Kiswahili is a little-studied but widely spoken language with its origins in East Africa. This chapter introduces the topic of literacy in Kiswahili by summarising some information about the language and its history. Following this, work on the development of reading and spelling in Kiswahili is reviewed. Learning to read Kiswahili is generally a rapid, all-or-nothing process. However, spelling development is not so straightforward, even in this regularly spelled language, because a variety of factors other than the phoneme–grapheme relationship contribute to spelling. This chapter concludes with an illustration of how the study of this language can illuminate our knowledge of literacy development in languages other than English
NoLanguages are influenced and enriched by others all over the world. Today, there is hardly any " p...
NoLanguages are influenced and enriched by others all over the world. Today, there is hardly any " p...
This study has investigated the question of relation between literacy practices in and out of school...
Various theories of spelling development are discussed, includingtheir relevance to regularly spelle...
INTRODUCTION* Kiswahili is a language which is better known in the world as Swahili. However, apart ...
The main focus of the study is to examine the Englishization of Tanzanian Kiswahili resulting from t...
The main focus of the study is to examine the Englishization of Tanzanian Kiswahili resulting from t...
Kiswahili is increasingly spreading globally, (Massamba 1990:3), and it is rapidly becoming more tha...
This paper discusses the effects of ‘Sheng ’ in the education institutions of Kenya, and gives a gen...
Kiswahili, one among the Bantu languages, was formerly called Kingozi, the Waswahili (as they were c...
Kiswahili, one among the Bantu languages, was formerly called Kingozi, the Waswahili (as they were c...
ABSTRACT The issue of language of instruction in Tanzania has had a front seat for more than thirty...
This case study explores how learning an African language i.e., Kiswahili,\ud impacts ABUS or high s...
The development of language technology of African languages has been relatively slow. This has also ...
This study sought to examine the influence of Kiswahili segmental and supra-segmental features in th...
NoLanguages are influenced and enriched by others all over the world. Today, there is hardly any " p...
NoLanguages are influenced and enriched by others all over the world. Today, there is hardly any " p...
This study has investigated the question of relation between literacy practices in and out of school...
Various theories of spelling development are discussed, includingtheir relevance to regularly spelle...
INTRODUCTION* Kiswahili is a language which is better known in the world as Swahili. However, apart ...
The main focus of the study is to examine the Englishization of Tanzanian Kiswahili resulting from t...
The main focus of the study is to examine the Englishization of Tanzanian Kiswahili resulting from t...
Kiswahili is increasingly spreading globally, (Massamba 1990:3), and it is rapidly becoming more tha...
This paper discusses the effects of ‘Sheng ’ in the education institutions of Kenya, and gives a gen...
Kiswahili, one among the Bantu languages, was formerly called Kingozi, the Waswahili (as they were c...
Kiswahili, one among the Bantu languages, was formerly called Kingozi, the Waswahili (as they were c...
ABSTRACT The issue of language of instruction in Tanzania has had a front seat for more than thirty...
This case study explores how learning an African language i.e., Kiswahili,\ud impacts ABUS or high s...
The development of language technology of African languages has been relatively slow. This has also ...
This study sought to examine the influence of Kiswahili segmental and supra-segmental features in th...
NoLanguages are influenced and enriched by others all over the world. Today, there is hardly any " p...
NoLanguages are influenced and enriched by others all over the world. Today, there is hardly any " p...
This study has investigated the question of relation between literacy practices in and out of school...