STEPS IN LITERACY PROJECTS

1) Study of the language (to include its written form, phonemes, punctuation, stress, tone, grammar, patterns, etc.)

2) Survey of need, to include sociolinguistic issues:
    - number of mother-tongue speakers
    - status of language life: used and growing or dying language?
    - language development: reduced to writing? orthography finalized? accepted? used by whom?
    - national language of group: prestige language, degree of bilingualism, domains of usage, attitudes toward languages and dialects
    - dialects: number and degree of variance
    - what people speak and understand, dialects, national and trade language
    - existence of other literacy materials already available in this or related dialects
    - other groups already at work with this language group and their current or planned projects
    - adult literacy programs already functioning in this language group
    - script samples analyzed, samples of literature published
    - list of literature already printed
    - main religion of group, number of believers, number of churches among language group
    - language used in church services, Scriptures available in this language
    - any political considerations (current climate, governmental policy concerning language group)
    - education level of speakers of this language
    - literacy rate among language group, broken down into age groups, gender
    - felt needs of language group members: do they want literature in their language? do they already feel the need for literacy?
    - known opposition to Bible translation, literature production or literacy programs
    - group or person willing to be responsible for the project (personnel, funds, etc. through printing and distribution)
    - students: learning style, motivation
    - teachers: ability, motivation, recruitment
    - methods of learning/teaching generally accepted in this culture
    - preferred program organization: classes, one-on-one, cassette, radio?

3) Selection and training of primer construction team (mother-tongue speakers)

4) Detailed study of language (letter usage frequency counts, word lists, special features)

5) Preparation for primer-construction workshop

6) Primer construction workshop: Team works with consultant, usually 2 weeks full-time to write basics of lessons

7) Completion of primer lessons, artwork completed

8) Testing of primer lessons

9) Revision of lessons

10) Printing of primers

11) Recruitment and training of teachers

12) Students chosen: each commits to teaching someone else after completing the program

13) Establishment of programs (often through local churches)

14) Follow-up meetings with teachers at regular intervals

15) Teacher-training sessions as needed, encouraging new readers to teach others

16) Production of new-reader materials to be available when students finish primer lessons, as bridge into Bible


MOTTO: "Faith cometh by hearing and hearing by the Word of God."

VERSE: Psalm 119:105 “Thy Word is a lamp unto my feet and a light unto my path.”

More than 380 million people today have no Scriptures available to them in their mother tongue. The need of these millions is one of the reasons that the Association of Baptists for World Evangelism has initiated WORD Ministries, a world-wide translation, literacy and ESL outreach effort.

Having God's Word written in their own language does not benefit the more than 2 billion people in the world who cannot read. More than one-half of the world's adults cannot read; in some places as many as 90% of adults are illiterate!

Teaching English as a Second Language opens doors to many places closed to the Gospel message. Through classes, relationships are formed and individuals are reached for Christ. In almost every country of the world ESL is being used as an effective outreach tool.


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