Questions and answers: Developing

graded reading materials in minority

languages Susan Malone

MLE Seminar, Kabul 13-18 February 2010

Preliminaryresearch

Advocacy & mobilization Recruitment

Orthography development

Graded reading materials

Training & supervision

Curriculum

Supportive political environment Components of

successfulMLE 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 1Reading materials that help children learn to read in their L1

(L1)

STAGE 2

Reading material

s that help

children gain

fluency in their

L1 (L1)

+

STAGE 3

Reading materials that help children bridge to reading in L2

(L1L2)

+

STAGE 4Reading 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• Announceme

nts

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

Stage Stage 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 pagesLATER Stage 1 : 8-12 pages

2-4 sentences per page, 10-20 pages1 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

sa d

But stories should never be

bo

ri

ng

A view of the fun…

India

Benin, West Africa

Bangladesh

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!