Developing a Successful Community Supported Literacy Program. The Adivasi Oriya-Telugu Adult Literacy Project, Araku Valley, India.

Autor/in	Gustafsson, Uwe
Titel	Developing a Successful Community Supported Literacy Program. The Adivasi Oriya-Telugu Adult Literacy Project, Araku Valley, India.
Quelle	(1990), (22 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Bilingualism; Cultural Influences; Developing Nations; Females; Foreign Countries; Illiteracy; Personal Narratives; Program Development; Second Language Instruction; Uncommonly Taught Languages; India + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Bilingualismus; Cultural influence; Kultureinfluss; Developing country; Developing countries; Entwicklungsland; Weibliches Geschlecht; Ausland; Analphabetismus; Erlebniserzählung; Programmplanung; Fremdsprachenunterricht; Minderheitensprache; Indien
Abstract	A literacy project in the eastern hill ranges of India is reported, based on 20 years of involvement, at the beginning of which the tribal language, Adivasi Oriya, was not yet a written language. The literacy rate among tribals in the agricultural community is about 10%. Researchers studied the tribal language, gave it an alphabet, adapted the Telugu script to the language, and studied the grammar. An Adivasi-Telugu-English dictionary was published in 1989. The literacy project began in 1979 with government support, although the tribal staff had an average of a grade 5 education. Subsequent years of the project saw increasing numbers of participants; by 1989, more than 5,700 tribal adults achieved full literacy in the mother tongue, although only 4.5% of new literates were women. The success of the project is attributed to two primary factors: the primary attention given to the illiterate tribal, and the attention given to time management. Monthly meetings, support of village elders, mother tongue literacy with transition to state/regional language, staff development, and follow-up of new literates are also cited. Biographical stories by one female and one male participant are included. (Adjunct ERIC Clearinghouse on Literacy Education) (LB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC