Questions and answers: Developing graded reading materials in minority languages Susan Malone MLE Seminar, Kabul February 2010

Preliminary research Advocacy & mobilization Recruitment Orthography development Graded reading materials Training & supervision Curriculum Supportive political environment Components of successful MLE programs Management & coordination Documentation & evaluation Funding

confident, interested, and knowledgeable readers in their L1 and in the official school language? How can we develop graded reading materials in multiple languages that encourage students to become…

What are some general strategies for developing L1 materials? 1.L1 speakers can create their own reading materials about familiar people, places, activities 2.They can put their traditional oral literature into written form 3.They can adapt materials from outside the community to the local language and context 4.They can translate materials from another language into the L1

Graded reading materials to encourage life- long reading in L1 and L2 STAGE 1 Reading materials that help children learn to read in their L1 (L1) STAGE 2 Reading materials that help children gain fluency in their L1 (L1) + STAGE 3 Reading materials that help children bridge to reading in L2 (L1  L2) + STAGE 4 Reading materials that promote life-long learning in both languages (L1 & L2) +

Stories Songs, poetry Biographies, histories Folktales, legends Jokes, riddles, wise sayings Travel, geography Information, awareness-raising Problem-solving activities Instructions, directions Religious, moral teachings Skits, dramas Pictures Language learning (alphabet) Games, activities Calendars Promotional materials, advertisements Letters What types of materials can be developed?

Small reading books “Big Books” Flip charts Posters What formats can we use? Newspapers, newssheets Games Signs Announcements

How do we develop reading materials that are appropriate for students with different reading abilities?

StageStage 1 (L1)Stage 2 (L1) Stage 3 (L1-> L2) Stage 4 (L1 & L2) Purpose …learn how to get meaning from print; affirm language and culture..gain confidence in reading ability; affirm language & culture …bridge into L2 literacy …provide access to a variety of topics in both languages Content Familiar & interesting; relates to what they already know Familiar & interesting; begins to introduce new information Familiar topics (in L2) Variety of familiar & new topics Level of difficulty 1 sentence & 1 picture per page EARLY Stage 1: 4-8 pages LATER Stage 1 : 8-12 pages 2-4 sentences per page, pages 1 picture every 1-2 pages Same as Stage 1, but in L2; LATER Stage 3: longer, more complex Depends on the material

Regarding “Stage 1” stories: Language: L1 Authors: L1 speakers Topics: familiar people, places and activities Length: 6 sentences long…one sentence on each page Pictures: Picture on each page to help readers understand the text.

What makes a good story for new readers?

Stories should be… i n t e r e s t i n g !

They can be… f u n n y !

They can be s a d

But stories should never be b o r i n g

A view of the fun…

India

Benin, West Africa

Bangladesh

Thailand

Ethiopia

Bangladesh

Cambodia

Liberia

Pakistan

Indonesia

Malaysia

Myanmar

Papua New Guinea

Nepal

Southern Thailand

Now we look forward to adding some photos like these from Afghanistan!