The author proposes that the literacy practices of a community reflect the cognitive affordances of the script onto particular speech varieties in a sociocultural system. Most research on children’s literacy in Zambia has focused on individual literacy as a set of measurable competencies that can be assessed independently of context, construing language variety or instructional input as extraneous variables. A more integrated focus on literacy as a socially distributed practice in the context of a multilingual African society highlights cooperative learning and flexible communication across language boundaries.
Author: Robert Serpell
Source: Serpell, R. (2020). Literacy and child development in contemporary African society. Child Development Perspectives.
Theoretical and historical framework
ResultEmpirical research in Zambia