down libraries, by Neil Wiebe

Literacy training for bilingual Mayans, by Linda Blackburn

“Professor Cassette,” or literacy via tape, by Millicent R. Liccardi

0. Introduction

1. Production of cassette primer

2. Step-by-step

3. Trial class

4. Future use of cassette literacy

Editorial comment (S. Brinkerhoff)

Back Matter

References

Pintupi art forms and their implications for literacy ^*, by Lesley Hansen

Geometric shapes

Implications for literacy

Additional note:

Language maintenance, shift and death, and the implications for bilingual education, by Delle P. Matthews

0. Introduction

1. Language maintenance, shift and death

1.1. Features of a community undergoing language maintenance

1.2. Features of a community undergoing language shift

1.3. Features of a community undergoing language death

2. Bilingual education and language maintenance or shift

2.0. Introduction

2.1. Why consider language maintenance and shift for a bilingual education program?

2.2. The role of the community

2.3. Goals of bilingual education

2.4. Typologies of bilingual education

2.5. The effects of bilingual education programs on language maintenance and shift

3. Measures of language maintenance and shift

Back Matter

References

Cultural learning styles: Planning a program around local learning styles, by Rosalie Bulmer

0. Introduction

1. Cognition and culture

2. The basic values model

2.1. Time--event

2.2. Dichotomy--holism

2 3. Crisis--noncrisis

2.4. Object as goal--person or interaction as goal

2.5. Prestige ascribed--prestige achieved

2.6. Vulnerability as weakness--vulnerability as strength

3. Implications for literacy programs

Back Matter

References

How arithmetic can be a vital part of your literacy program ^*, by Ann Waters

0. Introduction

1. Starting an arithmetic program

2. Surveys and questionnaires

3. An arithmetic learning center

4. Teaching arithmetic

5. Ideas for an arithmetic class

6. Worksheets

7. Cassette tapes

8. Other exercises and games

9. Measurements and accounting

10. Evaluation tests

11. Summary

ERIC: What it can do for you, by Sara Brinkerhoff

What is ERIC

Who can use ERIC?

How to use ERIC

Number 40 (1983) [TOC]

Threshold theory applied to literacy program failure, by Wendy C. McDermott

Background

Application of threshold theory to literacy program failure

Recap

Future research

Back Matter

References

Discussion on new literates in the role of illustrator: A response to Machin, by Isabel I. Murphy and E. Margaret Sheffler

0. Introduction

1. Purpose

2. Seeing a picture for the first time

3. Drawing an illustration for the first time

4. Illustrations: Three stages of difficulty

4.1. Stage 1 examples

4.2. Stage 2 examples

4.3. Stage 3 examples

5. Tracings

6. Conclusions

7. Questions for further discussion

Back Matter

Appendix

References

Teaching basic accounting to Quichuas, by William Waters

1. Situation

2. Problem

3. Proposed solution

4. Outworking

5. Results noted

6. Recommendations

As it happened: Literacy among the Tboli, by Lillian Underwood and Georgia Hunter

1. Demographic notes

2. Education

2.1. Existing schools

2.2. Other organizations

3.SIL project history

3.1. Early activities

3.2. The primer

3.3. Reading classes

3.4. Tboli literacy teachers

3.5. Supervisors and coordinators

4. Logistics of classes

5. Project funding

5.1. Volunteers

5.2. Salaries

5.3. Toward a self-sustaining program

6. Distribution

7. Ongoingness of the program

8. Evaluation

9. Effect on church growth

Number 41 (1984) [TOC]

What's happening: Philippine Branch literacy programs, 1979--1982, by Kathleen Bosscher

1. Program planning

2. Program management

3. Evaluation of planning and management system

Evaluation question guide, by Kathleen Bosscher

Introduction

A. Program goals

B. Strategies

C. Objectives

D. Activities

1. Motivation

2. Personnel and organization

3. Materials

4. Funding

E. Program expansion

F. Program effectiveness: A sense of purpose

1. Government relations

2. Spiritual results

Report

Objectives reached

Description

Comitancillo primer project: User involvement is the key, by Wesley M. Collins

Cross-cultural research applied to teaching reading in pre-literate societies, by Patricia L. Pike

Cognitive development research

Application to teaching reading

Back Matter

References

Review: Bilingual education: An experience in Peruvian Amazonia, by David A. Ross

Back Matter

References

Review: Linguistic concepts: An introduction to tagmemics, by Carolyn E. Kent

Review: Bootstrap literature: Preliterate societies do it themselves ^*, by Douglas Biber

Review: The right to learn, by W. Terry Whalin

Number 42 (1984) [TOC]

Introducing a new alphabet for the Igede language ^*, by Richard Bergman

1. Description of people

2. Problem to be solved

3. Actions and results

4. Evaluation

5. Principles derived from the experience

Cognitive styles research applied to cross-cultural teaching, by Patricia L. Pike

Cognitive styles research

Application to cross-cultural teaching

Back Matter

References

Functors and discourse analysis in Quechua primer design, by Nadine T. Burns

Importance of functors in the primer plan

Use of literary styles

Order in the presentation of letters

A codification and decodification manual with flip chart

Coordination in the primer plan

Back Matter

References

Maxakalí literacy, economic development, and health program, by A. Harold Popovich and Frances B. Popovich

1. The need

2. The program

3. Development of the program

4. Results

5. Evaluation

6. Future

Review: The adult learner: A neglected species, by Nancy Bandiera

Review: The psychology of reading, by Lauretta J. DuBois

Number 43 (1984) [TOC]

Speech versus writing ^*, by Sherri Rae Clark

Back Matter

References

Going on … with Ong: A response to Clark's summary, by Barbara Keller

Back Matter

References

Literacy programmes for large language groups, by Margaret V. Hill

0. Introduction

1. Background

2. Specific strategies

A. Initial concentration on literates

B. Using existing structures

3. The problems of finance

A. Simplicity

B. Avoiding wastage

C. Division and versatility

D. Teacher training

E. Outside funding

4. Other problems

5. Conclusion

Back Matter

Reference

On reading club curricula ^*, by Doris Porter

1. Introduction

2. Options

A. Reading activities

B. Comprehension activities

C. Writing drills

3. General guidelines in preparing a curriculum

4. A sample curriculum

Lesson 1

Lesson 2

Lesson 3

Review: Language and literacy: The selected writings of Kenneth S. Goodman, by Lori P. Gardner

NOL, 1985--1989 (Volumes 44--60)

Number 44 (1985) [TOC]

Training literacy specialists for intercultural community work, by Marilyn G. Henne

1. Background

2. Three areas of TAC useful for literacy specialists

A. Data gathering

B. Designing learning experiences

C. Training and training-to-train

Back Matter

References

Self-esteem as it relates to the learning process ^*, by Leon E. Schanely

1. Introduction

2. Cultural examples

A. Siane

B. Buin

C. Binumarien

D. Podopa

E. Sepik Iwam

Using a health module to promote literacy ^*, by SIL, Philippine Branch

Number 45 (1985) [TOC]

Gando becomes a written language, by Jean Reimer

The Blitz writer's workshop: An Asheninca one-weeker, by Ronald J. Anderson

1. Primary goals

A. Train writers

B. Production of literature

2. Future workshops

3. Evaluation

Back Matter

Appendix. Asheninca data (1984)

An advanced writers workshop in Colombia, by Frances L. Jackson

0. Introduction

1. Background

2. The course

A. Schedule (See Appendixes A and B)

B. Editing

C. Closing program

3. Reflections and results

Back Matter

Appendixes

Appendix A: Daily schedule

Appendix B: Lecture-discussion topics

Appendix C: Writing and editing

Appendix D: Genres of literature

Appendix E: Steps of editing

References

A writer's contest and its spin-offs, by Ellen Wroughton

1. The contest

2. The spin-offs

A. Orthography commission

B. Guide to writing Quechua

C. Folk lore

Back Matter

Appendix

Some ways to encourage advanced students to write ^*, by William H. Langlands

A few starting thoughts

The application of the above points

1. Writing as a process

2. Communication with writing

3. Steps to communicate with writing

4. A few quick, practical points

Back Matter

Reference

First writers workshop on Easter Island, by Conrad Phelps

0. Introduction

1. Workshop background

2. Early problems and solutions

A. Orthography

B. Word division

C. Folk tales

D. Written style

E. Instruction language

F. Finances

G. Book quality

H. Other challenges

3. Steps for writers

4. Later problems and some solutions

A. Attendance

B. Typing

C. Time frame

D. Check lists

E. Poems and songs

F. Proofreading

5. Topics chosen

6. Conclusion

Review: Writers, my friends ^*, by Carol Watson

Number 46 (1985) [TOC]

“I remember when …”, by Naomi Glock

Suriname writers workshop, by Naomi Glock

1. Goals

2. Results

3. Participants

4. Lesson outlines

A. Lesson 1: Introduction and orthography

B. Lesson 2: Choosing a topic

C. Lesson 3: Comparing the written and spoken versions

D. Lesson 4: Revision of the composition (See Appendix A)

E. Lesson 5: Putting the book together (See Appendix B)

F. Lesson 6: Writing about factual material (See Appendix C)

5. Evaluation

Back Matter

Appendix A: How can you improve your composition?

Appendix B: Steps to preparing a book for press

Appendix C: Stars

Organizing a successful writers workshop ^*, by Barbara Jean Dawson

1. Pre-workshop orientation for linguists with writer-candidates

A. Purpose of workshop

B. How to accomplish the goals

C. Linguist's participation

2. Discussion class with writers

A. Method

B. Appropriate topics

3. Trainer's attitude

Second advanced seminar for Indian writers, by Dorothy L. Herzog

1. Background

2. Goals

3. Goal success evaluation

4. Students

5. Staff

6. Course content

7. Closing ceremony [clausura]

8. Suggestions

Wanted: Ballpoint pens: (Preferably dead), by Les Brinkerhoff

Lecture outline: Communication and literature ^*, by Wanda Jane Pace

1. Kinds of communication

A. Traditional communication

B. Written communication

2. Kinds of literature

Two Mapuche writers workshops, by Timothy Sandvig

1. Introduction

2. Preparation for workshops

3. Comparison of workshop activities

A. Program

B. Transition lessons

C. Creative writing

D. Translation

E. Revision and editing

F. Typing

G. Art

H. Printing

I. Finances and distribution

J. Guests and closing ceremony

4. Conclusion

Notes on a monodialectal writers workshop: Cajamarca dialect of Quechua, by Barbara K. Trudell

1. Introduction

2. National participation

3. Need for a certain teaching style

4. Some helpful teaching tools

A. Photograph description

B. Reading aloud

C. Editing

D. Typing

5. Using a transition primer

6. Miscellaneous considerations

7. Evaluation

8. Conclusion

Back Matter

Reference

Number 47 (1985) [TOC]

Training writers: Evaluation and self-editing ^*, by Barbara Jean Dawson

1. Guidelines for effective writing

2. Self-editing and self-evaluating

The use of the Language Experience approach for reading instruction with adult learners, by Rosita A. Isidro

0. Introduction

1. The lesson pattern

1. Motivation

2. Writing the text

3. Story fluency

4. Phrase fluency

5. Word fluency

6. Sound-letter recognition

7. Syllable drill

8. Verification

9. Copying the text

2. The pilot class

3. Evaluation of the lesson pattern

4. Advantages and disadvantages of the Language Experience approach

A. Advantages for the learners

B. Advantages for the program

C. Disadvantages for the learners

D. Disadvantages for the program

5. Appendix: Examples of learner-generated texts

Back Matter

References

People involvement in printing: A Patep project ^*, by Leon E. Schanely

Teaching materials and teachers guides for transition from L2 to L1, by John Steketee

0. Introduction

1. Transition booklets

A. History of a transition booklet

B. Content of a transition booklet

C. A different transition method

D. Reading and writing exercises

2. Teacher's guides focused on writing

A. For literates, semiliterates and illiterates

B. Reading and writing numbers

C. Suggestions for booklets

3. Conclusion

Back Matter

References

In-branch consultant training and updating, by Georgia Hunter

0. Introduction

1. Consultant training seminar: 1983

A. Objectives

B. Topics for lecture/discussions

2. Consultant training seminar: 1984

A. Theme

B. Daily schedule

C. Work assignments

D. Reading suggestions

First SIL international literacy consultant seminar, 1985, by Thomas H. Crowell

1. Introduction

2. Guest speakers

3. Objectives

4. Official seminar statements

5. Papers and authors

Number 48 (1986) [TOC]

Why don't our books sell? ^*, by Les Brinkerhoff and Sara Brinkerhoff

Evaluating the degree of literacy in use, by Peter Unseth

Literacy in use survey questionnaire

Motivation or manipulation?: Can we motivate toward literacy without manipulation?, by Christopher L. Hurst

Introduction

1. Theoretical perspective

A. Motivation

B. Motivational styles

C. Motivational process

D. Manipulation

E. Ways of exercising power

2. The Tolpan

3. Discussion

A. Motivational process

B. Control

C. The change process

4. Conclusion

Back Matter

References

Some considerations in the teaching of functors in agglutinative languages, by Ronald J. Anderson

Back Matter

References

A back transition primer: National language to vernacular, by Leah B. Walter

Number 49 (1986) [TOC]

Testing two systems for marking tone in Western Krahn, by John Duitsman

1. Purpose of tone test

2. Background

A. Western Krahn system

B. Eh Je Grebo system (also called Eh Je)

C. Yacouba system

D. Problem with backtracking in reading tones

3. The test

A. Subjects

B. Teachers

C. Method of presentation

D. Lesson plans

E. Measuring progress ³

F. Results

4. Limitations

5. Conclusions

Back Matter

Appendix. Tone lesson--Diacritic system

References

An orthography chosen by those who speak Gooniyandi ^*, by Joyce Hudson

Discourse-based questions help train effective writers ^*, by Barbara Jean Dawson

A.Assignment to writer: Write a short narrative of your journey to Danau Bira

B.Assignment to writer: (autobiographical) Write a short article introducing yourself

C.Assignment to writer: (description) Write a short article describing Danau Bira

D.Assignment to writer: (description) Write an article telling about something that is useful to know about in the forest