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

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