Volume 23, Number 2 (April 1997)

Originally published as:   Notes on Literacy. Volume 23, Number 2 (April 1997). Dallas: Summer Institute of Linguistics. © 1997 Summer Institute of Linguistics, Inc.

Complete Table of Contents

Fitting in with local assumptions about literacy: Some Ethiopian experiences, by Peter Unseth

Introduction to the topic

2. Literacy in a minority language

3. Definitions of “read”

4. Different teaching methods

4.1. Strictly “bottom-up”

4.2. Teaching from alphabet charts

5. Writing as separate from reading

6. Amount of time needed to become literate

7. Motivations for literacy

8. Literacy as strictly a government domain

9. Conclusions and applications

Back Matter

References

Gender in primers, by Fiona Varley

Can there be writing without reading?, by Carole P. Spaeth

Introduction

2. New challenges in oral societies

2.1. Need for writing

2.2. Lack of written materials

2.3. Feasibility of publication

2.4. Vernacular materials

2.5. Book floods

3. Community resources

3.1. Language

3.2. Experiences

3.3. Oral traditions

3.4. Storytellers

4. Local authorship

4.1. Benefits

4.2. Some success stories

4.3. Need for local authors

4.4. Local models

4.5. Potential authors

4.6. Ownership

5. Story structure in different cultures

5.1. European-style structure

5.2. Japanese structure

5.3. Various pacific island structures

6. Levels of difficulty in different genre

6.1. Narratives

6.2. Fiction

6.3. Poetic forms

6.4. Drama

6.5. Riddles

7. Type of training

7.1. Outline of the writing workshop

7.2. Pacific Islands workshops

8. Roles

8.1. Trainer

8.2. Trainee

8.3. Community

9. Assessment

10. Summary

Back Matter

References