Stories and early literacy education in Zambia: donor-initiated projects, educational policy and teacher beliefs

IF 2.1 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Language and Education Pub Date : 2023-10-03 DOI:10.1080/09500782.2023.2265905
Jonas Yassin Iversen, Juliet Munden, Margaret Nambao
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Abstract

Limited access to reading material written in local languages is considered a contributing factor to poor reading achievement in Sub-Saharan Africa. Several non-government projects are attempting to compensate for this by providing extensive reading material. One such project is the non-commercial, donor-initiated African Storybook. This article examines the premise on which African Storybook and similar donor-initiated projects build, namely that providing stories in local languages can significantly improve early literacy achievement. Understanding literacy as social practice, we investigate what experiences with stories inform the literacy-related beliefs of pre-service teachers in Zambia, and how these beliefs may shed light on their response to storybooks as part of early literacy education. Our data comprises a questionnaire with 26 pre-service teachers and focus group interviews with six of them. The pre-service teachers’ beliefs were found to reflect their childhood experiences with stories and the Zambian official National Literacy Framework. Our findings indicate that neither their childhood experiences nor their teacher education had prepared the pre-service teachers to use stories for extensive reading in early literacy education. These findings lead us to question whether literacy delivery is best served by initiatives that are not coordinated with both national literacy policy, curriculum and local teacher beliefs.
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赞比亚的故事和早期识字教育:捐助者发起的项目、教育政策和教师信念
以当地语言编写的阅读材料的获取有限被认为是撒哈拉以南非洲地区阅读成绩不佳的一个因素。一些非政府项目正试图通过提供广泛的阅读材料来弥补这一点。其中一个项目是非商业性的、由捐助者发起的《非洲故事书》。本文考察了非洲故事书和类似捐助者发起的项目建立的前提,即提供当地语言的故事可以显着提高早期读写能力。将读写理解为一种社会实践,我们调查了赞比亚职前教师在阅读故事时的经历对读写相关信念的影响,以及这些信念如何影响他们对作为早期读写教育一部分的故事书的反应。我们的数据包括对26名职前教师的问卷调查和对其中6名教师的焦点小组访谈。发现职前教师的信念反映了他们的童年故事经历和赞比亚官方的国家扫盲框架。我们的研究结果表明,职前教师的童年经历和教师教育都没有为他们在早期读写教育中使用故事进行广泛阅读做好准备。这些发现使我们质疑,与国家扫盲政策、课程和当地教师信仰不协调的举措是否最有利于扫盲。
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来源期刊
CiteScore
4.70
自引率
0.00%
发文量
34
期刊介绍: Language & Education provides a forum for the discussion of recent topics and issues in the language disciplines which have an immediate bearing upon thought and practice in education. Articles draw from their subject matter important and well-communicated implications for one or more of the following: curriculum, pedagogy or evaluation in education. The task of the Journal is to encourage language specialists and language in education researchers to organise and present their material in such a way as to highlight its educational implications, thereby influencing educational theorists and practitioners and therefore educational outcomes for individual children.
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