What methodology to use?
What is the model's source? Waht are its limitations and assumpetions? What structure and flexibility are offered? \cite{kelley_issues_1988}, 120 #bottom-up or top-down reading strategies
scripting
(who decides on
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?
Policy and Provision of Teaching and Learning Materials
There is also a body of literature that addresses the topic of the policies and provision of textbooks. These generally do not offer specific guidance on the process of creation, but some address issues around language that would be helpful in planning at a larger level. The most recent resource found is a toolkit published by the United States Agency for International Development (USAID) on planning for language use in education. It touches on materials development briefly, but spans the wider process with recommendations for engaging stakeholders, supporting language standardization, developing language policy, and monitoring outcomes \cite{rti_international_planning_2015}. The UK's Department for International Development (DFID) published a report on policies and practices around the provision of teaching and learning materials. It touches on language, but takes a rather negative approach toward the use of local languages, citing financial complications, complexity in teacher training, politics, and different levels of population and development between language communities \cite{read_learning_2011}, 15. Also writing about publishing, Edwards and Ngwaru acknowledge the constraints on local language publishing, but provide possible solutions. To provide supplementary reding materials, publishers may be able to increase non-dominant language book sales by identifying more interesting topics, altering distribution patterns, and providing books at lower price points \cite{edwards_multilingual_2011}, 443–445.