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

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Section 1: Project Report Bibliography AMEP Research Centre Fact Sheet: Course planning for preliterate and low-literacy learners, 2007 AMEP Research Centre Fact Sheet Learners with low literacy in the Adult Migrant English program (AMEP), 2006 Bottomley & Wyse L, 2008 Measuring NYA Learning Gains, LLNP Innovative Research Project , DEEWR (unpublished report) Burgoyne, U & Hull, O, 2007, Classroom management strategies to address the needs of Sudanese refugee learners, NCVER, Adelaide Burgoyne, U & Hull, O, 2007, Teaching learners from highly oral cultural backgrounds: Good practice guide, NCVER, Adelaide Christie, J, English Language and Literacy Placement Assessment Kit. NSW AMES, Sydney Gunn, M, 2003, Opportunity for Literacy? Preliterate learners in the AMEP. Prospect: Vol 18 No 2, AMEP Research Centre, Sydney Hajncl, L, 2008, Into Learning: a professional development kit for teachers and trainers of adult literacy learners from aural/oral learning cultures, Adult Migrant Education Services, Melbourne Hood, S, 1990, Second Language Literacy: Working with Non-Literate Learners, Prospect, Vol 5, NCELTR, Sydney McPherson, P 1997, Investigating learner outcomes for clients with special needs in the AMEP, NCELTR, Sydney © Commonwealth of Australia 2009 Dinka-English Literacy Project Page 18
Section 2: Teaching Ideas Section 2: Food for thought: Practical teaching ideas and learner responses Background The project In 2008 and 2009, the Dinka Literacy Association (DLA) and ACL (an Adult Migrant English Program provider) ran a bilingual literacy course for Dinka-speakers from Southern Sudan. In the first half of the course, the learners studied literacy and numeracy in Dinka. In the second half, the learners studied literacy and numeracy in English. The learners Most of the learners in the class were female, aged 25 – 50, with no formal schooling outside Australia and no literacy in languages other than English. A few of the learners were able to communicate easily using spoken English, while others had almost zero English oracy. Most had been in Australia for at least 4 years. All had completed their AMEP entitlement and some had also accessed Language, Literacy and Numeracy Program (LLNP) tuition. All the learners were able to name and copy the English alphabet, but most were unable to read anything. Most of the learners were familiar with numerals, but had very limited experience in using numbers for practical purposes such as telling the time or reading the date. This document The following pages provide detailed information on what did (and did not) work with this particular class. The intention is not to suggest that the approaches described would be effective and appropriate for all classes. Rather, it is hoped that the information can provide some fresh food for thought – some ideas that practitioners might like to test as different ways of teaching preliterate learners (even though the project was confined to Dinka-speaking learners, the activities could apply to other beginning literacy learners). © Commonwealth of Australia 2009 Dinka-English Literacy Project Page 19
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