Cultural Heritage and Displacement: Implementing a Non-Dominant Language Literacy Program for Darfur Refugee Children and Adults in Eastern Chad

Eunice Kua

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Chapter 7 Cultural Heritage and Displacement

Implementing a Non-Dominant Language Literacy Program for Darfur Refugee Children and Adults in Eastern Chad

In: Language Issues in Comparative Education II

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Eunice Kua

Eunice Kua
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Type:: Chapter

Pages:: 163–188

DOI:: https://doi.org/10.1163/9789004449671_008

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Abstract

Kanaa gûreya kaa nûre ila dummo na mbo tucin oŋon̰e, awuratin̰ du kanaa îniŋawo dîriye înu tindirin oŋon̰e. Awuratin̰ i du aditta îniŋa mbo katab geya îniŋa fandaŋta mbo ujim wanaŋto innde. Kanaa îniŋa mbo aditta îniŋa mbo iyanto îya ru, ili ta jam kitabta ndîŋar kobolokta lûtturaŋ, kitabta îniŋawo gâr ige, kaa kanaa îniŋa mbo dar mo nâyirinda ila, i indam nîyembo ndaŋ-ndaŋ te. Awuratin̰ Darfur mana Cad mo ninda ila kâddur wî Furta mbo Zogokor mbo Masaraa mbo ye. Mi kanaa masaraka kobolok 4 mbo 5 mbo îndiyen̰ asas mo dûkumta mbara na Cad mo saba na wîm nday, hâbutoo kâddur mosiŋa, in ken nen̰eŋesira kitab gi ta gi, kaa gâr nige wîwo kanaa nda tândakacire. Dora barnamic ta nî gu tûre, hâgudu gâsikandi nosinja nî gu ambenjere, hâgudu kobolokta kaa kâddunjar nîŋa mbo kimin̰ sibinaa îndiyen̰ mo gâr nige wî mbo, ŋgo ken ciciri barnamicta ûjim înigegiyoŋ tândari. Ama kaa kanaa nîŋ nenee mbo barnamic igu ûjim naŋ-kodo sîkal andadala. Ŋgo ken barnamic igu awuratin̰ dûkumta nîŋa i inda gi mbo nandakaciru rekelen̰o njiciro mena gu anjere. (Abstract in Massalit [mls], a language of Chad and Sudan, translated by Angela Prinz, Juma Ibrahim Harun, and Abdelmajid Abdalla Sileman.)

Language can be a precious connection to the past and a potent symbol of identity for displaced peoples. Refugees’ felt needs to maintain their culture and heritage through written language can be a powerful motivator for literacy and education, particularly among those from ethnolinguistic minority groups. Darfur refugees in Chad are mainly from the Fur, Zaghawa, and Massalit ethnic groups. This chapter discusses lessons learned from implementing home language (L1) literacy as a supplementary subject for grade 4 and 5 Massalit children in primary schools in two refugee camps in eastern Chad. It evaluates the unusual program design, grapples with the constraints of the learning environment, and describes the potential for cross-fertilization between a community-based literacy program for adults and youth and a school-based children’s program. This is a practitioner view that demonstrates both the benefits and challenges of adaptive program implementation in the refugee camp environment.

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Language Issues in Comparative Education II

Policy and Practice in Multilingual Education Based on Non-Dominant Languages

Series: Comparative and International Education: Diversity of Voices, Volume: 52

Cover Language Issues in Comparative Education II

E-Book ISBN:: 9789004449671

Publisher:: Brill

Print Publication Date:: 19 Jan 2021

Subjects
- Education

Front Matter

Advance Praise for Language Issues in Comparative Education II

Foreword

Acknowledgements

List of Figures and Tables

Notes on Contributors

Introduction The State of Research on Multilingual Education in the Context of Educational Development

Part 1 Language-in-Education Policy Change from Above, from Below, and from the Side

Chapter 1 Bringing Non-Dominant Languages into Education Systems

Chapter 2 MLE Implementation in Ethiopia and Mozambique

Chapter 3 Jumping, Sliding, and Creating Shared Spaces “from the Side”

Chapter 4 Language-in-Education Policy Reform in the Philippines

Part 2 Non-Dominant Languages in Implementational Spaces

Chapter 5 Implementing Kenya’s Language of Instruction Policy among Maa-Speaking Communities of Laikipia North

Chapter 6 Stakeholder Perspectives on Medium of Instruction Policy in Ethiopia

Chapter 7 Cultural Heritage and Displacement

Chapter 8 Contextualizing Pre-Service Teacher Education Materials and Instruction in Multilingual Ethiopia

Chapter 9 Refugee Education and Medium of Instruction

Chapter 10 Trilingual Rajbanshi-Nepali-English Education in Southeastern Nepal

Part 3 Supporting Education in Non-Dominant Languages

Chapter 11 Getting the Right Language Information for Education

Chapter 12 Language-in-Education Policies

Chapter 13 Policy, Advocacy and Programs for Multilingual Education

Back Matter

Index

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Chapter 7 Cultural Heritage and Displacement

Implementing a Non-Dominant Language Literacy Program for Darfur Refugee Children and Adults in Eastern Chad

Abstract

Citation Info

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Language Issues in Comparative Education II

Policy and Practice in Multilingual Education Based on Non-Dominant Languages

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