Special Issue 2 (1987)

Originally published as:   Notes on Literacy. Special Issue 2 (1987). Dallas: Summer Institute of Linguistics. © 1987 Summer Institute of Linguistics, Inc.

Complete Table of Contents

Ethnography: Is it worth the time and effort?, by Kitty Miller

1. Introduction

2. What is ethnography?

3. A brief look at three studies

A. Heath: Ways with words

B. Scollon: Narrative, literacy, and face in interethnic communication

C. Scribner and Cole: The psychology of literacy

4. Conclusion

Back Matter

References

Process for interaction: For what? With whom? And how?, by Georgetta MacDonald

1. Introduction

2. Program components and the missing ingredient

3. The process of interaction

From preliterate to literate: Some social implications, by Salifu Mogre

1. Introduction

2. Literacy--instrument of change

3. Observable changes

4. Problems and challenges resulting from change

The role of literature in literacy program planning, by Jessie R. Glover

1. Introduction

2. Motivating factors for the Parkari people

3. Literature production

A. Orthography conference

B. Literature committee

C. Writer development

4. Relationship to the instructional stage

Back Matter

Appendixes

Appendix A: Message sent out from the Parkari orthography conference:

Appendix B: Comparison of Urdu and Sindhi scripts

Reference

Literature promotion and distribution, by Denise Potts

1. Introduction

2. Establishing specific aims for literature production

3. Decoding for comprehension

4. Reading to learn

5. Creative writing

6. Literature distribution

7. Conclusion

Back Matter

References

Literacy and development funding, by Clyde M. Whitby

1. Purpose of paper

2. Introduction

3. Our approach

4. Problems

5. Possible alternatives

6. “How-to”

7. Conclusions

Writer training as a help to translation training, by Barbara Jean Dawson

1. Introduction

2. Basic essentials for translation training

3. Sharing sessions

A. Kinds of repetition

B. Transition between paragraphs

C. Highlighting by means of comparison

D. Description by telling the effect or result

E. Use of direct quotes in order to highlight the “peak” of a paragraph or article

F. Direct quotes as a device for describing feelings

G. Summary comments

4. Conclusion

The roving literacy team experiment in Guatemala, C.A., by Ruth Vreeland

1. Geographic and linguistic background

2. How the experiment came about

3. Summary of projects

A. Jocotan Chiquimula: Chorti language

B. Chichicastenango, El Quiche: Quiche language

C. Cotzal, El Quiche: Cotzal Ixil speakers

D. Xol C'uay, El Quiche: Quiche speakers

E. Tectitan, Huehuetenango: Tectiteco speakers

F. Author-training workshop: Guatemala City

G. Nebaj, El Quiche: Nebaj Ixil speakers

4. Conclusion

Training Cakchiquel speakers to code switch, by Jo Ann Munson

1. Background

2. Guatemala's language policies

3. Motivation for reading another dialect

4. Conclusion

Back Matter

References