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Sustaining Literacy in Africa: Developing a Literate Environment


reviewed by Nicola McClung & Nasa Lesley Cole — June 24, 2015

coverTitle: Sustaining Literacy in Africa: Developing a Literate Environment
Author(s): Peter Easton
Publisher: UNESCO,
ISBN: 9789230012304, Pages: 295, Year: 2014
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Cite This Article as: Teachers College Record, Date Published: June 24, 2015
http://www.tcrecord.org ID Number: 18003, Date Accessed: 12/11/2017 9:38:31 PM

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About the Author
  • Nicola McClung
    University of San Francisco
    E-mail Author
    NICOLA MCCLUNG, PhD, is an Assistant Professor in the School of Education at the University of San Francisco. Her interests include literacy in international contexts, specific learning disabilities, social justice and statistics, and disability studies in education. She is also cofounder of Xóchitl Justice Press, which publishes research-based, nonfiction books for beginning readers focusing on people, languages, or themes that are underrepresented in print. Her example book is:

    McClung, N. (2014) Scientists. San Francisco, CA: Xochitl Justice Press.

    Relevant peer-reviewed empirical articles include:

    Shin, J., Sailors, M., McClung, N., Hoffman, J., & Pearson, P. D. (resubmitted) The impact of first language reading and writing on learning English as a second language in an African context: the case of Malawi, Chichewa and English. Bilingual Research Journal.

    Arya, D., McClung, N.A., Katznelson, N., Scott, L. (accepted). Language ideologies and literacy achievement: Six multilingual countries and two international assessments. International Journal of Multilingualism.

    Sailors, M., Hoffman, J., Pearson, P. D., McClung, N., Shin, J., (2014). Supporting change in literacy instruction in Malawi. Reading Research Quarterly, 49(2), 209–231.

    Arya, D., McClung, N. A., Maul, A. & Cunningham, A. E. (2014). Exploring the association between early childhood home environment and literacy development internationally. International Journal of Quantitative Research in Education, 2(1), 1-16.


  • Nasa Lesley Cole
    University of San Francisco
    E-mail Author
    NASA LESLEY COLE is a fifth-year doctoral student at the University of San Francisco. Her research focuses on metacognitive strategies and mathematical achievement for students with learning disabilities. She earned her bachelor’s degree in Theatre Arts from the University of Benin, Nigeria, and both her Master’s of Business Administration (specializing in International Business) and Special Education from Santa Clara University. She is currently a teacher in the Livermore Valley School District in California.
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