Language-focused instruction for literacy acquisition in akshara-based languages: Pedagogical considerations and challenges

In this chapter we explore the role of language- and meaning-focused instruction for supporting literacy acquisition in akshara-based languages, drawing upon examples from Hindi and the Devanagari script. Instruction of lower- and higher-level literacy skills typically targeted in pre- and primary school years are examined with a particular focus on the phonological, orthographic and morpho-syntactic domains. The role of affective-motivational aspects in learning and a strong cultural embedding of teaching-learning materials and pedagogical strategies are highlighted, with implications for native speakers and second language learners, in contexts of diglossia, and with demographically diverse groups. Such a multi-component curriculum is dependent on the perceptiveness and sensibilities of teachers, their attitudes towards teaching and learning, specific pedagogical skills and concrete knowledge-bases. We discuss the challenges this holds