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.

>

>

>

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