Papers by Leila L Schroeder
Encyclopedia of Language and Education, 2016
Africa is reputed to be the most complex multilingual part of the world. With over 2,086 indigeno... more Africa is reputed to be the most complex multilingual part of the world. With over 2,086 indigenous languages, the degree of multilingualism of individual countries ranges from five languages in Lesotho and Swaziland to over 450 in Nigeria (Chumbow, B. S., Mother tongue-based multilingual education: Empirical foundations, implementation strategies and recommendations for new nations. In Mcllwraith (Ed.), Multilingual education in Africa: Lessons from the Juba language-in-education conference (pp. 37-55). London: British Council, 2013; Ouane, A., Towards a multilingual culture of education. Hamburg: UNESCO Institute for Education, 2003). Some of these languages are spoken by small populations whereas 16 are spoken by large populations across national borders. Consequently, most adult Africans are multilingual in their mother tongue, another indigenous African language and/or a widely spoken language. In addition, people who have gone through school will also speak the official language which is often the language of the former colonizing European power and which is learnt largely only in school contexts. Given this complex linguistic environment, the role that the different languages should play in the national life of the different countries generally, and in education in particular, has attracted policy determination since the advent of Western-type education in Africa. In this chapter, we examine the shifts in language-in-education policies with particular reference to inclusion of African languages in education as we analyze the factors that have contributed to the evolution of the policies and practices. Secondly, we analyze recent and current developments with regard to the inclusion of African languages in national policies, language and materials development, and national language planning to facilitate the teaching of these languages and their use as languages of instruction. Thirdly, we discuss the problems and difficulties that bilingual education policies encounter especially with regard to pedagogical challenges, and conclude the chapter with proposals for successful development and implementation of bilingual policies.
Springer eBooks, 2016
Africa is reputed to be the most complex multilingual part of the world (Alexander, 1972). With o... more Africa is reputed to be the most complex multilingual part of the world (Alexander, 1972). With over 2,086 indigenous languages, the degree of multilingualism of individual countries ranges from five languages in Lesotho and Swaziland to over 450 in Nigeria (Chumbow, 2013; Ouane, 2003). Some of these languages are spoken by small populations whereas 16 are spoken by large populations across national borders (Obanya, 1999). Consequently, most adult Africans are multilingual in their mother tongue, another indigenous African language and/or a widely spoken language. In addition, people who have gone through school will also speak the official language which is often the language of the former colonizing European power and which is learnt largely only in school contexts. Given this complex linguistic environment, the role that the different languages should play in the national life of the different countries generally, and in education in particular, has attracted policy determination since the advent of western type education in Africa.
In this chapter, we examine the shifts in language in education policies with particular reference to inclusion of African languages in education as we analyse the factors that have contributed to the evolution of the policies and practices. Secondly, we analyse recent and current developments with regard to the inclusion of African languages in national policies, language and materials development and, national language planning to facilitate the teaching of these languages and their use as languages of instruction. Thirdly, we discuss the problems and difficulties that bilingual education policies encounter especially with regard to pedagogical challenges, and conclude the chapter with proposals for successful development and implementation of bilingual policies.
Global education review, 2020
Even a quick glance at international data reveals something troubling: There is an increasing eco... more Even a quick glance at international data reveals something troubling: There is an increasing economic and educational gap between Africa and the rest of the world. If we look just a bit deeper, we find that economic and educational stagnation may simply be the inevitable outcomes of broad educational failure for millions of rural African children. Behind that educational failure is a "gap," a chasm that most African learners must leap in order to succeed academically to benefit the entire continent. I suspect it is linguistic to its very core. This research follows a backward trail all the way from university level to the point of entry for early grade teaching across Africa. It asks three questions: 1) Why isn't L1 reading instruction giving students success in the primary school years? 2) Why are students not gaining adequate oral L2 for use as medium of instruction beyond primary? And 3) How might a reading transfer curriculum close the final gap, providing meaningful access to L2 textbooks for all African students? As these questions are answered by current research, the findings suggest solutions. I propose a series of three language-related strategies aimed at closing the education gap-a yawning chasm-for all African youth. Keywords language transfer; orthographic distance; linguistic distance; equal access to learning; L1 reading; late exit models; disempowerment; oral language development Aaron, M. (2018). The feasibility of sustainable Obolo Bilingual Education in Nigeria.
International Journal of Bilingual Education and Bilingualism, May 9, 2014
The volume could be useful to people interested in the Catalan immersion model, especially at a t... more The volume could be useful to people interested in the Catalan immersion model, especially at a time when this model is being questioned by powerful political and media sectors, who prefer a system of linguistic segregation. It will also be useful to scholars and students interested in language planning, minority languages, and biand multilingual education. If anything, one may argue that the volume could have been rounded-up with a final chapter that brought together the main findings and implications of the eight studies. Although this would make it even better in my view, I must admit it is not a common practice in edited volumes and therefore no criticism is intended with this remark.
Angu, okugenderesya obhuturo bhwa abhaana bha Echiafrika mu-kusoma bheyagaarire, eyiija okusakira... more Angu, okugenderesya obhuturo bhwa abhaana bha Echiafrika mu-kusoma bheyagaarire, eyiija okusakira abheyigisya okusooka bhuraaya na jifurumbendo jeebhwe okwikirisimbwa mu-bhyaro bha Abhaafrika na mu-nyaika jinyafu? Anu echirora ati, okusoma emisango jinu jikaamirwe era, okukora abheyigisya okwiigisya mu-kanariiye era, amatokeo ga obhuyenjeresi bhwone inguru ya abhayiki bha inyaika ya Echijungu aamwi na rikusyo/obhutinge bhwa obhukaami na jinyaika ja Abhaafrika mu-bhwiganirisya ara. Nawe anye nitakwikirisyanya na ati, jiri-wo njira ebhiri ja ebhikaame era (Coltheart na Baron 1978, 2005) ja okusoma inguru ya okwiigisya abhaana mu-mbaga nyafu nyafu ja okwandika Afrika. Mwanya mwafu, obhutinge bhwa injira ya omusamiati (emisango) eitumika muno Afriko nooro obhwererwa uri inguru ya okutegeresya obhuraka amwi obhuku bhwa jinyaika ejo.
SensePublishers eBooks, 2013
Angu, okugenderesya obhuturo bhwa abhaana bha Echiafrika mu-kusoma bheyagaarire, eyiija okusakira... more Angu, okugenderesya obhuturo bhwa abhaana bha Echiafrika mu-kusoma bheyagaarire, eyiija okusakira abheyigisya okusooka bhuraaya na jifurumbendo jeebhwe okwikirisimbwa mu-bhyaro bha Abhaafrika na mu-nyaika jinyafu? Anu echirora ati, okusoma emisango jinu jikaamirwe era, okukora abheyigisya okwiigisya mu-kanariiye era, amatokeo ga obhuyenjeresi bhwone inguru ya abhayiki bha inyaika ya Echijungu aamwi na rikusyo/obhutinge bhwa obhukaami na jinyaika ja Abhaafrika mu-bhwiganirisya ara. Nawe anye nitakwikirisyanya na ati, jiri-wo njira ebhiri ja ebhikaame era (Coltheart na Baron 1978, 2005) ja okusoma inguru ya okwiigisya abhaana mu-mbaga nyafu nyafu ja okwandika Afrika. Mwanya mwafu, obhutinge bhwa injira ya omusamiati (emisango) eitumika muno Afriko nooro obhwererwa uri inguru ya okutegeresya obhuraka amwi obhuku bhwa jinyaika ejo.
Language matters (Pretoria), 2004
... Volunteer teachers do not last long in the harsh environment of Tharaka district; every year ... more ... Volunteer teachers do not last long in the harsh environment of Tharaka district; every year Karaba found himself training and supervising teacher ... FIGURE 2: Page from self-teaching transition primer Mother-tongue education in schools in Kenya: Some hidden ...
The International Journal of Learning: Annual Review, 2007
Writing Systems Research, Oct 1, 2012
Abstract Orthographies should not only represent phonology, but meaning and grammar as well, at t... more Abstract Orthographies should not only represent phonology, but meaning and grammar as well, at the morpheme, word and sentence levels. Developing an orthography does not therefore depend on phonological analysis alone, but must be based on a multi-level linguistic analysis. With respect to deciding how to divide a string of morphemes into written words, these different levels may be in conflict, with semantic, grammatical, phonological and sociolinguistic factors all jostling for supremacy. This paper examines a set of nine criteria developed by Van Dyken and Kutsch Lojenga for determining word breaks in a writing system. These criteria compete with one another for dominance in the Bantu languages described, so we focus on cases where the criteria conflict, and present ways in which these conflicts can be minimised and an optimal orthography achieved.
Multilingual Learning in Sub-Saharan Africa: Critical Insights and practical applications., 2021
In this paper, we examine the existing research evidence regarding multilingual learning in low-r... more In this paper, we examine the existing research evidence regarding multilingual learning in low-resource contexts of the global South, specifically in the context of mother tongue-medium multilingual education (MLE) models being implemented in African countries. We identified linguistic and pedagogical pitfalls, and listed several common factors contributing to the successes we all want to see. Finally we offered some suggestions regarding research topics that could help fill knowledge gaps in the field of multilingual education.
Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa , 2021
Writing Systems Research, 2012
Orthographies should not only represent phonology, but meaning and grammar as well, at the morphe... more Orthographies should not only represent phonology, but meaning and grammar as well, at the morpheme, word and sentence levels (Cook 2004:69). Developing an orthography does not therefore depend on phonological analysis alone, but must be based on a multi-level linguistic analysis. With respect to deciding how to divide a string of morphemes into written words, these different levels may be in conflict, with semantic, grammatical, phonological and sociolinguistic factors all jostling for supremacy. For Bantu languages, with their dense and complex morphology, the recognition of distinct words (or clitics) versus affixes is crucial to readers’ fluency and comprehension, as well as to writers’ effective use of the system. In this paper we highlight those readability and writeability principles which particularly affect word break decisions for Bantu languages, starting with the twelve linguistic criteria for word breaks identified by Van Dyken and Kutsch Lojenga (1993). We show how these criteria can be applied to word break decisions in a selection of Bantu languages from zones E and M. We show how conflict between phonological and grammatical criteria can be seen in constructions such as locatives, associative markers and copulas. The relevant phonological phenomena include tone, vowel length, vowel harmony, vowel assimilation at grammatical word breaks and syllabic consonants. All the orthographies under discussion in the paper are in development and undergoing testing and revision by the users. We have found that in some cases, sociocultural factors overrule the linguistic factors in word break decisions. When linguistic factors do take precedence in decision making, it is often the semantic and grammatical criteria which are given more weight than the phonological criteria. We use a war metaphor to describe the struggle between conflicting linguistic elements and readability principles which try to guide readability and writeability decisions.
Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: https://ger.mercy.edu, 2020
Language Issues in Comparative Education, 2013
Angu, okugenderesya obhuturo bhwa abhaana bha Echiafrika mu-kusoma bheyagaarire, eyiija okusakira... more Angu, okugenderesya obhuturo bhwa abhaana bha Echiafrika mu-kusoma bheyagaarire, eyiija okusakira abheyigisya okusooka bhuraaya na jifurumbendo jeebhwe okwikirisimbwa mu-bhyaro bha Abhaafrika na mu-nyaika jinyafu? Anu echirora ati, okusoma emisango jinu jikaamirwe era, okukora abheyigisya okwiigisya mu-kanariiye era, amatokeo ga obhuyenjeresi bhwone inguru ya abhayiki bha inyaika ya Echijungu aamwi na rikusyo/obhutinge bhwa obhukaami na jinyaika ja Abhaafrika mu-bhwiganirisya ara. Nawe anye nitakwikirisyanya na ati, jiri-wo njira ebhiri ja ebhikaame era (Coltheart na Baron 1978, 2005) ja okusoma inguru ya okwiigisya abhaana mu-mbaga nyafu nyafu ja okwandika Afrika. Mwanya mwafu, obhutinge bhwa injira ya omusamiati (emisango) eitumika muno Afriko nooro obhwererwa uri inguru ya okutegeresya obhuraka amwi obhuku bhwa jinyaika ejo.
Language, Culture and Curriculum, 2007
Learning to read and write is a psycholinguistic and social process. That is why mother-tongue sp... more Learning to read and write is a psycholinguistic and social process. That is why mother-tongue speakers of minority African languages find learning to read in the language they speak is a qualitatively better learning experience than learning to read in a language they are unfamiliar with. However, reading methodologies used for teaching reading in sub-Saharan Africa are usually borrowed from other linguistic environments. Having been developed and tested on learners in the West, in European languages, these methodologies reflect their linguistic origins in a way that disadvantages Africans who attempt to use them for mother-tongue literacy learning. This paper argues for matching reading methodologies in Africa to the linguistic characteristics of the learners' languages. Particular language families have linguistic distinctives that need to be taken into consideration; orthographic distinctives of the various languages must also be considered for the most effective choice of literacy learning methods. These complexities are often ignored in the formal school environment, where the influence of European languages and traditional Western reading methods is strong. For those Africans who cannot read or write, literacy instruction in their mother tongue is immensely advantageous to the learning process.
Journal of Research in Reading, 2015
ABSTRACT Reading research has shown that variable relationships exist between measures of oral re... more ABSTRACT Reading research has shown that variable relationships exist between measures of oral reading fluency and reading comprehension, depending on whether the language of the text is the reader's first language or an additional language. This paper explores this phenomenon, using reading assessment data for 2,000 Kenyan children in two or three languages: English, Kiswahili and one of two mother tongues, Dholuo or Gikuyu. The assessment data allowed us to compare reading and comprehension rates across languages. The data indicated that many children could read English words more easily than words in Kiswahili or their mother tongue; nevertheless, their reading comprehension was significantly lower in English than in Kiswahili, Dholuo or Gikuyu. The paper concludes that emphasising English reading fluency is an inefficient route to gaining reading comprehension skills because pupils are actually attaining minimal oral reading fluency in English and only modest comprehension skills in their own languages. The evidence also demonstrates that Kenya's national language policy of mother tongue as a medium of instruction in the early primary grades is consistently ignored in practice.
Global Education Review, 2020
Even a quick glance at international data reveals something troubling: there is an increasing eco... more Even a quick glance at international data reveals something troubling: there is an increasing economic and educational gap between Africa and therest of the world. If we look just a bit deeper, we find that economic and educational stagnation may simply be the inevitable outcomes of a broad educational failure for millions of rural African children. Behind that educational failure is a "gap," a chasm that most African learners must leap in order to succeed academically to benefit the entire continent. I suspect it is linguistic to its very core...I propose a series of three language-related strategies aimed at closing the education gap - for all African youth.
Uploads
Papers by Leila L Schroeder
In this chapter, we examine the shifts in language in education policies with particular reference to inclusion of African languages in education as we analyse the factors that have contributed to the evolution of the policies and practices. Secondly, we analyse recent and current developments with regard to the inclusion of African languages in national policies, language and materials development and, national language planning to facilitate the teaching of these languages and their use as languages of instruction. Thirdly, we discuss the problems and difficulties that bilingual education policies encounter especially with regard to pedagogical challenges, and conclude the chapter with proposals for successful development and implementation of bilingual policies.
In this chapter, we examine the shifts in language in education policies with particular reference to inclusion of African languages in education as we analyse the factors that have contributed to the evolution of the policies and practices. Secondly, we analyse recent and current developments with regard to the inclusion of African languages in national policies, language and materials development and, national language planning to facilitate the teaching of these languages and their use as languages of instruction. Thirdly, we discuss the problems and difficulties that bilingual education policies encounter especially with regard to pedagogical challenges, and conclude the chapter with proposals for successful development and implementation of bilingual policies.