Grounding Innovative Promotion of Literacy in Local Funds of Knowledge

Robert Serpell

Abstract


Literacy can be understood as a cultural practice comparable to other cultural practices such as story-telling, song and dance. In that theoretical framework, the process of individual literacy learning involves the appropriation of constructs and rules that inform recurrent cultural activities. The sociolinguistic character of the Zambian society includes both societal linguistic diversity and individual multilingualism. Within this context, an innovative application of instructional technology to initial literacy learning was launched in Zambia, under the auspices of the Centre for Promotion of Literacy in Sub-Saharan Africa (CAPOLSA). Evaluation of its local effectiveness has included field-testing of an interactive digital letter-sound correspondence game on various platforms, teacher orientation, composition and distribution of child-friendly texts in several Bantu languages. Ramifications of the programme include the challenge of orthographic harmonization. The paper highlights the importance of integrating new technology with indigenous cultural resources in the designing of appropriate, effective and sustainable educational practices in Africa.

 

Key words:              cultural practices, multilingualism, primary schooling, initial literacy learning, Zambia


Full Text:

PDF

References


Banda, F. (2016). Language policy and orthographic harmonization across linguistic, ethnic and national boundaries in Southern Africa. Language Policy,15, 257-275.

Banda, F., Mtenje, A., Miti L.,Chanda,V., Kamwendo,G., Ngunga,A., Liphola,M., Manuel,C., Sitoe, B., Simango, S. & Nkolola, M.W. (2008). A Unified Standard Orthography for Southcentral African Languages (Malawi, Mozambique and Zambia). (Second, Revised Edition). Cape Town, South Africa: Centre for Advanced Studies of African Society (Monograph Series No. 229).

Barton, D. (2007) Literacy: an introduction to the ecology of written language. New York: Wiley-Blackwell.

Brelsford, W. V. (1956). Tribes of Northern Rhodesia. Lusaka: : Government Printer.

Cancel, R. (2013). Storytelling in Northern Zambia: Theory, Method, Practice and Other Necessary Fictions. Cambridge, UK: Open Books (http://www.openbookpublishers.com/product/137).

CAPOLSA (2013a) A-E-I-O-U and other songs. Accessible on You Tube (CAPOLSA).

CAPOLSA (2013b). Early Grade readers: Book 1, Kalulu na Lamya ya kumanja; Book 2, Chiti ayasa moto. Lusaka: CAPOLSA and Maiden Publishing House.

(Details available on CAPOLSA webpage: http://capolsa.blogspot.com/2017/07/home.html)

Chansa-Kabali, T. (2014). The acquisition of early reading skills: The influence of the home environment. University of Zambia, Lusaka, Zambia, Psychological Studies No. 9 (PhD thesis, University of Zambia/University of Jyvaskyla).

Chansa-Kabali, T., Serpell, R. & Lyytinen, H. (2014). Contextual analysis of home environment factors influencing the acquisition of early reading skills in Zambian families, Journal of Psychology in Africa, 24, 410-419.

Chansa-Kabali, T., & Westerholm, J. (2014b). The Role of Family on Pathways to Acquiring Early Reading Skills in Lusaka’s Low-Income Communities. Human Technology: An interdisciplinary Journal on Humans in ICT environments, 10 (1), 5-22.

Ferguson, G. (2013). English, development and education: charting the tensions. In: E.J. Erling& P. Seargeant (Eds.), English and development policy, pedagogy and globalization(pp.45–67). Bristol, UK: MultilingualMatters.

Garcia, O. (2009). Education, multilingualism and translanguaging in the 21st century. In A. Mohanty, M. Panda, R. Phillipson & T. Skutnabb-Kangas (Eds) Multilingual education for social justice: Globalising the local (pp.140-158). New Delhi: Orient Blackswan (former Orient Longman).

Goodnow, J.J., Miller, P.J. & Kessel, F. (Eds). Cultural practices as contexts for development. New directions for child development; no. 67. New York: Wiley.

Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. London, UK: Erlbaum.

Gutman & Avanzati (2013). Bantu Languages. The Language Gulper. Retrieved July 2015 from http://www.languagesgulper.com/eng/Bantu.html 24 April 2015.

Hammill, D.D. (2004). What we know about correlates of reading. Exceptional Children, 70, 453–468.

Hungi, N., Makuwa, D., Ross, K., Saito, M., Dolata, S., Van Cappelle, F., Paviot, L., & Vellien, J. (2010). Pupil Achievement Results. Retrieved January 2012 from www.sacmeq.org.

Jere-Folotiya, J. (2014). Influence of grade one teachers and GraphoGame on initial literacy acquisition: Lusaka District. University of Zambia, Lusaka, Zambia, Psychological Studies No. 10 (PhD thesis, University of Zambia/University of Jyvaskyla)

Jere-Folotiya, J., Chansa-Kabali, T., Munachaka, J.C., Sampa, F., Yalukanda, C., Westerholm, J., Richardson, U., Serpell, R. & Lyytinen, H. (2014). The effect of using a mobile literacy game to improve literacy levels of grade one students in Zambian schools. Educational Technology Research and Development, 62, 417-432.

Kashoki, M.E. (2009). Icibemba ifyo cifwile ukulembwa. Lusaka: University of Zambia Press.

Kashoki, M.E. & Mann, M.(1978). A general sketch of the Bantu languages of Zambia. In S.I.Ohannessian & M.E. Kashoki (eds.) Language in Zambia (pp. 47-100). London : International African Institute. (accessible at UNZA Library Institutional Repository: http://dspace.unza.zm:8080/xmlui/)

Mazombwe, O. (1981). Umuntu: worldview in the structure and theme of nsenga narrative performance. Unpublished PhD Thesis, University of Wisconsin, Madison, WI, USA.

Mohanty, A.K. & Perregaux, C. (1997). Language acquisition and bilingualism. In: J.W. Berry, P.R. Dasen & T.M. Saraswathi (Eds.) Handbook of Cross-Cultural Psychology (2nd edition), Volume 2 (pp.217-253).Boston, MA: Allyn & Bacon.

Moll, C.L., Amanti, C., Neff, D. & Gonzalez, N. (1992). Funds of knowledge for teaching: using a qualitative approach to connect homes and classrooms. Theory into Practice, 31, 133-141.

Moyo, S.P.C., Sumaili, T.W.C. & Moody, J.A. (1986). Oral traditions in Southern Africa. Lusaka: University of Zambia.

Mtonga, M. (2012). Children’s games and play in Zambia. Lusaka, Zambia: UNZA Press.

Mukela, M. (2013). The role of indigenous music and games in the promotion of cognitive development in Zambian children. Unpublished Masters Dissertation, University of Zambia, Lusaka, Zambia (accessible at http://dspace.unza.zm:8080/xmlui/)

Mytton, G. (1974). Listening, looking and learning: report on a national mass media audience survey in Zambia (1970-73). Lusaka: University of Zambia Institute for African Studies.

Ngorosho, D. (2015). The efficacy of graphogameTM for improving literacy skills among grade one children in Tanzanian schools. Paper presented at 1st International Conference on Literacy and Numeracy, University of Dar es Salaam, July 2015.

Nkolola-Wakumelo, M. (2013). A critical analysis of Zambia’s language-in-education policy: Challenges and lessons learned. In: H. McIlwraith (Ed), Multilingual Education in Africa: Lessons from the Juba Language-in- Education Conference(pp 127-146).London, UK: British Council.

Ngwaru, J.M. (2014). Promoting children’s sustainable access to early schooling in Africa: Reflections on the roles of parents in their children’s early childhood care and education. In: R. Serpell & K. Marfo (Eds.), Child development in Africa: View from inside. New Directions for Child and Adolescent Development, 146, 61–76.

Ojanen E., Jere-Folotiya J., Yalukanda C., Sampa F., Nshimbi C., Katongo M., et al. (2015) “Mobile solution for better reading instruction in rural Africa,” in Proceedings of the Conference Paper IST-Africa Malawi 7th May 2015, Lilongwe.

Ojanen, E., Ronimus, M., Ahonen, T., Chansa-Kabali, T., February, P., Jere-Folotiya, J., Kauppinen, K.-P., Ketonen, R., Pitkänen, M., Ngorosho, D., Puhakka, S., Sampa, F., Walubita, G., Yalukanda, C., Pugh, K., Richardson, U., Serpell, R. & Lyytinen, H. (in press, 2015). GraphoGame - A catalyst for multi-level promotion of literacy in diverse contexts. Frontiers in Psychology, 6, 671. (Section Educational Psychology - doi: Front. Psychol. doi: 10.3389/fpsyg.2015.00671).

Prah, K.K. & Brock-Utne, B. (Eds) (2009). Bilingualism: an African advantage. A paradigm shift in African languages of instruction policies. Cape Town, South Africa: Center for Advanced Studies of African society (CASAS Book Series, No.67)

Richardson, U. & Lyytinen, H. (2014). The graphogame method: the theoretical and methodological background of the technology-enhanced learning environment for learning to read. Human Technology, 10, 39-60.

Rogoff, B. (1993). Children’s Guided Participation and Participatory Appropriation in Sociocultural Activity. In R. Wozniak and K. Fischer (eds), Development in Context: Acting and Thinking in Specific Environments, pp. 121–53. Hillsdale, NJ: Erlbaum.

Saine N. L., Lerkkanen M.-K., Ahonen T., Tolvanen A., Lyytinen H. (2011). Computer-assisted remedial reading intervention for school beginners at-risk for reading disability. Child Development, 82, 1013–1028.

Scribner, S. & Cole, M. (1981). The psychology of literacy. Cambridge, UK: Cambridge University Press.

Serpell, R. (1993). The significance of schooling: life journeys in an African society. Cambridge, UK: Cambridge University Press

Serpell, R. (1999). Local accountability to rural communities: a challenge for educational planning in Africa. In F. Leach & A. Little (Eds)Education, Cultures and Economics: Dilemmas for Development (pp.107-135). New York: Garland.

Serpell, R. (2001). Cultural dimensions of literacy promotion and schooling. In L.Verhoeven & C.Snow (Eds) Literacy and Motivation (pp 243-273). Mahwah, NJ: Erlbaum.

Serpell, R. (2014). Promotion of literacy in sub-Saharan Africa: goals and prospects of CAPOLSA at the University of Zambia. Human Technology, 10 (1), 23–39.

Serpell, R., Baker, L., & Sonnenschein, S. (2005). Becoming literate in the city: the Baltimore Early Childhood Project. New York, NY: Cambridge University Press.

Serpell, R. & Nsamenang, A.B. (2014). Locally relevant and quality ECCE programmes: implications of research on indigenous African child development and socialization. Early childhood care and education working papers series, 3. Paris: UNESCO (ED.2013/WS/38) (accessible on line at:http://unesdoc.unesco.org/images/0022/002265/226564e.pdf)

Street, B.V. (1995). Social literacies: Critical approaches to literacy in development, ethnography and education. London: Longman.

Underwood, C., Serlemitsos, E.T., & Macwang’i, M. (2007). Health communication in multilingual contexts: a study of reading preferences, practices, and proficiencies among literate adults in Zambia. Journal of Health Communication, 12, 317-37.

UNESCO (2015). Mission. Retrieved July 2015 from UNESCO website at: http://www.unesco.org/new/en/education/themes/education-building-blocks/literacy/mission/

Verma, M.K. (2016). Multilingualism. Centre of Languages and Linguistics Area Studies. Retrieved 6 August from https://www.llas.ac.uk/resources/gpg/634

Walubita G., Nieminen L., Serpell R., Ojanen E., Lyytinen H., Choopa M., et al. (2015) “Ensuring sufficient literacy practice with tablet technology in Zambian schools,” in Proceedings of the Conference Paper IST-Africa Malawi 7th May 2015 Lusaka: Available at: http://www.ist-africa.org/Conference2015/default.asp?page=paper-repository

Wendland, E.R. (2004). Poceza m’madzulo. Lusaka, Zambia: UNZA Press.

World Bank. (2007). Implementation completion and results report on a loan/ credit in the amount of US$ million 35.59 (sdr 25.86 million credit) to Zambia for basic education sub-sector investment Program.

Retrieved from http://www.wds.worldbank.org/external/default/WDSContentServer/ WDSP/IB/2007/02/09/000020953_20070209131910/Rendered/INDEX/ ICR48.txt (accessed on 21 June 2011)


Refbacks

  • There are currently no refbacks.