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

Section 1: Project Report
language and literacy, and to examine the impact this had on the pace and sustainability
of the English language acquisition for those with limited or no formal schooling and who
may be suffering from the effects of torture or trauma. More specifically, the project aimed
to improve English literacy outcomes, and to promote confidence and self esteem in the
learner group. Other anticipated outcomes of the project were to enhance the capacity of
the Dinka Literacy Association (DLA) to deliver classes to their members, by providing
teacher training and the opportunity to develop language teaching resources.
Once the project started, it became apparent that the scope of these aims was too broad.
The limited time frame and sample size of the learner group, and methodological
differences between the Dinka and English teaching, all had a significant impact on the
ability of the project to meet the primary aim of providing a valid model for learning in
which first language literacy teaching had any impact on the pace and sustainability of the
English language acquisition. As this became apparent the objectives of providing a
model of literacy provision was modified to that of achieving some insight into the impact
of providing first language literacy classes on English literacy acquisition and learner
confidence.
Participants
1. Dinka Literacy Association
The Dinka Literacy Association (DLA) is a community organisation run by members of the
Dinka-speaking Sudanese community that provides Dinka and English classes. The
organisation was established in 2005 and runs classes in Lidcombe, Auburn and
Wentworthville in Sydney.
2. ACL
ACL delivers English classes for migrants and refugees through the Adult Migrant English
Program (AMEP) in Western and South Western Sydney, the regions where Southern
Sudanese people are settling. ACL also delivers the Integrated Humanitarian Settlement
Strategy (IHSS) on behalf of the Department of Immigration and Citizenship for the
Northern and Southern Sydney regions.
3. The learners
The learners selected for the project were native speakers of Dinka. In the English phase
of the course, there were 11 learners - 9 women and 2 men. All were aged 25 – 50. Only
1 learner had had formal schooling as a child. Any literacy in languages other than
English was in Dinka, and had been acquired as an adult through community classes in
Australia. 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, reading the
date or in commercial transactions. All the learners wanted to get a job at some stage, but
were very aware of their barriers to employment (ranging from disability to age to
language to care of young children).
The selection criteria
© Commonwealth of Australia 2009 Dinka-English Literacy Project Page 5