Stephen L. Walter

• Graduate Institute of Applied Linguistics

Mother Tongue Based Multilingual Education in Lubuagan reveals what Lubuagan students are actually capable of in academic study when their first language is used as the primary language of instruction across the curriculum. Students are able to understand the lessons and integrate learning into their knowledge systems rather than merely memorizing...

Research on mother tongue multilingual education in Lubuagan reveals what Lubuagan students are capable of achieving academically when their first language is the primary language of instruction across the curriculum. When students understand the lesson they are able integrate new learning into their knowledge system rather than memorizing what is...

The shorter a word, the more likely it is to be lexically ambiguous. In the toneless standard orthography of Kabiye, a language of Togo, numerous monosyllabic heterophonic homographs (tonal minimal pairs) and homophonic homographs occur in the imperative and six associated conjugations. This paper presents the complete catalogue of these verbs, and...

The experiment reported here tests the Lexical Orthography Hypothesis, that is, the notion that the output of the lexical phonology is the most promising phonological depth for an exhaustive representation of tone by means of diacritics in the orthography of a tone language. We conducted a controlled classroom experiment with 97 secondary school pu...

Researchers in the West have developed detailed standards – reading rate, reading accuracy, and comprehension – to both characterize and track progress towards learning to read in early basic education. The existence of such standards raises the obvious question of whether or not they can be extended to broader educational practice, since recent re...

Some orthographies represent tone phonemically by means of diacritics; others favor zero marking. Neither solution is entirely satisfactory. The former leads to graphic overload; the latter to a profusion of homographs; both may reduce fluency. But there is a ‘third way’: to highlight the grammar rather than the tone system itself. To test this app...

In the modern era, the prevailing model of public education has been that of “one size fits all”, with private schooling being a small but notable exception. Language (of instruction) was generally viewed as a minor variable readily overcome by standard classroom instruction. As researchers have sharpened their focus on the reasons for educational...

After significant efforts to promote literacy in the 1960s and 1970s, major international donors turned their attention to formal education as the most effective strategy. But for adult literacy motivation is the most critical issue. Clinton D.W. Robinson notes that religion is one of the strongest motivations for literacy, and since the Reformatio...

Some Terminological and Conceptual PreliminariesDemographic Dimensions of the LoI IssueEducational Dimensions of the Language of Instruction IssueConclusion

This paper surveys the development of language policy over the last 40 or more years, particularly with respect to linguistic minorities and the attendant problems of illiteracy and lack of access to basic education among these groups. While there are discernible, emerging trends in the area of language policy, we make considerable effort to point...

Executive Summary Language is an integral feature of educational practice in the classroom. Teachers communicate content and instructions via language. Learners listen and interact via language in the process of learning. The normal assumption is that the language of the classroom is either well-known to or quickly learned by students so that educa...

Typescript. Thesis (M.A.)--University of Texas at Arlington. Includes bibliographical references (leaves 109-114).

Thesis (Ph. D.)--University of Texas at Arlington, 1980. Includes bibliographical references (leaves 315-322). Microfiche. s

Typescript. Thesis--University of Texas at Arlington. Bibliography: leaves 315-322.