Muutke küpsiste eelistusi

E-raamat: Early Childhood Language Education and Literacy Practices in Ethiopia: Perspectives from Indigenous Knowledge, Gender and Instructional Practices

Edited by (Addis Ababa University, Ethiopia), Edited by (Oslo Metropolitan University, Norway), Edited by (University of Gothenburg, Sweden)
Teised raamatud teemal:
  • Formaat - EPUB+DRM
  • Hind: 45,62 €*
  • * hind on lõplik, st. muud allahindlused enam ei rakendu
  • Lisa ostukorvi
  • Lisa soovinimekirja
  • See e-raamat on mõeldud ainult isiklikuks kasutamiseks. E-raamatuid ei saa tagastada.
Early Childhood Language Education and Literacy Practices in Ethiopia: Perspectives from Indigenous Knowledge, Gender and Instructional PracticesSuurem pilt
Teised raamatud teemal:

DRM piirangud

  • Kopeerimine (copy/paste):

    ei ole lubatud

  • Printimine:

    ei ole lubatud

  • Kasutamine:

    Digitaalõiguste kaitse (DRM)
    Kirjastus on väljastanud selle e-raamatu krüpteeritud kujul, mis tähendab, et selle lugemiseks peate installeerima spetsiaalse tarkvara. Samuti peate looma endale  Adobe ID Rohkem infot siin. E-raamatut saab lugeda 1 kasutaja ning alla laadida kuni 6'de seadmesse (kõik autoriseeritud sama Adobe ID-ga).

    Vajalik tarkvara
    Mobiilsetes seadmetes (telefon või tahvelarvuti) lugemiseks peate installeerima selle tasuta rakenduse: PocketBook Reader (iOS / Android)

    PC või Mac seadmes lugemiseks peate installima Adobe Digital Editionsi (Seeon tasuta rakendus spetsiaalselt e-raamatute lugemiseks. Seda ei tohi segamini ajada Adober Reader'iga, mis tõenäoliselt on juba teie arvutisse installeeritud )

    Seda e-raamatut ei saa lugeda Amazon Kindle's. 

"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. 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 Ethiopianlanguages, 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"--

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.



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.

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.

Preface 1. Introduction: Context for Language Education in Ethiopia PART 1: Challenges associated with early reading competencey and teaching practices 2. Challenges of early grade reading competency in Ethiopia: A synthesis of research and experience
3. Induction of beginning teachers in Ethiopian schools with reference to multilingual pre-school programs
4. Early Grade Reading in Ethiopia: Phonological awareness in grade one textbook: the case of Koorete language PART 2: Indigenous Literacy Practices 5. Implications of Nibab-Bet (School of Reading) for Modern Schooling: the case of educated Ethiopians studied in the two school systems
6. Reading instructions in the traditional schools of the Ethiopian Orthodox Church
7. Teacher Training, Development and Mentorship Practices in the ETOC Schools PART 3: Language Development: Instructional and Pedagogical Relevance 8. Metaphor as a pedagogical tool in Anyuwa
9. Gendered Expressions in Some Ethiopian Languages
10. The Prevalence of Gender Bias in Early Years English and Amharic Textbooks Postscript

Kassahun Weldemariam is Senior Lecturer, PhD in pedagogical work, Department of Pedagogy, Curriculum and Professional Studies, University of Gothenburg, Sweden.

Margareth Sandvik is Professor of Norwegian Didactics, Faculty of Education and International Studies, Oslo Metropolitan University, Norway.

Moges Yigezu is Associate Professor of Linguistics, Department of Linguistics and Philology, Addis Ababa University, Ethiopia.
Lisainfo e-raamatute kohta Lisainfo e-raamatute kohta
Püsilink: https://www.kriso.ee/db/97810009859316e.html
Märksõnad: