READING BY RADIO; A POSITION PAPER ON THE USE OF RADIO IN TEACHING READING SKILLS FOR EDUCATIONAL DEVELOPMENT

To support this thesis, this paper discusses the importance of language skills for developing country educational development and the usefulness and appropriateness of radio in advancing these skills. Language learning is basic to educational development, because language helps increase literacy rates in both the vernacular, thus enhancing national identity and pride, and in international languages, thus facilitating the country"s entrance into international business and politics. Despite this importance, language planning has only recently been integrated into educational planning (itself a latecomer in development planning). As a tool in the general educational process, radio possesses several advantages: it is low in cost, has immediate appeal, combines easily with other instructional modes, and is suitable for non-literate audiences. These factors allow radio to improve educational quality and relevance, reduce educational costs, and improve access to education, especially in rural areas. Radio has been widely used for language instruction specifically and has proven especially helpful in upgrading the skills of unqualified teachers. After outlining the profound causal relationship between reading and the development of personal awareness of self and the world, as revealed in contemporary psycholinguistics, and the particular problems inherent in learning to read a second language, the author shows that radio is ideally suited for language instruction since it provides the opportunity to master new and different sounds, to repeat new grammatical devices in a variety of ways, and to practice new vocabulary in entertaining but extensive contexts. The use of radio for language instruction is particularly recommended in developing countries short on finances and long on language arts deficiencies. Such use will be successful, however, only if programs are continually funded, address the specific needs of the audience, and are professionally produced. Appended are a 14-item reference list (1970-80), the titles of six bibliographies, and a 30-item reading list.