First Language (Dinka) Literacy as a Foundation for English ...

Section 1: Project Report
Implications & Recommendations
First language literacy
While this project had many positive outcomes, the relationship between the Dinka
literacy training received and English literacy learning was very complex and we were not
able to measure with any certainty the impact that one had upon the other. The Dinka
classes certainly established a strong foundation for learning English literacy, particularly
as the learners were actively engaged in a supportive, formal classroom environment
where high value was placed on the written word. While the students varied in their ability
to read Dinka, all gained some understanding of the sound-symbol relationships required
to read and this certainly assisted their English literacy acquisition. However the limited
timeframe, coupled with the difference in interpretations of literacy, effective teaching
approaches and course content between ACL and the DLA meant that the impact of the
L1 classes on the English literacy acquisition was difficult to ascertain. Nevertheless,
further investigation into a first language literacy approach for other classes would be
valuable.
Recommendation 1: That the level of funding provided by the various State Departments
of Education or other bodies to provide assistance to voluntarily run community (first
language) language schools be reviewed to ensure that the necessary professional
development support and overall sector development occurs, in line with the expansion of
rare languages particularly from the African continent, in the Australian community.
Further, that any such professional development has a focus on basic modern teaching
practice and methodology for literacy acquisition, be it in the first language or English,
with considerations given to the pre-existing cultural context of being a “teacher”.
Bilingual teaching
A key factor in the success of the English course was the bilingual support provided by
the Dinka teachers.
Much more than straight interpreting, bilingual support facilitated the development of
difficult concepts and independent learning strategies that is otherwise left to chance (and
generally does not occur). For example, the bilingual teachers helped with concepts of
time telling, information about reading strategies, and explanation of the purpose and
method of certain learning activities. Addressing these issues explicitly in their first
language allowed the class to deal with them efficiently and effectively.
The bilingual teachers also allowed for genuine and ongoing consultation, feedback and
negotiation between the English teacher and the learners. This ensured that the learners
had a strong sense of ownership and involvement in the class, which resulted in high
levels of motivation.
Recommendation 2: As much as possible, provide bilingual support for early literacy
learners. Ensure the bilingual assistants are trained in the ESOL/literacy rationale and
methodology so they can best convey the value of classroom activities to the learners.
Class size and profile
The smaller class size (11) was crucial for ensuring that everyone had adequate
opportunities for individual participation and feedback. The relatively homogenous
educational backgrounds and English literacy levels of the learners meant that the
© Commonwealth of Australia 2009 Dinka-English Literacy Project Page 14