Principles involved in the introduction of literacy to pre-literate societies. Includes consideration of motivational factors, stimulation of indigenous authorship, orthography design, elements of reading methodology and alternative strategies for literacy programs. A study of the linguistic, pedagogical, and socio-cultural bases for training literacy teachers in languages of preliterate societies. Surveys current trends in literacy instruction, issues of language choice, and the use of linguistically appropriate material. Survey of reading theory, with practical application to the preparation of literacy materials for preliterate societies.
Attention is given to specific linguistic and psycholinguistic factors involved.
Survey of the linguistic and social factors involved in the development of language programs for preliterate speakers of vernacular languages. Theoretical study of a selected non-Western language, language family, or language area based on descriptive linguistic analysis. May be repeated once for credit as the topic varies. May not be used to fulfill the non-Western language requirement. Considerations of meaning in language with special reference to words and concepts in relation to semantic domains, componential features of meaning, and case roles, with resulting implications for cross-cultural communication.