Approaches to English Literacy Teaching in the Central Pacific Republic of Kiribati: Quality Teaching, Educational Aid and Curriculum Reform

Autor/in	Burnett, Greg
Titel	Approaches to English Literacy Teaching in the Central Pacific Republic of Kiribati: Quality Teaching, Educational Aid and Curriculum Reform
Quelle	In: Asia Pacific Journal of Education, 33 (2013) 3, S.350-363 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2013.787389
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Literacy; Language Attitudes; Teacher Role; Teaching Methods; Rural to Urban Migration; Educational Policy; Population Trends; Employment Opportunities; Teacher Effectiveness; Educational Change; Relocation; Foreign Policy; Whole Language Approach; Australia; Kiribati; New Zealand + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachverhalten; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Landflucht; Politics of education; Bildungspolitik; Bevölkerungsprognose; Berufschance; Beschäftigungschance; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungsreform; Umsetzung; Außenpolitik; Integrierter Sprachunterricht; Australien; Neuseeland
Abstract	English literacy competence in the Central Pacific Republic of Kiribati is considered important for employment, overseas study and general engagement with a globalizing world. It is also considered as a key factor in the current government's response to climate change and sea level rise, enabling skilled relocation of I-Kiribati to other countries if necessary. This article synthesizes a range of literature sources based on Kiribati literacy education to highlight: a general perception that English literacy standards are in decline; the role of the teacher in addressing that decline; pedagogical approaches to teaching literacy, particularly the historic swing from a highly structured and socially conservative teacher-centred approach to that of a very liberal student-centred approach; and the reliance on Australian and NZ educational aid and consultancy in literacy education. These issues require further debate and investigation in light of unique development problems in Kiribati marked by: rural to urban drift; an increasingly youthful population; limited employment possibilities, and eventual possible large-scale repatriation due to sea level rise. The article tentatively suggests an approach to literacy education based on a four resources model that balances teacher and learner-centredness with socio-cultural and political aspects of literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10