Contributing to empirical evidence on when a child is 'ready' to transition from learning one language to another
Project Name
Facilitating Reading Acquisition in Multilingual Environments (FRAME)
Location Implemented
India
Competition Entered
Grant Competition 2011
Reading Skill Targeted
Reading Environment
Status
Winner
The Challenge
Multilingualism is the norm in most educational settings of developing countries (in that either two or more languages are taught in schools, and/or the language(s) taught in schools are not the language(s) of the home or community). However, there is a lack of empirical evidence on when a child is 'ready' to transition from learning one language to another – a critical question for decision makers in multilingual education settings.
The Big Idea
This project will identify the strongest predictors of bi-literacy development in various educational contexts (i.e. when literacy instruction in English can be efficiently added to the regional languages and/or the mother tongue of the child.
Results
600 children
Featured Innovation
Facilitating Reading Acquisition in Multilingual Environments in India (FRAME-India) Final Report
ACR GCD-funded American Institutes for Research investigates how biliteracy skills are acquired in Kannada or Telugu and English languages in Southern India.
Blogs and Media
Research and Resources
Facilitating Reading Acquisition in Multilingual Environments in India (FRAME-India) Final Report
ACR GCD-funded American Institutes for Research investigates how biliteracy skills are acquired in Kannada or Telugu and English languages in Southern India.American Institutes for Research / Pooja Reddy
American Institutes for Research shares their ACR GCD-funded approach for identifying the strongest predictors of multilingual development for children in India.
