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I Like To Read
This is a story about a little boy who loves to read stories. He loves it so much that he wants to share a story with his family.
Magozwe
A boy finds himself on the street with other street children. This is a thoughtful, challenging story about his life and how it begins to change for the better.
Multilingual Education for South Africa
This publication sets out to give content to the debate about multilingual education by providing both a conceptual framework and example of successful practice in bi/multilingual classrooms. Based on the firm belief in the maintenance and development of first-language medium of instruction throughout schooling, and on the need to learn at least a second language, the book argues strongly in favour of a policy of additive bi/multilingualism for formal schooling.
Why Hippos Have No Hair
In this Nyungwe folktale, we see what happens when Hare refuses to forgive Hippo for stepping on his foot.
Graca's Dream
The inspiring story of Graça Machel, and her dream to instill a love for reading and learning in the children of Mozambique and the rest of Africa.
How Ant Saved Dove
The land is dry and Little Ant is very thirsty. He goes to the river for a drink and is swept away.
Holidays With Grandmother
Two children are excited as they prepare to visit their grandmother in her village. They enjoy life in the village so much that they don't want to leave.
Houses
People live in houses of all shapes and sizes. Some houses are old, some houses are new. Explore the all the different types of houses. Story Attribution: ‘Houses’ is written by Clare Verbeek, Thembani Dladla, Zanele Buthelezi. © African Storybook Initiative, 2007. Some rights reserved. Released under CC BY 4.0 license. (http://creativecommons. org/licenses/by/4.0/) Other Credits: © School of Education and Development (Centre for Adult Education), University of Kwazulu-Natal 2007
Multilingual Literacy
This book investigates multilingual literacy practices, explores the technology applied in different educational frameworks, the centrality of multilingual literacy in non-formal, informal and formal educational contexts, as well as its presence in everyday life. Thematically clustered in four parts, the chapters present an overview of theory related to multilingual literacy, address the methodological challenges of research in the area, describe and evaluate projects set up to foster multilingual literacy in a variety of educational contexts, analyze the literacy practices of multilinguals and their contribution to language and literacy acquisition. This volume aims to initiate a change in paradigms, shifting from structured and conservative problematizations to inclusive and diverse conceptualizations and practices. To that end, the book showcases explorations of different methodologies and needs in formal and non-formal educational systems; and it serves as a springboard for developing multivocal participatory spaces with opportunities for learning and identity-building for all multilinguals, across different settings, languages, ages and contexts.
