Early Childhood Language Education and Literacy Practices in Ethiopia: Perspectives from Indigenous Knowledge, Gender and Instructional Practices (Routledge Research in Language Education)

Cover
Half Title
Series
Title
Copyright
Contents
List of editors and contributors
Preface to Early Childhood Language Education and Literacy Practices in Ethiopia
Acknowledgements
1 Introduction: context for language education in Ethiopia
Part 1 Challenges associated with early reading competency and teaching practices
	2 Challenges of early grade reading competency in Ethiopia: a synthesis of research and experience
	3 Induction of beginning teachers in Ethiopian schools with reference to multilingual pre-school programs
	4 Early Grade Reading in Ethiopia: phonological awareness in grade 1 textbook: the case of Koorete Language
Part 2 Indigenous literacy practices
	5 The contribution of Nibab-Bet (school of reading) for modern schooling: the perspectives of educated Ethiopians studied in traditional and modern schools
	6 Reading instructions in the schools of the Ethiopian Orthodox Tewahido Church (EOTC)
	7 Teacher training, development and mentorship practices in the EOTC schools
Part 3 Language development: instructional and pedagogical relevance
	8 Metaphor as a pedagogical tool in Anywaa
	9 Gendered expressions in some Ethiopian languages
	10 The prevalence of gender bias in early childhood English and Amharic language textbooks
Postscript
Index