التفاصيل البيبلوغرافية
| العنوان: |
Success Stories of Multilingual Literacy: A Case Study of Ife 1970 Nigeria’s Project and the 2002 Western Cape’s LOITASA’s Project in South Africa |
| المؤلفون: |
Modupe Grace Aroge, Leketi Makalela, Peter Merisi |
| المصدر: |
E-Journal of Humanities, Arts and Social Sciences, Vol 5, Iss 13, Pp 2231-2241 (2024) |
| بيانات النشر: |
Noyam Journals, 2024. |
| سنة النشر: |
2024 |
| المجموعة: |
LCC:Social Sciences |
| مصطلحات موضوعية: |
educational outcomes, language diversity, multilingual education, multilingual literacy, repertoire knowledge, Social Sciences |
| الوصف: |
In a progressively interrelated world, the advancement of strong multilingual literacy skills among learners is of great importance. This article showcases successful multilingual literacy initiatives, analyzing their implementation and impact. The study revealed great positive influence on communities and individuals after the initiatives. The predominant aim is to give extra weight to the indispensable importance of appreciating and paying attention to linguistic diversity through effective multilingual/translanguaging literacy opening moves. Using a survey design, this study paid attention to documenting instances of multilingualism implementation in educational settings, purposefully selecting South Africa and Nigeria as central points. Using a qualitative approach, the research examined success stories by analyzing reports, publications, archival materials, and scholarly articles associated with the projects. Special attention was paid to the Ife 1970 Nigeria’s Project and the 2002 Western Cape LOITASA’s project and the findings were presented in a descriptive narrative format. The study elaborated on the objectives, strategies, and results of these projects, presenting findings in a descriptive narrative format. Moreover, the study contributes valuable insights to the debates surrounding effective literacy practices in multilingual contexts. By presenting success stories from these African nations, the study provided practical guideposts for policymakers, educators, and practitioners who want to develop or improve multilingual literacy programs. Lastly, the findings stressed the significance of culturally responsive and context-specific approaches to literacy, proposing the adoption of multilingual/translanguaging pedagogies within school systems. Through these, the study will promote inclusive and efficient educational practices that honor and celebrate linguistic diversity. |
| نوع الوثيقة: |
article |
| وصف الملف: |
electronic resource |
| اللغة: |
English |
| تدمد: |
2720-7722 |
| Relation: |
https://noyam.org/wp-content/uploads/2024/10/EHASS202451318.pdf; https://doaj.org/toc/2720-7722 |
| DOI: |
10.38159/ehass.202451318 |
| URL الوصول: |
https://doaj.org/article/98d9520078a545488f142804379de810 |
| رقم الانضمام: |
edsdoj.98d9520078a545488f142804379de810 |
| قاعدة البيانات: |
Directory of Open Access Journals |