Volume 19, Number 1 (January 1993)

Originally published as:   Notes on Literacy. Volume 19, Number 1 (January 1993). Dallas: Summer Institute of Linguistics. © 1993 Summer Institute of Linguistics, Inc.

Complete Table of Contents

The writing and reading of tone in Bantu languages ¹, by Constance Kutsch Lojenga

1. Introduction

2. Tone in African languages

2.1. Tone versus intonation

2.2. Tone systems

2.3. Functional load of tone

3. Tone in Bantu languages

3.1. The structure of Bantu languages

3.2. Lexical tone contrasts

3.3. Grammatical tone contrasts

4. Tone orthography

4.1. Symbolization of tone in the orthography

4.2. How much should tone be written?

4.3. Where should tone be written in Bantu languages?

5. The teaching of tone

6. Conclusion

Designing Braille orthographies for primers, by Lois Thar

1. Introduction

2. Braille primers

3. Designing a Braille code in light of Smalley's criteria for an adequate writing system

3.1. Maximum motivation

3.2. Maximum representation of speech

3.3. Maximum ease of learning

3.4. Maximum transfer

3.5. Maximum ease of reproduction

4. Deciding the order of presentation of orthography

5. Criteria for determining the progression of lessons

Legibility

Length

6. Determining the order of presentation

7. Conclusion

Back Matter

References

An accommodation of a global learning style to SIL training in Britain, by Pamela Hollman

1. Introduction

2. Learning styles research

3. The Learning Styles project in Britain

4. Results

5. Lessons learned

Back Matter

References

Review: Ways with words, by Martha Lester

Review: Basic processes in reading: Visual word recognition, by Joy G. Bodine

Review: Bilingual education and language maintenance: A Southern Peruvian Quechua case, by Peter Backstrom

Review: Perspectives on literacy, by Daniel Gillette

Review: Beyond language: Social and cultural factors in schooling language minority students, by Stephen J. Parkhurst