Change to Ukrainian interface versionChange to English interface versionChange to Russian interface versionHome pageClear last query resultsHelp page
Search for specific termsBrowse by subject categoryBrowse alphabetical list of titlesBrowse by organizationBrowse special topic issues

close this bookAbove and Beyond - Secondary Activities for Peace Corps Volunteers (Peace Corps; 1995; 116 pages)
View the documentAcknowledgment
View the documentPreface
View the documentIntroduction
Open this folder and view contentsPart one - Seven success stories
close this folderPart two - A sampling of activities
View the documentAppropriate technology & energy
View the documentArts & entertainment
View the documentBusiness
View the documentConstruction
View the documentEnvironmental education
View the documentHealth education
View the documentLiteracy
View the documentRecreation for children & youth
View the documentResource centers & libraries
View the documentServices for people with special needs
View the documentWorld wise schools (WWS)
View the documentVolunteer & vocational training
View the documentWorking with women
Open this folder and view contentsPart three - Guidelines for success
View the documentList of acronyms
View the documentBibliography
 

Literacy

Teaching Literacy in Papua New Guinea

Wanting to be actively involved in the Year of Literacy sponsored by the United Nations, and concerned about the difficulties Papua New Guinean children face in entering a school system based on the Australian model, one PCV English teacher designed a unique response. He solicited volunteers from his tenth grade classes to serve as village literacy teachers to work with pre-school children.

Six students volunteered, attending weekly meetings to plan and implement the program. The PCV taught the students basic literacy methods and techniques, discussing the issues involved with young students having to learn to read and write in English without ever having mastered these same activities in their local language. The students themselves designed the lesson plans, using local stories, poetry, and songs as materials, thereby involving parents and older village members as well. In an effort to discourage reliance on expensive materials, the students were set to their task with pencil and notebook only.

The PCV could not follow up to see the children's progress once they entered school, but his volunteer teachers showed continued enthusiasm and support for the program. Two, in fact, went on to University to become teachers.

to previous section to next section

[Ukrainian]  [English]  [Russian]