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DOCUMENT RESUME Notes on Literacy, Vols. 21 and 22 DOCUMENT RESUME ED 419 432 FL 801 230 TITLE Notes on Literacy, Vols. 21 and 22. INSTITUTION Summer Inst. of Linguistics, Dallas, TX. ISSN ISSN-0737-6707 PUB DATE 1996-00-00 NOTE 466p.; For earlier volumes, see ED 413 792. PUB TYPE Collected Works Serials (022) LANGUAGE English, French JOURNAL CIT Notes on Literacy; v21-22 1995-1996 EDRS PRICE MF01/PC19 Plus Postage. DESCRIPTORS Adult Education; American Indian Languages; American Indians; Curriculum Design; Curriculum Development; Developing Nations; Elementary Education; *English (Second Language); Foreign Countries; Fulani; *Indigenous Populations; Indonesian; Language Attitudes; Language Minorities; *Language Research; Language Variation; Linguistic Theory; *Literacy Education; *Second Language Instruction; Uncommonly Taught Languages; *Womens Education ABSTRACT The eight issues of the journal on literacy and literacy education contain papers on: a research project on transitional education; passive literacy among the Cheyenne; constructing a syllabus using the Gudschinsky method (in French); trends in literacy education; "indiginizing" punctuation marks; literacy acquisition among Peruvian Amazon communities; an experiment in Mayan poetry; grassroots literacy curriculum development for elementary schools; management of a community literacy and development program; perceptions of language and literacy; tone orthography and pedagogy; the lasting impact of literacy; genre-based approach to literacy; transition literacy in sub-Saharan Africa; Summer Institute of Linguistics and Bilingual Education in Peru; impact of literacy on women and development in South Asia; women's education in developing countries; an adult literacy program in northwestern Zaire; visual-auditory-tactile-kinesthetic integration; culturally-embedded literacy among the Fulani; a literacy program management training initiative in eastern Africa; Bhola's total literacy system; sheltered instruction for language minority populations; linking literacy and development; perceptions of eastern Indonesian community leaders concerning vernacular reading needs for development; orthography testing in Botswana; reading long words; biliteracy in rural settings; literacy in Africa; reading skills and attitudes; literacy on the Cavasi reservation; and Natgqu orthography. (MSE) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Notes on Literacy, Vols. 21 and 22, 1995-96 U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and DISSEMINATE THIS MATERIAL HAS Improvement EDUCATIONAL RESOURCESINFORMATION BEEN GRANTED BY CENTER (ERIC) -04This document has beenreproduced as received from the personor organization th,\ie.,A. originating it. O Minor changes have beenmade to \r\e-\ improve reproduction quality. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Points of view or opinions statedin this document do not necessarilyrepresent 1 official OERI position or policy. 2 NOTES ON LITERACY VOLUME 21.1 JANUARY 1995 CONTENTS Articles The First Language Component: A E. Lou Hohulin 1 Bridging Educational Program Passive Literacy Among the Elena Leman 22 Cheyenne Comment Faire un Syllabaire Ursula Wiesemann 26 "Gudschinsky Adapte" Literacy for the New Millennium Delle Matthews 49 Announcements Transition Manual Available 55 Library Research Service 55 Correction 55 Free Resource Materials Available 56 1995 Asian Reading Congress 57 A Directory of Non-Latin Scripts 58 Literacy Megacourse to be Offered 59 at the University of North Dakota SUMMER INSTITUTE OF LINGUISTICS 7500 WEST CAMP WISDOM ROAD DALLAS, TEXAS 75236 NOTES ON LITERACY EDITOR: Judith D. Moine-Boothe Notes on Literacy is published quarterly by the Summer Institute of Linguistics, Inc., and serves field literacy programs by sharing information of a practical and theoretical nature with literacy field workers. Opinions expressed in this publication do not necessarily express official policy of the Summer Institute of Linguistics, Inc. Permission to use articles, either in full or in part, must be obtained from the editor. Standing orders for this publication should be placed with: International Academic Bookstore Summer Institute of Linguistics, Inc. 7500 West Camp Wisdom Road Dallas, Texas 75236 USA Readers are invited to submit inquiries, comments, or manuscripts for publication to: Editor of Notes on Literacy Summer Institute of Linguistics, Inc. 7500 West Camp Wisdom Road Dallas, Texas 75236. Submit copies of manuscripts on computer media (MS-DOS or MAC format) along with a paper copy of the manuscript. Please include a brief biographical note with any manuscript. ISSN 0737-6707 The First Language Component: A Bridging Educational Program E. Lou Hohulin, Philippines Reprinted, by permission, from Philippine Journal of Linguistics 24:1, 1993. E. Lou Hohulin is an R.N. and has an M.A. in Linguistics from the University of Illinois. Lou and her husband, Richard, have completed two translation projects in the Philippines. She has been Associate Director of Academic Affairs for the Philippine Branch of SIL and is currently working as an International Linguistic Consultant for SIL. [Editor'snote:Thisarticlewasalsotranslatedinto Vietnamese and was presentedtothe Language and Literature conference in Nha Trang, Vietnam in 1993 by Bus and Jean Dawson of sm.] 1. INTRODUCTION This paperisa report of asix-year research project on transitional education which has been carried on under the direction of a Summer Institute of LinguisticsDepartment of Education, Culture and Sports (DECS), Ifugao Division consortium. The program was initiated in 1985 by Dr. Jeronimo Codamon who was the Supervisor of Hungduan District. The First Language Component Bridging Educational Program was designed to improve the test scores of elementary grade school pupils. The core hypothesis in the original pilot project was stated as follows: The child who acquires reading and writing skills in his first language with the rigorous bridging of language arts skills to the two second languages used as mediums of instruction in the Philippine school system will be more competent in all areas of study than the child who does not. The fact that the pupils in Hungduan district are ethnic Ifugao was recognized as one of the major factors underlying their poor performance in tests. At the beginning of first grade, few Ifugao children in barrio schools know Filipino and English, the two 5 2 NOTES ON LITERACY 21.1 (1995) mediums of instruction. Besides the language problems encountered by these barrio children, they also face the problem of being unfamiliar with the cultural environments in which these two languages are embedded and used because they have little access to media such as books, magazines, radio, television, and videos. Since the bilingual policy of the Department of Education, Culture and Sports allows for the use of vernaculars as auxiliary mediums of instruction, the First Language Component program was designed to utilize this provision for the education of children belonging to the Ifugao ethnic community. The most important consideration in the design is that a child's cognitive development is based on a close relationship between him, his language, and his culture. From birth, a child uses his eyes, ears, nose, mouth, hands, and feet to interact with the world about him. The information that he gains is transferred to his brain. Then, through cognitive processing, concepts are formed and stored in his mind. This isthe way that a child develops a framework of knowledge in the early years of his life. He learns to recognize objects, surfaces, and colors. As time goes on, he develops concepts of space, place, size, and time. All of these early concepts play an important role in the further development of his sensorimotor activities, cognitive processing, social interaction and moral values. By the time a child begins school, he has a fairly complete model of the world. This model of the world has been developed on the basis of his experiences within his own culture and through the medium of his first language. For the most part, his thinking and behavior in the early grades of school is most effectively mediated through his cultural model of the world and his first language. 2. THE FIRST LANGUAGE COMPONENTBRIDGING PROGRAM The First Language ComponentBridging Program (FLC-BP) is a bridging program, not a vernacularization program. The First Language Component (FLC) part of the name implies that the first language is just one part of the teaching-learning program and is never isolated from the teaching-learning experiences in the two primary mediums of instruction. The program is based on the 6 THE FIRST LANGUAGE COMPONENT-BRIDGING PROGRAM 3 pedagogical principle that teaching should proceed from the known to the unknown and is, therefore, designed to build a bridge between what a child knows and what he does not know. Perhaps the simplest way to explain the program is to put the explanation in story form. When children enter the first grade it is as though they are standing on a high cliff overlooking a fast flowing river. Across the river on another cliff stands the first grade teacher. The cliff upon which the children stand represents what the children already know, their knowledge structures and their model of the world which have been developed on the basis
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