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Disrupting assumptions about vernacular education in Papua New Guinea

journal contribution
posted on 2002-12-01, 00:00 authored by Eileen Honan
During 1999 and 2000, the author was employed by the Papua New Guinea Department of Education. Part of her duties at the Papua New Guinea Education Institute was to deliver in-service professional development programs to teachers who were implementing the country’s new curriculum. A focus of this curriculum is the use of two languages in early education; it also responds to the notion of the “bridging years” when children in Papua New Guinea develop skills and knowledge in two cultures and two languages. In this article, the author casts a critical gaze on the implications of developing literacy technologies for oral languages in Papua New Guinea. She uses examples drawn from the in-service course she developed for practicing teachers, as well as referring to theoretical understandings of the importance of literacy practices being learned in social and cultural contexts.

History

Journal

Reading online

Volume

6

Issue

5

Season

Dec-Jan 2002-2003

Pagination

1 - 8

Publisher

International Reading Association

Location

Newark, Del.

ISSN

1096-1232

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

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