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)
Abstract
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.
Main Authors
Format
Books
Book part
Published
2017
Subjects
Publication in research information system
Publisher
Springer
The permanent address of the publication
https://urn.fi/URN:NBN:fi:jyu-201811234849Use this for linking
Parent publication ISBN
978-1-4939-7326-2
Review status
Peer reviewed
DOI
https://doi.org/10.1007/978-1-4939-7328-6_17
Language
English
Is part of publication
Handbook of Applied Developmental Science in Sub-Saharan Africa
Citation
- Serpell, R., Jere-Folotiya, J., Chansa-Kabali, T., Munachaka, J., Maumbi, M. N., Yalukanda, C., Sampa, F., & 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. van de Vijver (Eds.), Handbook of Applied Developmental Science in Sub-Saharan Africa (pp. 313-334). Springer. https://doi.org/10.1007/978-1-4939-7328-6_17
Copyright© Springer Science+Business Media LLC 2017.