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

More documents

Recommendations

Info

Section 2: Teaching Ideas Early in the life of the sign-in book At the end of the course, after about a month of using the sign-in book © Commonwealth of Australia 2009 Dinka-English Literacy Project Page 30
Section 2: Teaching Ideas Cleaning Some pages from the cleaning mini-book The class did a module on cleaning using a reader-style text (mini-book) with key cleaning vocabulary. The mini-book was designed specifically for this class. As well as building vocabulary and providing reading practice, the text provided a springboard for discussion of employment in the cleaning industry. This involved drawing on the learners’ own experiences (all the female learners had worked as cleaners in Sudan or other countries), and comparing them to cleaning in Australia. Points of comparison focussed largely on Occupational Health and Safety (OHS): • Most of the learners had sustained injuries while cleaning overseas (one learner described having been electrocuted by a live wire in Sudan), so we talked about the laws that protect workers in Australia, and what happens if someone is injured on the job • Safety signs and why / where they’re used • The importance of Personal Protective Equipment (PPE) eg rubber gloves when using chemicals • New cleaning practices eg colour coded cloths for different purposes, and why • How to lift heavy things safely • Problems if you can’t read and you have to use strong chemicals (one learner had worked in a hotel in Australia) The discussion was conducted bilingually over several days, after short sessions of language and literacy work on the topic. As a method for information sharing, it was reasonably effective, as it was more engaging than a one way information session. However, it would have been more efficient if a Dinka teacher had taken the role of facilitator and the sessions had been conducted in one language. The mini-book was effective as a discussion starter, but it would benefit from revision in order to provide a tighter, more structured discussion focus (it provided a stimulus for less than half the discussion content). © Commonwealth of Australia 2009 Dinka-English Literacy Project Page 31
Page 1 and 2: First Language (Dinka) Literacy as
Page 3 and 4: Contents Section 1: Project Report.
Page 5 and 6: Section 1: Project Report language
Page 7 and 8: Section 1: Project Report Methodolo
Page 9 and 10: Section 1: Project Report Outcomes
Page 11 and 12: Section 1: Project Report Increased
Page 13 and 14: Section 1: Project Report The selec
Page 15 and 16: Section 1: Project Report teacher w
Page 17 and 18: Section 1: Project Report Suggestio
Page 19 and 20: Section 2: Teaching Ideas Section 2
Page 21 and 22: Section 2: Teaching Ideas Stories W
Page 23 and 24: Section 2: Teaching Ideas Sentence
Page 25 and 26: Section 2: Teaching Ideas Card read
Page 27 and 28: Section 2: Teaching Ideas Sight wor
Page 29: Section 2: Teaching Ideas Telling t
Page 33: Section 3: Attachments Section 3: A

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

Create successful ePaper yourself

Delete template?

Save as template?