Vernacular Literacy: A Re-Evaluation

Hardcover | September 11, 1997

EditorAndree Tabouret-Keller, R. B. Le Page, Penelope Gardner-Chloros

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Illiteracy problems are worldwide, and growing. Political and economic factors are often in conflict over which language to use for basic education and how it should be taught. There is increasing pressure on the resources available for using literacy in coping with the rapid populationincrease, the spread of disease, and poor development. The editors and contributors to this volume are members of The International Group for the Study of Language Standardization and the Vernacularization of Literacy (IGLSVL), with unrivalled direct personal experience of literacy and language problems in the second half of the twentieth century. Thecontributors take the UNESCO publication, The Use of Vernacular Languages in Education, as their starting point. Published in 1953, this work was optimistic about the future of literacy. The contributors assess the nature and significance of the events that have taken place since then, providing aglobal overview. The discussions are supported by case-studies of campaigns to promote vernacular languages and examples of how people relate to their languages in different cultures. Most importantly, they question traditional notions of, and provide a non-Western perspective on, the uses and valueof literacy.

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Illiteracy problems are worldwide, and growing. Political and economic factors are often in conflict over which language to use for basic education and how it should be taught. There is increasing pressure on the resources available for using literacy in coping with the rapid populationincrease, the spread of disease, and poor developm...

Andree Tabouret-Keller is a Professor at University of Strasbourg. R. B. Le Page is a Professor Emeritus of Language and Linguistics at the University of York. Penelope Gardner-Chloros is a Lecturer in Linguistics at Birkbeck College, London.
Format:HardcoverDimensions:380 pages, 9.21 × 6.14 × 0.94 inPublished:September 11, 1997Publisher:Oxford University Press

The following ISBNs are associated with this title:

ISBN - 10:0198236352

ISBN - 13:9780198236351

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A number of key issues of great complexity is raised by the papers in this book. No attentive reader could emerge from these pages able to utter glib programmatic definitions or characterisations of literacy development needs and difficulties. A multi-authored and very wide-ranging book. Avaluable publication for its reports from the field. - Geoff Hall - Journal of Sociolinguistics 3/3 1999