Developing Facilitative Reading Programmes in Third World Countries  

Oleh:

Alford, M.R.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Journal of Multilingual and Multicultural Development vol. 8 no. 6 (1987), page 493-512.

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/JMM/8 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

The author discusses how linguistic and ethnological investigation have been key factors in the establishment of an indigenous bilingual education programme with the Karaja Amerindians who live on Bananal Island, in the State of Goias, Brazil. Karaja teacher trainees, in accordance with cultural norms, were selected by chiefs. Their training was carried out in four of the main villages and accompanied the setting up of bilingual schools. The local community participated in decision-making strategies regarding school matters. The programme has been basically successful because it is culturally relevant in the following ways: a) monolingual Karaja are studying and successfully learning to read and write in Karaja and Portuguese, with bilingual teachers from their own culture; b) Karaja writers have been trained and have produced culturally and linguistically appropriate reading materials in men's and women's speech; c) the first Brazilian Indigenous Social Studies book was produced and illustrated by Karaja teachers, showing their world view and ethnic pride in their language and culture. The author gives some interesting examples of how material in this book and in Karaja literature is culturally relevant. For instance, five of the Karaja month names reveal their preoccupation with tUrtle habits; the division of labour between the sexes is specifically delineated, and fish families are classified according to Karaja older and younger brother and sister kinship terms.

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