A Culturally Sensitive Approach to Promoting Initial Literacy Development in Africa : Ongoing and Planned Research and Development at the University of Zambia’s Centre for Promotion of Literacy in Sub-Saharan Africa (CAPOLSA)
Serpell, R., Jere-Folotiya, J., Chansa-Kabali, T., Munachaka, J., Maumbi, M. N., Yalukanda, C., . . . , & Lyytinen, H. (2017). A Culturally Sensitive Approach to Promoting Initial Literacy Development in Africa : Ongoing and Planned Research and Development at the University of Zambia’s Centre for Promotion of Literacy in Sub-Saharan Africa (CAPOLSA). In A. Abubakar, & F. J. R. van de Vijver (Eds.), Handbook of Applied Developmental Science in Sub-Saharan Africa (pp. 313-334). New York: Springer. doi:10.1007/978-1-4939-7328-6_17
© Springer Science+Business Media LLC 2017.
A four-year research and development program at CAPOLSA (the Centre for the Promotion of Literacy in Sub-Saharan Africa) was inspired by widespread dissatisfaction with poor literacy outcomes of mass basic schooling in Zambia and sought to test the generalizability of a scientifically grounded, computer-mediated instructional resource developed in Finland, for effective intervention in an African society where different linguistic and educational conditions obtain. Specific challenges and opportunities posed by the local sociocultural context included the prevalence of multilingualism, the relatively transparent orthographies of local languages, and poor infrastructure of the public school system. Software was translated and field-tested under ecologically realistic conditions. Complementary influences on initial literacy learning were systematically explored of children’s home literacy environments, teachers’ attitudes and practices, biological and social constraints on learning among children with special needs, curriculum development, and teacher training. Complementary instructional resource development focused on creation of child-friendly reading materials in seven indigenous languages, translation of stories across those languages, harmonization of their orthographies, and exploring the potential of multiple media for dissemination of literacy materials. Effective application of scientific and technological innovations to educational policy and practice called for systematic coordination of insights from multiple disciplines to situate developmental science within sociocultural context. ...
Parent publication ISBN978-1-4939-7326-2
Is part of publicationHandbook of Applied Developmental Science in Sub-Saharan Africa
lukutaito koulutuspolitiikka kehitysyhteistyö alkuperäiskansat oppimateriaali GraphoGame Sahara Afrikka literacy development centre for the promotion of literacy in Sub-Saharan Africa (CAPOLSA) innovation educational policy indigenous language applied developmental science Zambia technology development medium of instruction orthography multilingualism socioeconomic status schools
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Promotion of Literacy in Sub-Saharan Africa: Goals and Prospects of CAPOLSA at the University of Zambia Serpell, Robert (Agora Center, University of Jyväskylä, 2014)The convergence of two complementary agendas motivated collaboration between two universities (in Zambia and Finland) to establish the Centre for the Promotion of Literacy in Sub-Saharan Africa (CAPOLSA), focused on initial ...
Fadjukoff, Päivi (CIMO, 2015)The aim of the project CAPOLSA (Centre for Promotion of Literacy in Sub-Saharan Africa) was to establish a strong literacy centre at the University of Zambia (UNZA). The long-term goal is to have international visibility ...
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