Most of the world is multilingualmultilingual at the national level (policies), at the community and family level (practices), and at the individual level (cognitive)and each of these has implications for teaching and learning. Yet, at present, most reading decisions are not based on empirical research of how children learn to read in multilingual contexts. Several large-scale assessments of reading at early grade levels have shed light on the extremely low reading scores that many countries in the developing world have across these multilingual contexts. The reasons for these low scores are multifaceted; however, the most central unanswered question is which languages should be taughtand how and whenin multilingual contexts? To begin addressing this need, the Facilitating Reading Acquisition in Multilingual Environments in India (FRAME-India) research study examined the process of acquiring literacy in multilingual environments. Findings from this study are converted into policy and practice guidelines for effectively and quickly improving reading outcomes.
Teaching Methods and Strategies
Home Environment and Language Practices
Administration and Leadership