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

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Section 1: Project Report During the course the English teacher kept a daily journal to document class events and learner feedback (See Attachment 3). At the beginning and end of the course, the learners’ literacy and numeracy were assessed using a limited version of the checklists developed by Bottomley & Wyse (Measuring NYA Learning Gains, LLNP Innovative Research Project 2008). The learners were also interviewed individually in Dinka at the beginning of the course to gain further information about their motivations for studying Dinka, their previous experiences of learning English and their plans for the future. At the end of the course, the learners were interviewed again in small groups in Dinka to get feedback on the course content and methodology. © Commonwealth of Australia 2009 Dinka-English Literacy Project Page 8
Section 1: Project Report Outcomes 1. Outcomes linked to project aims Model for learning in which first language literacy is taught as a foundation for the further development of English language and literacy The model trialed the teaching of Dinka literacy for 8 weeks, as a foundation for 11 weeks of English literacy and numeracy. There were improvements in both English and Dinka literacy among the participants, however the sequence of Dinka and English teaching did not prove to be the key factor in the acquisition of English literacy. More critical were the learner-centred, needs-based approach and the availability of the bilingual teachers in the English classroom. There were very positive aspects to the model which certainly enhanced the learning experience. These included the development of a very strong group identity as a learning community, and the close working relationship with teachers from the community, who were able to inform the ESL teacher of the learning styles and possible barriers of the participants. The ESL teacher’s observation of the Dinka classes also provided valuable insight into the learners’ styles and strategies, which she used to inform her teaching in the English phase. In order for the model to be successful there needs to be common understandings of what both organizations would expect the learners to achieve and of how we would go about achieving this. Underpinning this, there needs to be a shared concept of what constitutes literacy. One of the less positive outcomes of the project was the failure to fully develop this common understanding of literacy. The Dinka teachers were unfamiliar with the literacy and numeracy teaching approaches and methodology employed by the ESL teacher at the beginning of the project and therefore unable to apply these approaches in their classes. The content of the Dinka classes tended to focus largely on alphabet recognition, with some simple narrative texts related to the Dinka culture for the learners with higher levels of literacy. In the early stages of the project it was not possible to predict that the differences would be so significant. Nevertheless, it difference created a notable barrier and limited the overall outcome. (See Recommendation 1) There were gains made in Dinka literacy and these can be attributed both to the Dinka teaching and to a washover effect from learning English literacy as the Dinka phase did continue on in parallel to the English phase. The main gain in this area was in alphabet recognition, which matched the aims of the Dinka teachers. 10 of the 11 learners were able to recognise the Dinka alphabet by the end of the English and Dinka courses, compared to 6 members of the class having no knowledge at the beginning. There was also some change in reading, with 5 learners gaining some basic reading, whereas none of the group had basic reading skills at the start. Improvement in English literacy The main English literacy gains were in reading, which was the focus of the course. In terms of a sight reading vocabulary of familiar words, at the start of the course four learners had none at all, four had a beginning vocabulary (less than 10 words), and three had a basic vocabulary (more than 20 words). At the end of the course, four learners had a beginning vocabulary and seven had a basic vocabulary. In terms of the skills required © Commonwealth of Australia 2009 Dinka-English Literacy Project Page 9
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