Countering linguistic imperialism with stories in the languages of Africa: The African storybook initiative as a model for enabling in and out of school literacies

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dc.contributor.author Reed, Y
dc.date.accessioned 2021-08-31T07:20:43Z
dc.date.available 2021-08-31T07:20:43Z
dc.date.issued 2019
dc.identifier.citation Reed Y. (2019). Countering linguistic imperialism with stories in the languages of Africa: The African storybook initiative as a model for enabling in and out of school literacies South African Journal of Childhood Education, 9(1), pp. 1 - 8. en_ZA
dc.identifier.issn 2223-7682
dc.identifier.uri https://hdl.handle.net/10539/31543
dc.description.abstract BACKGROUND: In South Africa, and in many other African countries, official language-in-education policy supports the use of learners' primary language(s) in early schooling. In reality, texts in the language(s) of the former colonial power are dominant, with high-interest texts in languages familiar to young learners in short supply or non-existent. Where government education departments have begun to address this shortage, it is mainly by producing graded readers in the 'standard' variety of a language AIM: The main aim of this paper is to demonstrate how quality texts can be provided in a wide range of African languages to stimulate children's interest in reading, across the African continent and beyond SETTING: The African Storybook (ASb) initiative of the South African Institute of Distance Education (Saide) aims to provide illustrated texts in local languages and language varieties that enable children to read for pleasure and for learning. This is done through a publishing model that makes these texts available, cost-effectively, as needed, by teachers, librarians and caregivers METHODS: Internal reports, external evaluations, two interviews with the initiative's co-ordinator and a review of selected texts on the ASb website provided data for analysis RESULTS: The analysis enabled reflection on the challenges faced and the successes achieved, identification of factors that have enabled many of the challenges to be addressed and finally consideration of what the initiative offers as a model for supporting literacy development in local languages CONCLUSION: While the paper tells a story that includes elements of a cautionary tale, it is primarily a story that offers inspiration and guidance to other organisations already involved in, or wishing to embark on, the important project of providing texts for young readers in a wide range of languages en_ZA
dc.language.iso en en_ZA
dc.publisher AOSIS Publishing en_ZA
dc.rights © 2019 Yvonne Reed en_ZA
dc.subject African Storybook initiative en_ZA
dc.subject literacy in African languages en_ZA
dc.subject digital open licence publishing model en_ZA
dc.subject cost-effective children's texts en_ZA
dc.title Countering linguistic imperialism with stories in the languages of Africa: The African storybook initiative as a model for enabling in and out of school literacies en_ZA
dc.type Article en_ZA
dc.journal.volume 9 en_ZA
dc.journal.title South African Journal of Childhood Education en_ZA
dc.description.librarian MS2021 en_ZA
dc.journal.link http://dx.doi.org/10.4102/sajce.v9i1.637 en_ZA
dc.journal.issue 1 en_ZA
dc.article.start-page 1 en_ZA
dc.article.end-page 8 en_ZA
dc.faculty Faculty of Humanities en_ZA
dc.school Wits School of Education en_ZA


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