What is the accessibility and effectiveness of books

Explanation:

Textbooks are a crucial part of any child’s learning. A large body of research has proved this many times and in many very different contexts. Textbooks are a physical representation of the curriculum in a classroom setting. They are powerful in shaping the minds of children and young people.

UNESCO has recognised this power and called for every child to have a textbook for every subject. The organisation argues that

next to an engaged and prepared teacher, well-designed textbooks in sufficient quantities are the most effective way to improve instruction and learning.

But there’s an elephant in the room when it comes to textbooks in African countries’ classrooms: language.

Rwanda is one of many African countries that’s adopted a language instruction policy which sees children learning in local or mother tongue languages for the first three years of primary school. They then transition in upper primary and secondary school into a dominant, so-called “international” language. This might be French or Portuguese. In Rwanda, it has been English since 2008.

Evidence from across the continent suggests that at this transition point, many learners have not developed basic literacy and numeracy skills. And, significantly, they have not acquired anywhere near enough of the language they are about to learn in to be able to engage in learning effectively.

I do not wish to advocate for English medium instruction, and the arguments for mother-tongue based education are compelling. But it’s important to consider strategies for supporting learners within existing policy priorities. Using appropriate learning and teaching materials – such as textbooks – could be one such strategy.

A different approach

It’s not enough to just hand out textbooks in every classroom. The books need to tick two boxes: learners must be able to read them and teachers must feel enabled to teach with them.

Existing textbooks tend not to take these concerns into consideration. The language is too difficult and the sentence structures too complex. The paragraphs too long and there are no glossaries to define unfamiliar words. And while textbooks are widely available to those in the basic education system, they are rarely used systematically. Teachers cite the books’ inaccessibility as one of the main reasons for not using them.

A recent initiative in Rwanda has sought to address this through the development of “language supportive” textbooks for primary 4 learners who are around 11 years old. These were specifically designed in collaboration with local publishers, editors and writers.

There are two key elements to a “language supportive” textbook.

Firstly, they are written at a language level which is appropriate for the learner. As can be seen in Figure 1, the new concept is introduced in as simple English as possible. The sentence structure and paragraph length are also shortened and made as simple as possible. The key word (here, “soil”) is also repeated numerous times so that the learner becomes accustomed to this word.

University of Bristol and the British Council

Secondly, they include features – activities, visuals, clear signposting and vocabulary support – that enable learners to practice and develop their language proficiency while learning the key elements of the curriculum.

The books are full of relevant activities that encourage learners to regularly practice their listening, speaking, reading and writing of English in every lesson. This enables language development.

Crucially, all of these activities are made accessible to learners – and teachers – by offering support in the learners’ first language. In this case, the language used was Kinyarwanda, which is the first language for the vast majority of Rwandan people. However, it’s important to note that initially many teachers were hesitant about incorporating Kinyarwanda into their classroom practice because of the government’s English-only policy.

Improved test scores

The initiative was introduced with 1075 students at eight schools across four Rwandan districts. The evidence from our initiative suggests that learners in classrooms where these books were systematically used learnt more across the curriculum.

When these learners sat tests before using the books, they scored similar results to those in other comparable schools. After using the materials for four months, their test scores were significantly higher. Crucially, both learners and teachers pointed out how important it was that the books sanctioned the use of Kinyarwanda. The classrooms became bilingual spaces and this increased teachers’ and learners’ confidence and competence

A crucial part of the learning of students is the accessibility to books. Textbooks contains the topics that students are taught in their schools.

According to international bodies regarding education, it's important for every child to have access to textbooks. This is important as it helps the student's learning.

Also, books helps students in improving their intelligence, when students read, they learn new things and understand the things that they do not understand before.

Books sharpen a person's mind and broadens it. Therefore, it's important that every child should have access to books.

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Finally I heard my mother’s name called; she rose and began weeping so copiously that she could not talk for a few moments; at last she managed to say that her husband had deserted her and her two children, that her children were hungry, that they stayed hungry, that she worked, that she was trying to raise them alone. Then my father was called; he came forward jauntily, smiling. He tried to kiss my mother, but she turned away from him. I only heard one sentence of what he said.

“I’m doing all I can, Your Honor,” he mumbled, grinning.

It had been painful to sit and watch my mother crying and my father laughing and I was glad when we were outside in the sunny streets.

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“Ich bin ein Berliner”

by John F. Kennedy

Schöneberger Rathaus, West Berlin, July 1963

Two thousand years ago, two thousand years ago, the proudest boast was "civis Romanus sum." Today, in the world of freedom, the proudest boast is "Ich bin ein Berliner." (I appreciate my interpreter translating my German.)

There are many people in the world who really don't understand, or say they don't, what is the great issue between the free world and the Communist world.

Let them come to Berlin.

There are some who say that communism is the wave of the future.

Let them come to Berlin.

And there are some who say, in Europe and elsewhere, we can work with the Communists.

Let them come to Berlin.

And there are even a few who say that it is true that communism is an evil system, but it permits us to make economic progress.

Lass' sie nach Berlin kommen. Let them come to Berlin.

Freedom has many difficulties and democracy is not perfect. But we have never had to put a wall up to keep our people in—to prevent them from leaving us….While the wall is the most obvious and vivid demonstration of the failures of the Communist system—for all the world to see—we take no satisfaction in it; for it is, as your Mayor has said, an offense not only against history but an offense against humanity, separating families, dividing husbands and wives and brothers and sisters, and dividing a people who wish to be joined together.

What is true of this city is true of Germany: real, lasting peace in Europe can never be assured as long as one German out of four is denied the elementary right of free men, and that is to make a free choice. In 18 years of peace and good faith, this generation of Germans has earned the right to be free, including the right to unite their families and their nation in lasting peace, with good will to all people….

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All free men, wherever they may live, are citizens of Berlin.

And, therefore, as a free man, I take pride in the words "Ich bin ein Berliner."
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A. to boost morale and confidence among West Berliners

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D. to convince West Berliners that advocates of democracy and communists can find common ground

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A Sound Of Thunder

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