questions and answers: developing graded reading materials in minority languages susan malone mle...
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Questions and answers: Developing
graded reading materials in minority
languages Susan Malone
MLE Seminar, Kabul 13-18 February 2010
Preliminaryresearch
Advocacy & mobilization Recruitment
Orthography development
Graded reading materials
Training & supervision
Curriculum
Supportive political environment Components of
successfulMLE programs
Management & coordination
Documentation &evaluation
Funding
confident,
interested, and
knowledgeable readers in their L1 and in the official school language?
How can we develop graded reading materials in multiple languages that encourage students to become…
What are some general strategies for developing L1 materials?1. L1 speakers can create their own
reading materials about familiar people, places, activities
2. They can put their traditional oral literature into written form
3. They can adapt materials from outside the community to the local language and context
4. They can translate materials from another language into the L1
Graded reading materials to encourage life-long reading in L1 and
L2
STAGE 1Reading materials that help children learn to read in their L1
(L1)
STAGE 2
Reading material
s that help
children gain
fluency in their
L1 (L1)
+
STAGE 3
Reading materials that help children bridge to reading in L2
(L1L2)
+
STAGE 4Reading materials
that promote life-long learning in both
languages
(L1 & L2)
+
• Stories• Songs, poetry• Biographies,
histories• Folktales, legends• Jokes, riddles,
wise sayings• Travel, geography• Information,
awareness-raising • Problem-solving
activities • Instructions,
directions
• Religious, moral teachings
• Skits, dramas• Pictures• Language learning
(alphabet)• Games, activities• Calendars• Promotional
materials, advertisements
• Letters
What types of materials can be developed?
• Small reading books
• “Big Books”• Flip charts• Posters
What formats can we use?
• Newspapers, newssheets
• Games• Signs• Announceme
nts
How do we develop reading materials that are appropriate for students with different reading abilities?
Stage Stage 1 (L1) Stage 2(L1)
Stage 3(L1-> L2)
Stage 4(L1 & L2)
Purpose
…learn how to get meaning from print; affirm language and culture
..gain confidence in reading ability; affirm language & culture
…bridge into L2 literacy
…provide access to a variety of topics in both languages
Content
Familiar & interesting; relates to what they already know
Familiar & interesting; begins to introduce new information
Familiar topics (in L2)
Variety of familiar & new topics
Level of difficulty
1 sentence & 1 picture per page EARLY Stage 1: 4-8 pagesLATER Stage 1 : 8-12 pages
2-4 sentences per page, 10-20 pages1 picture every 1-2 pages
Same as Stage 1, but in L2; LATER Stage 3: longer, more complex
Depends on the material
Regarding “Stage 1” stories:
Language: L1
Authors: L1 speakers
Topics: familiar people, places and activities
Length: 6 sentences long…one sentence on each page
Pictures: Picture on each page to help readers understand the text.
What makes a good story for new readers?
Stories should be…
i n t e r e
s t i n g !
They can be…
f u n n y !
They can be
sa d
But stories should never be
bo
ri
ng
A view of the fun…
India
Benin, West Africa
Bangladesh
Bangladesh
Thailand
Ethiopia
Bangladesh
Cambodia
Liberia
Pakistan
Indonesia
Malaysia
Myanmar
Papua New Guinea
Nepal
Southern Thailand
Now we look forward to adding some photos like these from
Afghanistan!