Hello Miriam and others,

I have recently exchanged a few posts  in another thread (Real curriculums) about using synthetic phonetics for adult learners, thinking of both first language literacy learners and, even more, of adults learning English. In the UK, our ESOL students arrive with almost every degree of literacy imaginable: some have no literacy in their first language, and I have had a few learners whose first language was almost exclusively a spoken, rarely written language (though these had become literate in other languages such as Italian and Arabic); others have varying degrees of first language literacy, even excellent first language literacy, but those first languages may not use roman scripts; others may have some or good familiarity with roman characters, but not with the pronunciation and spelling patterns of English. Many of our learners use Arabic, Hindi/Urdu/Bangladeshi or Chinese writing systems Regional accents add to the complication, since even excellent materials tend to rely on a local accent or on a socially dominant accent, such as the British RP. 

Part of the interest of teaching in UK adult education or further education is that it is normal for any class to have a mixture of all these different literacy backgrounds. Unfortunately, I am a sessionally-paid part time teacher, as are most of my colleagues. This does not make it easy for us to work together to develop a strategy for improving reading and spelling skills, although we are all very aware of the importance of listening and phonemic awareness, even if we don't call it that. I usually teach people who are past the beginner stage and who have a fairly good grasp of the regular sound-letter correspondences, but who struggle with less familiar patterns and, of course, the difference between everyday spoken language and the written form of language. This is not just when to double letters or to change <i> to <y>, but when the sound /k/ is written <c>, <ck> or <k>, for example. I believe our National Curriculum for ESOL for Adults now separates literate and non literate beginners, but not all our learners are truly beginners.

I would be very interested in hearing about how individuals or programs deal with this, whatever the level. There are a number of synthetic phonetic programs aimed at younger children, but I am not sure they would be suitable for adults with some knowledge of simple spelling patterns, for example, or for adults expanding their spoken vocabulary to something similar to late secondary or post secondary levels. Spelling in English is an area that even my most advanced, capable and  highly educated students ask for help with. Non-standard spelling hinders people in obtaining training or qualifications and in obtaining many kinds of employment.

I suspect that this multiplicity of literacy levels and backgrounds is found in many cities in the US, and perhaps in smaller communities as well. Could this be a useful topic for others? I do hope there is some expertise out there.

Cheryl Thornett
ESOL & Adult literacy teacher
Birmingham UK



From: Miriam Burt 
Sent: Thursday, November 05, 2009 3:22 PM
To: The Adult English Language Acquisition Discussion List 
Subject: [EnglishLanguage 5099] Suggestions for topics for targeteddiscussions & reminder


Hello, everyone.

 

Recently I wrote that I would be seeking suggestions from you all regarding topics you would like to see us focus on in the upcoming months. This targeted discussion could mean a guest facilitator shares ideas and answers questions on a specific topic. Or it could be a week or so when some subscribers decide to read a certain article, or view a short video online and then discuss them as a group.  

 

Last year we had a guest panel discussing managing programs for adult English language learners, we had an expert on working with literacy level learners (this one was the most active of the discussions and drew in the most posters), and we viewed and discussed using videos in the classroom both at as instructional strategy and as teacher training - this last was a sort of study circle on line. 

 

Other topics mentioned in the past included learner persistence, use of technology in professional development, use of technology in learner instruction, the multilevel classroom, and working with English language learners in classes with native speakers. Other possible topics of interest to the field include preparing learners for the workplace or further study

 

What suggestions do you have for topics? Anything from above? Anything totally different  from what I wrote?

 

I'd like your input by next Friday, November 13 (!).  There are nearly 1100 of you out there, so I hope to hear from many of  you, including those who don't often post to the list. What would you like to focus on?

 

Since I have the floor now, I'd also like to remind you to do the following in your posts: 

1.     Change the subject headings when the topic has migrated off the original subject.

2.     Make specific reference to how your posting relates to adults learning English. 

3.    Sign the posts!  

 

Thanks. I look forward to hearing from you. 

Miriam

*********

 

Miriam Burt

Moderator, discussion list for adult English language acquisition

mburt at cal.org

 

 



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