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

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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
Section 1: Project Report teacher was able to design a course to meet the learners’ needs far more effectively than in a class with disparate needs. Recommendation 3: Where possible, limit class size to 10 – 12 people for early literacy learners. Learner readiness The teacher identified that there were still high levels of stress amongst the group, manifested in reports of poor sleep patterns mostly due to concerns about family and friends in Africa and settlement and family issues in Australia. However, as the group had all been in Australia for more than 18 months, these were not as prominent as when the learners undertook previous courses and the learners reported that they were now able to concentrate more on their study. Recommendation 4: Continue to incorporate training on the effects of stress on learning in teacher training and professional development programs, and suggest that teachers address these issues explicitly with learners. Curriculum and content It is recognised that publically funded LLN programs require that an accredited curriculum is followed in order to measure the outcomes of the learning process. However this may have a neutral, if not negative, impact on learning as the teacher is not given the freedom to respond to the learners’ interests, needs and readiness to learn. Recommendation 5: That courses involving pre-literate learners not be required to follow a prescribed curriculum such as the Pre-Spoken and Written English (Pre-SWE) course or the Certificates in General Education for Adults (CGEA). If outcomes need to be measured then a tool such as that developed by Bottomley and Wyse for measuring “not yet achieved” gains, be used. Teaching strategies The project has yielded detailed information on effective teaching / learning strategies for these learners. The strategies could all be incorporated into existing curricula if necessary. This information will be of use for programs teaching similar learner groups eg AMEP, LLNP and other LLN programs, and that it may help to reduce the relative ineffectiveness of these programs for this type of learner. Information on the strategies is available in Section 2 of this report. Teaching recommendations: • Use learners’ own experiences, interests and knowledge as content for texts • Plan a predictable daily structure for learning activities • Use oracy to memorise content that will be used for literacy / numeracy • Limit the range of content for study • With bilingual assistance, be explicit with learners about the purpose, method and content of learning activities © Commonwealth of Australia 2009 Dinka-English Literacy Project Page 15
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