Number 54 (January 1988)

Originally published as:   Notes on Literacy. Number 54 (January 1988). Dallas: Summer Institute of Linguistics. © 1988 Summer Institute of Linguistics, Inc.

Complete Table of Contents

Stanford conference on vernacular literacy: Palo Alto, July 24--25, 1987, by Thomas H. Crowell

1. Papers presented

1.1. General principles

1.2. Case studies

2. Contents of this volume

Will they go on reading the vernacular? ¹, by Margaret Bendor-Samuel

1. Introduction

2. Why should people want to read the vernacular?

3. Which groups are more likely to respond to the introduction of vernacular literacy?

3.1. Acculturation issues

3.2. The presence or absence of a church within the community

3.3. Linguistic awareness

3.4. Cultural integrity

4. What factors will affect the acceptance of literacy?

5. What factors must be in place to ensure the retention of literacy?

6. Summary

Predicting the acceptance of vernacular literacy, by Roland W. Walker

1. Introduction

A. The question

B. Hypotheses

C. A model for assessing language attitudes

2. Method

A. Criterion variables

B. Predictor variables

C. Analytical procedures

3. Results

A. Contact with the NL

B. Economic pressure for NL proficiency

C. Attitudes and policies of government toward the VL

D. Ethnic identity

E. Language use

F. Religious makeup

G. Orthographic variables

H. Programmatic variables

4. Profiles of high-acceptance communities

5. Conclusions

A. Insights for planning VL literacy programs

B. Suggestions for facilitating VL literacy acceptance

C. Where do we go from here?

Back Matter

Appendixes

Appendix A.

Appendix B.

Appendix C.

Appendix D. Sociolinguistic influences on vernacular literacy acceptance

References

A rationale for language choice in adult education, by Mary Morgan

1. Introduction

2. A rationale for language choice for adult literacy

2.1. Language-use profiles

2.2. The complexity of the phonology

2.3. Resources available to develop literacy

2.4. Literacy functions within the society

3. Literacy functions: A consideration of Kwaio and Tzeltal

3.1. Under what conditions do certain groups of people accept literacy in the V?

3.2. What conditions prompt groups to move toward literacy in the S?

3.3. What are the tensions that arise in each of the decisions?

3.4. Was literacy in either the V or S generated from within the group, or was it introduced from the outside? For what purposes, and with what consequences?

3.5. What are the functions of literacy in the community? Who writes, who reads, about what topics, in what settings? What language is used? If more than one, is there a functional differentiation of language?

3.6. To what extent are the functions associated with literacy indigenous to the culture, and to what extent do they derive from technological and social change associated with contact with modernized society?

3.7. To what extent has change occurred over time?

4. Conclusion

Back Matter

References