Conference Papers and Presentations

  1. What Should We Do with the Children on Monday? Educating Ourselves, Educating Our Children: A 5-Day Curriculum Orientation Conference Report, 2018
  2. Ensuring Affordable Quality in Early Childhood Education: What will we DO with the children on Monday?
    Conference Report, 2017
  3. Issues in the Development of Multilingual Children’s Literacy and Literature in South Africa – taking stock
    Seminar Report, 2017
  4. Nal’ibali and libraries: activating the gift of reading together
    Author: Carole Bloch
    Conference Paper Jan 2015
  5. Growing young readers and writers: underpinnings of the Nal’ibali National Reading-for-Enjoyment Campaign
    Author: Carole Bloch
    Conference Paper Jan 2014
  6. The impact of the hegemony of English on access to and quality of education with special reference to South Africa
    Author: Neville Alexander
    Presentation at Language and Poverty Conference, Cornell University
  7. Interactive Journal Writing as a Tool for Mentoring and Teacher Professional Development
    Author: Xolisa Guzula
    Presentation on the PRAESA-initiated six-year interactive Xhosa-English interactive journal writing process with children in the Battswood Biliteracy Project. The challenges, solutions and the benefits of such activity is addressed.
  8. Evolving African Approaches to the Management of Linguistic Diversity
    Author: Neville Alexander
    The author proposes a comprehensive, large-scale, long-term and systematic intervention on the part of NGOs, CBOs, language professionals’ associations with government support at the national, sub-regional and continental levels, to create the conditions and the capacity that will enable the realisation of the common goal of using as many African languages as possible in all the controlling domains through the implementation of the ALCAN project.
  9. Stories Across Africa (StAAf): Towards a Shared African Children’s Literature
    Author: Carole Bloch
    Presentation introducing Stories Aross Africa (StAAf), a pan-African project which began in 2004 to enable and support book reading and a love of stories among children across Africa.
  10. Initiatives to Reach Early Childhood and Education
    Author: Carole Bloch
    Presentation introducing the characteristics and the aims of PRAESA
  11. Multilingual Education or English as a Medium of ‘Destruction’: Language and Literacy Policy and Practice in South African Early Childhood Classrooms
    Author: Carole Bloch
    This paper describes the Early Childhood Development (ECD) developmental research initiative carried out by PRAESA in an attempt to address the language issue in a classroom of young Xhosa and English speaking children.
  12. Emergent Literacy, Multilingualism and Early Childhood Development
    Author: Carole Bloch
    In this position paper prepared for the 1996 Education Sub-Committee of the Language Plan Task Group, Carole Bloch argues that while greater access to pre-school early childhood development is essential, without changes to the way literacy is approached in early childhood, it is very likely that the improvements will not be as substantial as hoped for. The author states that we need to be clear about how ECD can best fulfill its role in enabling children’s literacy to develop and also decide how to develop the biliteracy and multiliteracy potential that is inherent in South Africa.
  13. Feeling at Home with Literacy in the Mother Tongue
    Authors: Neville Alexander and Carole Bloch
    This paper suggests ways of discussing some fundamental issues and developments that frame and influence the decisions and actions of educational policy makers and practitioners for language use and learning in Africa. The authors place emphasis on written language, spotlighting the fact that power and status functions of language are most clearly marked in its printed form.
  14. Implementation of Mother Tongue Learner-Centred Early Literacy Education in Namibia
    Author: Carole Bloch
    This paper aimed to assist with the process of finding workable models and strategies for early childhood literacy teaching for mother tongue education in line with the conceptual framework adopted in Namibia on learner-centered education.





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