Dr. Laurie Curtis, Chairperson of the Book Centered Learning Committee, explains the scientific reasons behind the work and choices of Ethiopia Reads.
Why does Ethiopia Reads support the printing, shipping and distributing of children’s books written in local languages?
The ability of children to read is built upon a foundation of oral language. It is easier for children to read words that they have heard others around them use, or words that they themselves use in daily conversation. The language that a child first speaks, is their gateway into reading. Therefore, it is very important to provide adequate and appropriate resources in a child’s first (or local) language. When we speak of supporting a child’s language, that means in addition to the reading instruction (which they get from their textbooks and classroom teachers) we must provide frequent opportunities for children to practice reading, writing, listening and speaking in their first language.
Our Ethiopia Reads libraries and trained library professionals provide an inviting space and the resources to encourage beginning readers as they practice their newly learned reading skills and strategies. Since learning to read can be very challenging for children, utilizing high interest, colorful and engaging local language books encourages beginning readers to read. Our libraries include books that are relevant to Ethiopian children and are created at an appropriate level of difficulty. Our research-based Ethiopia Reads Book Centered Learning Curriculum© provides librarians with activities to help new readers build fluency and deepen comprehension when using local language books. This curriculum also invites children to write their own stories and to share their ideas with others. Literacy changes lives!
Why does Ethiopia Reads supply their libraries with children’s books written in English?
Language research shows that children’s literacy skills in a first language transfer to reading in other languages. In Ethiopia, beginning in Grade 1, Ethiopian children in government schools are taught to read in both English and their local language. Beginning in the upper primary grades, English is used as the language of instruction for students. Beginning in about grades 6 or 7, English becomes the main language of instruction and also the language used for entrance exams, advanced academic programs and is the language used in higher education institutions. Therefore, if children are expected to be able to read, write and learn concepts in English, it is necessary to provide them with the resources to do so, including high quality children’s books written in English supported with illustrations to assist in vocabulary development and comprehension. Children also need a space to practice their reading and someone to mentor them in developing a love of reading. Our Ethiopia Reads libraries and trained librarians work to provide exemplary support of students as they gain literacy skills, whether in their local language or English.
Books selected include useful nonfiction and stories with strong story elements (plot, character, setting, conflict/resolution, theme) providing students with stellar models for their own writing endeavors. Some have inviting illustrations. Young children are exposed not only to stories, but also to topics such as science and history. Children become better readers- by reading. If we expect them to have a good command of the English language to help them actualize their potential, we must provide them with the resources to do so. The Ethiopia Reads Book Centered Learning Curriculum© enables our librarians to support the learning of English for all students who access our Ethiopia Reads libraries. Literacy will change their lives!
What are “dual language” books, and why are they beneficial?
Dual-language books are children’s books that have two or more languages represented in a single book. In some forms, there may be just occasional words of another language included and those books often include a glossary of words to assist the reader in understanding the 2nd language. In many dual language books that we distribute in our Ethiopia Reads libraries, full texts of the stories are presented in both English and a local language. This is referred to as a parallel text format. Most of these books have been published specifically for Ethiopian children and focus on familiar elements of their lives. This format and/or book design is helpful for students who are building fluency in their first language while learning a second language. Engaging illustrations add another layer of support for young readers, helping increase comprehension of the story. The Ethiopia Reads Book Centered Learning Committee has created specialized training for Ethiopian librarians regarding the use of both fiction and non-fiction dual-language children’s picture books and have developed accompanying curriculum guides for many of the Ready, Set, Go© books we distribute in our libraries. These Ready, Set, Go© books are created by the organization Open Heart Big Dreams.
