Yonas Mesfun Asfaha
Datos Biográficos
| ID | 1250855 |
|---|---|
| NOMBRE | Yonas Mesfun Asfaha |
| NOMBRES | Yonas Mesfun |
| APELLIDO | Asfaha |
| FIRMA | ASFAHA Y M |
| AFILIACIONES | University of Asmara |
| VERIFICADO | No |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAS | 12 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2008 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 3 |
On Epistemology in Researching the Teaching and Learning of Literacy, Literature, and the Language Arts
Yonas Mesfun Asfaha is an associate professor at Asmara College of Education in Eritrea, and recently he accepted the role of acting dean of the College of Education. He is a well-known literacy scholar specializing in African literacies as well as multilingual language policy as it relates to education. Lydiah Kiramba is an associate professor at the University of Nebraska and is originally from Kenya. Her areas of expertise include multilingual…
Pluralistic language policy and multilingual legal texts in Eritrea
Eritrea does not have one official language and there is experience in using multiple languages in official government communications, education, media and the legal system. Since Eritrean independence in May 1991, Eritrean laws have been promulgated in a mix of Arabic, English and Tigrinya: some are issued in these three languages; some are issued in Arabic and Tigrinya or Tigrinya and English; and the rest are issued in English or Tigrinya only…
Multilingual language policy discourses and superdiversity at the peripheries
Based on critical perspectives where normative and essentialist perceptions of language and ethnicity in policy discourses are challenged, and where the lack of attention to forms of social uses of language are highlighted, this paper discusses the limitations of even the most progressive pluralist language policy to capture the cultural and linguistic ‘diversification of diversity’ in Eritrea, a country in East Africa. The language policy in the…
Origin and development of multilingual education in Eritrea
In an attempt to describe the historical origins of multilingual education in Eritrea, Horn of Africa, this paper looks at how missionaries, European colonisers, successive Ethiopian rules in Eritrea and the independence movements that fought Ethiopia defined ethnic, religious and linguistic differences of communities in the country. These definitions of differences are then related to broader political aspirations of these forces and their speci…
Multilingual education policy in practice
This contribution compares literacy instruction in three different scripts in Eritrea. It uses data stemming from classroom observations of beginning readers of Tigrinya (Ge’ez script), Arabic (Arabic script) and Saho (Roman alphabet), the examination of teaching materials, and teacher interviews. Our analysis focuses on literacy events. We examine and compare the introduction of the written code in classrooms in the context of a single national …
Literacy and script attitudes in multilingual Eritrea
n Contains fulltext :\n 68508.pdf (Publisher’s version ) (Closed access)\n
Literacy and script attitudes in multilingual Eritrea
n Contains fulltext :\n 68508.pdf (Publisher’s version ) (Closed access)\n
Origin and development of multilingual education in Eritrea
In an attempt to describe the historical origins of multilingual education in Eritrea, Horn of Africa, this paper looks at how missionaries, European colonisers, successive Ethiopian rules in Eritrea and the independence movements that fought Ethiopia defined ethnic, religious and linguistic differences of communities in the country. These definitions of differences are then related to broader political aspirations of these forces and their speci…
Multilingual education policy in practice
This contribution compares literacy instruction in three different scripts in Eritrea. It uses data stemming from classroom observations of beginning readers of Tigrinya (Ge’ez script), Arabic (Arabic script) and Saho (Roman alphabet), the examination of teaching materials, and teacher interviews. Our analysis focuses on literacy events. We examine and compare the introduction of the written code in classrooms in the context of a single national …
Multilingual language policy discourses and superdiversity at the peripheries
Based on critical perspectives where normative and essentialist perceptions of language and ethnicity in policy discourses are challenged, and where the lack of attention to forms of social uses of language are highlighted, this paper discusses the limitations of even the most progressive pluralist language policy to capture the cultural and linguistic ‘diversification of diversity’ in Eritrea, a country in East Africa. The language policy in the…
Literacy and script attitudes in multilingual Eritrea
n Contains fulltext :\n 68508.pdf (Publisher’s version ) (Closed access)\n
Multilingual education policy in practice
This contribution compares literacy instruction in three different scripts in Eritrea. It uses data stemming from classroom observations of beginning readers of Tigrinya (Ge’ez script), Arabic (Arabic script) and Saho (Roman alphabet), the examination of teaching materials, and teacher interviews. Our analysis focuses on literacy events. We examine and compare the introduction of the written code in classrooms in the context of a single national …
Origin and development of multilingual education in Eritrea
In an attempt to describe the historical origins of multilingual education in Eritrea, Horn of Africa, this paper looks at how missionaries, European colonisers, successive Ethiopian rules in Eritrea and the independence movements that fought Ethiopia defined ethnic, religious and linguistic differences of communities in the country. These definitions of differences are then related to broader political aspirations of these forces and their speci…
Multilingual language policy discourses and superdiversity at the peripheries
Based on critical perspectives where normative and essentialist perceptions of language and ethnicity in policy discourses are challenged, and where the lack of attention to forms of social uses of language are highlighted, this paper discusses the limitations of even the most progressive pluralist language policy to capture the cultural and linguistic ‘diversification of diversity’ in Eritrea, a country in East Africa. The language policy in the…
On Epistemology in Researching the Teaching and Learning of Literacy, Literature, and the Language Arts
Yonas Mesfun Asfaha is an associate professor at Asmara College of Education in Eritrea, and recently he accepted the role of acting dean of the College of Education. He is a well-known literacy scholar specializing in African literacies as well as multilingual language policy as it relates to education. Lydiah Kiramba is an associate professor at the University of Nebraska and is originally from Kenya. Her areas of expertise include multilingual…
Pluralistic language policy and multilingual legal texts in Eritrea
Eritrea does not have one official language and there is experience in using multiple languages in official government communications, education, media and the legal system. Since Eritrean independence in May 1991, Eritrean laws have been promulgated in a mix of Arabic, English and Tigrinya: some are issued in these three languages; some are issued in Arabic and Tigrinya or Tigrinya and English; and the rest are issued in English or Tigrinya only…
African history and culture analysis (5 obras) · Linguistics (4 obras) · Pedagogy (4 obras) · Sociology (4 obras) · Computer Science (3 obras) · Language policy (3 obras) · Law (3 obras) · Law (3 obras) · Literacy (3 obras) · Political science (3 obras)