This study reports on a broad-based study examining “how” and “how much” literacy is used in different cultural contexts. An underlying assumption is that any expression of literacy occurs within a cultural context and is shaped by the structures of that culture. Literacy use, the “how” of literacy, is explored in an analysis of interviews with 36 field linguists working with SIL International in ethnolinguistic minority communities. Community social environment is shown to be a strong factor in determining literacy use. Literacy incorporation, the “how much” of literacy, is explored in an analysis of data from survey questionnaires returned by 143 SIL field linguists working in 25 countries. Economic level and available education, along with the social environments of the community and the church, are shown to be strong factors in determining literacy incorporation.
This book is a revised version of the author’s 1995 Ph.D. Dissertation presented to the Faculty of the School of Intercultural Studies, Biola University. The data are from the early 1990s.
Author(s): Stephen Barber
Series: SIL e-Books ; 28
Publisher: Summer Institute of Linguistics (SIL)
Year: 2011
Language: English
Pages: 179
Tags: Literacy; Literacidad; Lectoescritura; Lectura; Escritura; Alfabetismo; Alfabetizacion; Cultural Diversity; Diversidad Cultural; Minority Languages; Lenguas minoritarias
Abstract
List of Tables and Figures
Acknowledgments
1 Introduction
Pathway to this Study
Propositions under Consideration
Part I: Theory and Method
2 Theoretical Framework
Literacy and Culture
Defining Literacy in Culture
A Typology for Social Structure
Societal Factors Affecting Literacy Incorporation
3 Project Design and Implementation
SIL International
Project Design
Interviews
Questionnaires
Part II: Literacy Use in the Social Environments
4 Literacy Use in the Individualist Quadrant
The Individualist Social Environment
Individualist Communities
Literacy Use in the Individualist Community
Conclusion
5 Literacy Use in the Egalitarian Quadrant
The Egalitarian Social Environment
Egalitarian Communities
Literacy Use in an Egalitarian Social Environment
Conclusion
6 Literacy Use in the Hierarchist Quadrant
The Hierarchist Social Environment
Hierarchist Communities
Literacy Use in a Hierarchist Social Environment
Conclusion
7 Literacy Use in the Authoritarian Quadrant
The Authoritarian Social Environment
Authoritarian Communities
Literacy Use in the Authoritarian Social Environment
Conclusion
Summary of Literacy Use in the Social Environments
Part III: Literacy Incorporation and the Social Setting
8 Literacy Incorporation and Community Social Environment
Distribution of Community Social Environments
Community Social Environment and Literacy Incorporation
Conclusion
9 Literacy Incorporation and the Religious Social Environment
Community and Church Social Environments
Literacy and Religion
Distribution of Church Social Environments
Church Social Environment and Literacy Incorporation
Conclusion
10 Literacy Incorporation and Economy
Distribution of Economic Levels
Economic Levels and Social Environments
Conclusion
11 Literacy Incorporation and Available Education
Education and Literacy
Distribution of Available Education
Higher Education and Literacy Incorporation
Social Factors Related to Literacy Incorporation
Conclusion
12 Conclusions
The Propositions Considered
Application of the Findings
Final Comments
Appendix A: Interview Format
Appendix B: Literacy and Social Environment Questionnaire
References
