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oapen-20.500.12657-771562023-11-15T09:17:26Z Early Childhood Language Education and Literacy Practices in Ethiopia Weldemariam, Kassahun Sandvik, Margareth Yigezu, Moges Anywaa Bias Content analysis dichotomy domain Early grade Ethiopia Ethiopian learners Evaluation early grade literacy early grade reading instruction empathy expression family gender Home Environment Interpretative lexicon mapping metaphor Phonological awareness patriarchal patrilineal pedagogy phonological awareness instruction reading challenges reading competence School Environment Stereotype sex bic Book Industry Communication::J Society & social sciences::JN Education bic Book Industry Communication::J Society & social sciences::JN Education::JNL Schools::JNLB Primary & middle schools bic Book Industry Communication::J Society & social sciences::JN Education::JNS Teaching of specific groups & persons with special educational needs::JNSV Teaching of students with English as a second language (TESOL) This edited volume explores how indigenous knowledges and practices can be instrumental in improving literacy outcomes and teacher development practices in Ethiopia, aiding children’s long-term reading, and learning outcomes. The chapters present research from a collaborative project between Ethiopia and Norway and demonstrate how students can be supported to think pragmatically, learn critically and be in possession of the citizenship skills necessary to thrive in a multilingual world. The authors celebrate multilingualism and bring indigenous traditions such as oracy, storytelling, folktales to the fore revealing their positive impact on educational attainment. Addressing issues of language diversity and systematic ignorance of indigenous literacy practices, the book plays a necessary role in introducing Ethiopia’s cultural heritage to the West and, hence, bridges the cultural gaps between the global north and global south. Arguably contributing one of the first publications on early literacy in Ethiopian languages, this book will appeal to scholars, researchers and postgraduate students studying the fields of early years literacy and language, indigenous knowledge and applied linguistics more broadly. 2023-11-01T11:14:44Z 2023-11-01T11:14:44Z 2024 book ONIX_20231101_9781000985894_38 9781000985894 9781032544564 9781032534428 9781003424956 https://library.oapen.org/handle/20.500.12657/77156 eng Routledge Research in Language Education application/pdf n/a 9781000985894.pdf Taylor & Francis Routledge 10.4324/9781003424956 10.4324/9781003424956 7b3c7b10-5b1e-40b3-860e-c6dd5197f0bb 2d3175db-af04-4c19-9c10-298428b3fd68 9781000985894 9781032544564 9781032534428 9781003424956 Routledge 214 [...] open access
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This edited volume explores how indigenous knowledges and practices can be instrumental in improving literacy outcomes and teacher development practices in Ethiopia, aiding children’s long-term reading, and learning outcomes. The chapters present research from a collaborative project between Ethiopia and Norway and demonstrate how students can be supported to think pragmatically, learn critically and be in possession of the citizenship skills necessary to thrive in a multilingual world. The authors celebrate multilingualism and bring indigenous traditions such as oracy, storytelling, folktales to the fore revealing their positive impact on educational attainment. Addressing issues of language diversity and systematic ignorance of indigenous literacy practices, the book plays a necessary role in introducing Ethiopia’s cultural heritage to the West and, hence, bridges the cultural gaps between the global north and global south. Arguably contributing one of the first publications on early literacy in Ethiopian languages, this book will appeal to scholars, researchers and postgraduate students studying the fields of early years literacy and language, indigenous knowledge and applied linguistics more broadly.
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