Show simple item record

dc.contributor.authorIversen, Jonas
dc.contributor.authorMunden, Juliet Hilary
dc.contributor.authorNambao, Margaret
dc.identifier.citationLanguage and Education. 2023, 1-18.en_US
dc.descriptionThis is an open access article distributed under the terms of the creative commons attribution-noncommercial-noderivatives License (
dc.description.abstractLimited access to reading material written in local languages is considered a contributing factor to poor reading achievement in Sub-Saharan Africa. Several non-government projects are attempting to compensate for this by providing extensive reading material. One such project is the non-commercial, donor-initiated African Storybook. This article examines the premise on which African Storybook and similar donor-initiated projects build, namely that providing stories in local languages can significantly improve early literacy achievement. Understanding literacy as social practice, we investigate what experiences with stories inform the literacy-related beliefs of pre-service teachers in Zambia, and how these beliefs may shed light on their response to storybooks as part of early literacy education. Our data comprises a questionnaire with 26 pre-service teachers and focus group interviews with six of them. The pre-service teachers’ beliefs were found to reflect their childhood experiences with stories and the Zambian official National Literacy Framework. Our findings indicate that neither their childhood experiences nor their teacher education had prepared the pre-service teachers to use stories for extensive reading in early literacy education. These findings lead us to question whether literacy delivery is best served by initiatives that are not coordinated with both national literacy policy, curriculum and local teacher beliefs.en_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.titleStories and early literacy education in Zambia: donor-initiated projects, educational policy and teacher beliefsen_US
dc.title.alternativeStories and early literacy education in Zambia: donor-initiated projects, educational policy and teacher beliefsen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.rights.holder© 2023 the author(s).en_US
dc.source.journalLanguage and Educationen_US

Files in this item


This item appears in the following Collection(s)

Show simple item record

Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal