Organizing Literacy Environments in Early Primary Classrooms in Rural Mozambique

• In Event: 58.083 - Roundtable Session 26
  In Roundtable Session: 58.083-19 - Learning in Nontraditional Spaces

Abstract

This study profiled how teachers organize the literacy environment in 21 early primary classrooms (grade 1 to 3) in rural Mozambique. We focused on two dimensions of classroom literacy environments—physical environments (e.g. access to literacy resources, visibility of print materials, presence of writing space and tools), and instructional environments (e.g. lesson structure, teaching methods, instructional support)—using observation, interview and teacher/school document data. Our findings reveal strengths and weaknesses in teachers’ organization of literacy environments in their classrooms. More importantly, our findings illustrate synergistic relationships of the two domains of classroom literacy environments. We discuss the policy and research implications of these findings.

Author

• Jeongmin Lee, Florida State University