All Children Reading - Transition.pdf - MTB-MLE Network

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What is the best model for yourcountry?When you look at research consider the context:• Is the L2 spoken outside the school setting?• Are the teachers trained as languageteachers?• Are the teachers themselves bilingual?• What resources were used?• How much time a week/day was given tolearning L2?
<strong>Transition</strong> model from NigeriaSix Year Yoruba medium project:• MOI first 6 years was Yoruba.• English taught as subject by specialist teachers.• Control schools had 3 years of Yoruba as MOI• Students who had 6 years of MTE performedbetter in English, and in other content subjects.• Conclusion: grade 4 was too early for thetransition to occur.(Bamgbose (1984, 2000, 2004a, b; Elugbe, 1996; Fafunwa, 1990)
Page 1 and 2: TransitionAgatha van GinkelSIL Inte
Page 3 and 4: TRANSITION MODELS
Page 5: Transition modelsL1Primary schoolSe
Page 9 and 10: Transition model from Ethiopia• P
Page 11 and 12: Transition models for Africa• Ear
Page 13 and 14: Transitional and additive modelsLEA
Page 15 and 16: Language learning vs reading• Lan
Page 17 and 18: How much vocabulary does one needin
Page 19 and 20: Theprocess:Continue learning both l
Page 21 and 22: L2 and reading• Reading is about
Page 23 and 24: 90% knownNew Jersey xxxxx city runn
Page 25 and 26: What needs to be learnt?• Script
Page 27 and 28: What needs to be learnt?• New wor
Page 29 and 30: Know your context• Understand the
Page 31 and 32: Work towards• Learners have suffi
Page 33 and 34: PULLING IT ALL TOGETHER
Page 37 and 38: L1 based multilingual education•
Page 39 and 40: Choose your model and look at:• A
Page 41 and 42: Is it possible…• For a child to
Page 43: Is it possible….• YES• YES•

All Children Reading - Transition.pdf - MTB-MLE Network

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