[EnglishLanguage 2139] Re: What does literacy mean in adult ESOL contexts (longer)Sally Bishop bishopsl at cc.usu.eduThu Feb 14 14:31:17 EST 2008
Mary Ann, Your comments on literacy are inspirational. I hope there will be more discussion on this topic. Sally On Feb 14, 2008, at 7:51 AM, MaryAnn Florez wrote: > Regarding definitions of literacy, is there a “d: All of the above”??? > > > > Whenever I do a workshop on literacy or literacy-level learners in > adult ESOL, the question of the participants’ definitions of > literacy (or literacy-level learners) is invariably part of my > opening. I may spend more or less time on it, depending on the > situation, but I do believe it’s a question that has to be asked. > And the thing that always amazes me is that no matter who > constitutes the group of participants, they invariably generate > answers that illustrate the complexity of what literacy in today’s > world represents (reading and writing in the native language, > reading and writing in English, critical literacy, visual literacy, > computer literacy, cultural literacy, systems literacy) and what > may be part of the definition because of its potential impact > (educational experience, cultural practices around English, > individual’s need and uses of literacy in their everyday lives, > etc.)…the list goes on. I encounter very few people who don’t > acknowledge all the levels and layers of literacy, and the variety > of skills, knowledge, and experiences that are needed to be > “competent” in even any one of those aspects. > > > > So what do we do with all that? I think that is a challenging > question. I know a lot of people don’t want to spend too much time > on esoterics and theories and “big ideas”. They want to get down > to the nitty gritty of issues like what are some good readers for > adult ESOL learners, what are some effective phonics activities, > when, why and how to do reading aloud, what reading strategies to > teach, etc. But to me, it’s like having a lesson without clear > objectives. If you don’t think about how you define literacy, how > your learners define literacy, how your program defines literacy— > how will you know if you’re teaching literacy in a purposeful and > relevant way? How will you construct a cohesive, coherent > instructional framework that demonstrates a clear vision and > purpose? How will you work with your learners to decide what and > how to address literacy needs, and integrate it into all the other > things to be taught, in the always limited time you have together? > How will you clearly articulate your approach to literacy to > prospective learners, funders, staff, so that everyone is on more > or less the same page? How will you make decisions about curricula > and materials, and how will you respond appropriately and > coherently to mutations or new elements of literacy that emerge > (for example, the skyrocketing use of text messaging in recent > years and the whole text language system that’s emerged around it)? > > > > In a world where funding is minimal, needs are myriad, and time is > a commodity, discussions such as this one may take low priority. > Staff and programs feel the push to take action, not talk. Or you > may feel like you’ve been there and done that. (If you have, > great, but it may be time to dust it off a little.) I’m simply > putting in a plug for at least a little talk, a few steps back to > mission and objectives, before the ball gets rolling. What is the > definition of literacy that you, your program, your learners hold > as true for your context? What skills, knowledge, and behaviors > does your instruction need to support, based on that definition? > > > > We do activities all the time that ask learners to tap prior > knowledge, generate a picture of what they might already know, and > clarify what they want to know and be able to do. I think it’s a > great idea to give ourselves the same good foundations and support > in moving forward. > > > > > > MaryAnn Florez > > Project Director > > Adult Education Professional Development Center > > D.C. LEARNs > > 1612 K Street, N.W. Suite 300 > > Washington, DC 20006 > > 202/331-0141, x25 (tel) > > 202/331-0143 (fax) > > www.dclearns.org/aepdc > > mflorez at dclearns.org > > > > > > ********************************************************************** > ******************************** > > The Adult Education Professional Development Center at DC LEARNs – > Connecting D.C. adult educators with professional development > opportunities and resources. > > www.dclearns.org/aepdc > > > > > > From: englishlanguage-bounces at nifl.gov on behalf of Lynda Terrill > Sent: Tue 2/12/2008 3:42 PM > To: englishlanguage at nifl.gov > Subject: [EnglishLanguage 2128] What does literacy mean in adult > ESLcontexts? (longer) > > Dear subscribers, > > As we begin a discussion of what literacy means, especially in the > context of adult ESL, it seems important to first think about why > understanding the meaning of the word or defining it (or redefining > it) may be important for our practice. Here are a few sample > questions to start with, but please ask or answer others that are > salient for you: > > Do you have a default definition of “literacy” in mind? If so, what > is it and how does the definition intersect with your practice > (e.g., teaching, program administration, research) > Do you think that how individuals, programs, agencies, and other > entities define literacy has an impact on the field? If yes, in > what ways? If no, why not? > Do you agree with any of the definitions listed below? Which ones > and why? Do you disagree with any of the definitions listed > below? Which ones and why? > Do you think that literacy means the same thing for teachers of > adult basic education (ABE) as it does for teachers of adults > learning English as a second language? Why or why not? > While I’m not sure that we will come to consensus on the meaning of > literacy, I hope the discussion will help clarify the issue and > connect ideas and practice. > > Thanks, > > Lynda Terrill > > List moderator > > lterrill at cal.org > > > > ******************** > > The following excerpt is taken verbatim from pages 5 and 6 of > Teachers of English to Speakers of Other Languages.(2000). Adult > ESL language and literacy instruction :A vision and action agenda > for the 21st century. Alexandria, VA: Author. (Available from > http://www.cal.org/caela/esl_resources/vision.pdf) > > > > > > What Does It Mean to Be Literate? > > Our conceptions of literacy shape our nation’s thinking about the > abilities of adult learners and the types of educational services > that are provided. Some recent definitions and goals include: > > > > Using printed and written information to function in society, to > achieve one’s goals, and to develop one’s knowledge and potential. > National Adult Literacy Survey, Kirsch et al., 1993, p. 2 > > > An individual’s ability to read, write, and speak in English, > compute and solve problems at levels of proficiency necessary to > function on the job, in the family of the individual, and in > society. Workforce Investment Act, 1998, originally from the Adult > Education and Family Literacy Act, 1991 > > > Every American adult will be literate and will possess the > knowledge and skills necessary to compete in a global economy and > exercise the rights and responsibilities of citizenship. National > Education Goal for Adult Literacy and Lifelong Learning, National > Goals Panel, 1990 > > > Every adult will be literate and will possess the knowledge and > skills necessary to orient themselves in a rapidly changing world, > to voice their ideas and be heard, and to act independently as a > parent, citizen, and worker, for the good of family, community, and > nation. Stein, 1995, p. 4 > > > > To be responsive to the realities of the adult English language > learner population in the United States, conceptions and > definitions of literacy must include recognition that > • proficiency in other languages, in addition to English, is valuable > > • like other adults in literacy programs, adults learning English > engage with a range of language uses and reading and writing > activities, which change and expand throughout their lives ("many > literacies") > > • literacy involves more than the ability to communicate > effectively; it includes as well the ability to advocate on behalf > of ourselves, our families, and our communities and to use > technology effectively for education and work, in whatever > languages are appropriate for the task and the purpose > > • language and literacy development activities (in English and in > other languages) are not fixed or remedial, but rather are an ever > changing and integral part of the lives and work of every > individual who lives in the United States > Adult ESL Language and Literacy Instruction: A vision and Action > Agenda for the 21st Century (p. 5 and 6 available from http:// > www.cal.org/caela/esl_resources/vision.pdf) > > > > ********************************* > > References > > > Kirsch, I. S., Jungeblut, A., Jenkins, L., & Kolstad, A. (1993). > Adult literacy in America: A first look at the findings of the > National Adult Literacy Survey. Washington, DC: National Center for > Education Statistics. > > > > National Goals Panel. (1990). National education goals report: > Building a nation of learners. Washington, DC: Author. > > > > Stein, S. (1995). Equipped for the future: A reform agenda for > adult literacy and lifelong learning. Washington, DC: National > Institute for Literacy. > > > > Workforce Investment Act. (1998). Public Law 105-220. Washington, > DC: United States Departments of Labor and Education. > > > > ---------------------------------------------------- > National Institute for Literacy > Adult English Language Learners mailing list > EnglishLanguage at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/englishlanguage > Email delivered to bishopsl at cc.usu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/englishlanguage/attachments/20080214/5999cbb5/attachment.html
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