A few other texts offer some helpful insights into materials creation, although not in the length of the texts already mentioned. One mentions that in Uganda, not all language communities had reached consensus on their orthographies. To ensure use of an acceptable orthography in the materials, the project staff spent six months working intensively with technical experts and local language boards to discuss, validate, and standardize the orthographies for those langages. Next, the porject team trained writers in using the newly affirmed orthographies, and then the teaching and learning materials were creted using those orthographies \cite{rti_international_planning_2015}, 33. Ilboudo briefly describes the materials development process for several languages in Burkina Faso. For the pilot program, a team of technical experts wrote materials in Mooré, the most widely spoken national language in Burkina Faso. These materials were then pre-tested, revised, and validated in Mooré. After that, linguistic teams from other languages adapted or translated the materials with assistance from the original design team. AFter one to two years of use, the textbooks were evaluated by pupils, parents, teachers, and other educators. \cite{ilboudo_bilingual_2010}, 82-83. Ng'asike offers brief insight into the creation of storybooks in the Turkana language of Kenya. He collected oral stories from families and elders, then worked with other teachers and elders to analyze and edit the stories, which were then piloted with children in six primary schools. \cite{ngasike_indigenous_2019} PAGE. Finally, the Read Malawi program worked with teachers in a writing workshop to transform stories into books. Teachers wrote stories about topics that would interest their students, which were then tested in classrooms to ensure they were appropriately leveled. Local artists created images to support the texts, working with both the authors and editors to ensure that they were relevant and high quality. The project also created teacher's guides that provided a patterned approach to instruction. \cite{sailors_developing_2017}, 201-202.
SYNTHESIZE THE PROCESS? (some common threads: team composition, general process)
Kelley offers questions for consideration \cite{kelley_issues_1988}, 120 #.
- Who are the people? What is their language and culture? What is the literacy history?
- What is the model's source? Waht are its limitations and assumpetions? What structure and flexibility are offered?
- Who are the participants? What are their perspectives and their roles in development? What does it mean for them to participate?