Success Stories of Multilingual Literacy: A Case Study of Ife 1970 Nigeria’s Project and the 2002 Western Cape’s LOITASA’s Project in South Africa
In a progressively interrelated world, the advancement of strong multilingual literacy skills among learners is of great importance. This article showcases successful multilingual literacy initiatives, analyzing their implementation and impact. The study revealed great positive influence on communit...
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| Format: | Article |
| Language: | English |
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Noyam Journals
2024-10-01
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| Series: | E-Journal of Humanities, Arts and Social Sciences |
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| Online Access: | https://noyam.org/wp-content/uploads/2024/10/EHASS202451318.pdf |
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| author | Modupe Grace Aroge Leketi Makalela Peter Merisi |
| author_facet | Modupe Grace Aroge Leketi Makalela Peter Merisi |
| author_sort | Modupe Grace Aroge |
| collection | DOAJ |
| description | In a progressively interrelated world, the advancement of strong multilingual literacy skills among learners is of great importance. This article showcases successful multilingual literacy initiatives, analyzing their implementation and impact. The study revealed great positive influence on communities and individuals after the initiatives. The predominant aim is to give extra weight to the indispensable importance of appreciating and paying attention to linguistic diversity through effective multilingual/translanguaging literacy opening moves. Using a survey design, this study paid attention to documenting instances of multilingualism implementation in educational settings, purposefully selecting South Africa and Nigeria as central points. Using a qualitative approach, the research examined success stories by analyzing reports, publications, archival materials, and scholarly articles associated with the projects. Special attention was paid to the Ife 1970 Nigeria’s Project and the 2002 Western Cape LOITASA’s project and the findings were presented in a descriptive narrative format. The study elaborated on the objectives, strategies, and results of these projects, presenting findings in a descriptive narrative format. Moreover, the study contributes valuable insights to the debates surrounding effective literacy practices in multilingual contexts. By presenting success stories from these African nations, the study provided practical guideposts for policymakers, educators, and practitioners who want to develop or improve multilingual literacy programs. Lastly, the findings stressed the significance of culturally responsive and context-specific approaches to literacy, proposing the adoption of multilingual/translanguaging pedagogies within school systems. Through these, the study will promote inclusive and efficient educational practices that honor and celebrate linguistic diversity. |
| format | Article |
| id | doaj-art-98d9520078a545488f142804379de810 |
| institution | Kabale University |
| issn | 2720-7722 |
| language | English |
| publishDate | 2024-10-01 |
| publisher | Noyam Journals |
| record_format | Article |
| series | E-Journal of Humanities, Arts and Social Sciences |
| spelling | doaj-art-98d9520078a545488f142804379de8102025-01-06T10:12:55ZengNoyam JournalsE-Journal of Humanities, Arts and Social Sciences2720-77222024-10-0151322312241https://doi.org/10.38159/ehass.202451318Success Stories of Multilingual Literacy: A Case Study of Ife 1970 Nigeria’s Project and the 2002 Western Cape’s LOITASA’s Project in South AfricaModupe Grace Aroge0https://orcid.org/0009-0003-2766-7040Leketi Makalela1https://orcid.org/0000-0001-6375-5839 Peter Merisi2https://orcid.org/0000-0001-7753-8034University of Witwatersrand, Johannesburg South Africa.University of Witwatersrand, Johannesburg South Africa.University of Witwatersrand, Johannesburg South Africa.In a progressively interrelated world, the advancement of strong multilingual literacy skills among learners is of great importance. This article showcases successful multilingual literacy initiatives, analyzing their implementation and impact. The study revealed great positive influence on communities and individuals after the initiatives. The predominant aim is to give extra weight to the indispensable importance of appreciating and paying attention to linguistic diversity through effective multilingual/translanguaging literacy opening moves. Using a survey design, this study paid attention to documenting instances of multilingualism implementation in educational settings, purposefully selecting South Africa and Nigeria as central points. Using a qualitative approach, the research examined success stories by analyzing reports, publications, archival materials, and scholarly articles associated with the projects. Special attention was paid to the Ife 1970 Nigeria’s Project and the 2002 Western Cape LOITASA’s project and the findings were presented in a descriptive narrative format. The study elaborated on the objectives, strategies, and results of these projects, presenting findings in a descriptive narrative format. Moreover, the study contributes valuable insights to the debates surrounding effective literacy practices in multilingual contexts. By presenting success stories from these African nations, the study provided practical guideposts for policymakers, educators, and practitioners who want to develop or improve multilingual literacy programs. Lastly, the findings stressed the significance of culturally responsive and context-specific approaches to literacy, proposing the adoption of multilingual/translanguaging pedagogies within school systems. Through these, the study will promote inclusive and efficient educational practices that honor and celebrate linguistic diversity.https://noyam.org/wp-content/uploads/2024/10/EHASS202451318.pdfeducational outcomeslanguage diversitymultilingual educationmultilingual literacyrepertoire knowledge |
| spellingShingle | Modupe Grace Aroge Leketi Makalela Peter Merisi Success Stories of Multilingual Literacy: A Case Study of Ife 1970 Nigeria’s Project and the 2002 Western Cape’s LOITASA’s Project in South Africa E-Journal of Humanities, Arts and Social Sciences educational outcomes language diversity multilingual education multilingual literacy repertoire knowledge |
| title | Success Stories of Multilingual Literacy: A Case Study of Ife 1970 Nigeria’s Project and the 2002 Western Cape’s LOITASA’s Project in South Africa |
| title_full | Success Stories of Multilingual Literacy: A Case Study of Ife 1970 Nigeria’s Project and the 2002 Western Cape’s LOITASA’s Project in South Africa |
| title_fullStr | Success Stories of Multilingual Literacy: A Case Study of Ife 1970 Nigeria’s Project and the 2002 Western Cape’s LOITASA’s Project in South Africa |
| title_full_unstemmed | Success Stories of Multilingual Literacy: A Case Study of Ife 1970 Nigeria’s Project and the 2002 Western Cape’s LOITASA’s Project in South Africa |
| title_short | Success Stories of Multilingual Literacy: A Case Study of Ife 1970 Nigeria’s Project and the 2002 Western Cape’s LOITASA’s Project in South Africa |
| title_sort | success stories of multilingual literacy a case study of ife 1970 nigeria s project and the 2002 western cape s loitasa s project in south africa |
| topic | educational outcomes language diversity multilingual education multilingual literacy repertoire knowledge |
| url | https://noyam.org/wp-content/uploads/2024/10/EHASS202451318.pdf |
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