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Charles Hayward

Charles Hayward. How about literacy classes for literacy learners and ESOL classes for ESOL learners?. acquiring vs. learning. Policy evolution in NZ. 1996, IALS Survey 2001, More than Words 2002, TEC (funding) 2003, Adult ESOL Strategy 2004, NZSS 2006, ALL 2007 – 2012 TES

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Charles Hayward

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  1. Charles Hayward How about literacy classes for literacy learners and ESOL classes for ESOL learners?

  2. acquiring vs. learning

  3. Policy evolution in NZ • 1996, IALS Survey • 2001, More than Words • 2002, TEC (funding) • 2003, Adult ESOL Strategy • 2004, NZSS • 2006, ALL • 2007 – 2012 TES • 2010 – 2015 TES • 2010, Getting Results in Literacy and Numeracy • LN on the radar • Adult Literacy Strategy • Labour Govt. $$ • 50,000 / 250,000 • Kiwi English • ‘Literacy Crisis’ • Maori, Pasifika • Priority Groups • ‘literacy includes the language needed to communicate for SOL’

  4. What’s happening in Auckland?

  5. Similar ends different means Literacy learners • Fluent in English • Implicit grammar • Large vocabulary • Social empowerment • Confident users of (written / read) English ESOL learners • Vocab development • Grammar rules • Prosody • Linguistic approach • Confident users of English

  6. The Great Divide

  7. Can literacy be measured? (Brian Street) Autonomous model • Set of de-contextualised, unchangeable (fixed) skills • Deficit measured • ‘functional’ skills taught / gained James Gee • Skills for the job market, • literacy quantified (bought and sold)

  8. The Literacy Myth (H.G. Graff, 1982) Literacy autonomously : • Economic growth • Reduce poverty • Reduces crime • Promote democracy • Increase civic engagement • Prevent AIDS / other diseases • Increase cultural diversity • Lowers birth-rates • Increase productivity • Able to participate in ... • Less waste / re-work • Fewer accidents • Higher morale • Staff retention

  9. Newly converted!!!

  10. ‘Unambiguously represents meaning’ • Not dependent on knowledge of context • ‘Essay-text’ form of meaning • One cultural interpretation among many • Ideological basis for schools and unis • Vygotsky, Scribner, Cole, - tests of explicitness

  11. Explicitness continuum Syntactic mode • Precisely encode • Varied lexical items • Explicit syntactic structures • Meaning from grammar and lexis • Social interaction downplayed Pragmatic mode • Loose strings of clauses • Prosodic devices • Hearer’s inferences • Shared knowledge • Social interaction / participation of listener

  12. syntactic mode = essay text • Easy to measure the 4 skills • Bench mark tests: IELTS, TOEIC, TOEFL • 4 or 5 paragraph essay • Deficit model • Stair-casing / scaffolding • Record incremental progress • Grammar, lexis, functions

  13. A real English teacher!

  14. Settlement in Glasgow

  15. Kiwi English

  16. pragmatic mode = context • Community of practice • Workplace culture • Codes • Jargon • Relationships • Relations of power • Office politics • Shared history Ideological model • Literacy practices

  17. community of practice

  18. Can not ‘use multiplication and division strategies to solve problems that involve proportions, ratios and rates’

  19. Dr. Stephen Black • The ‘literacy crisis’ – crisis rhetoric • Deficit-oriented, individualistic, education via measurement and control • a range of different literacy and numeracy ‘practices’ at work rather than a set of universal literacy and numeracy ‘skills’ • This approach requires an ethnographic-type of analysis involving close observations and dialogue with those engaged with workplace practices – the workers

  20. Phil Cave, Manufacturing Manager, Thames Timber Training Goals: • Improve the bottom line • Understand business kpi’s • Sustainable training culture for years to come • Improve Literacy, Numeracy and Leadership for (25) First Line Management leaders • Foundation and motivation for future NZQA quals

  21. In-house Literacy, Language and Numeracy (LLN) Initiatives in New Zealand Workplaces • Department of labour 2009 • Employers who chose to set up (and meet the costs of) their own LLN initiatives • Business based outcomes vs education-based outcomes (Government / Provider) • ‘some companies will always prefer to fund and deliver their own LLN initiatives’ (Department of Labour, 2009, p. 44).

  22. TEC funded PD NCALE • Autonomous model • Deficit model • Stigma • Fill up with essay-text / school ‘skills’ • Valid for measuring increased productivity? MAdLitNumEd • Ideological model • Access to Communities of Practice • Social Practices / NLS

  23. Traditional / emerging approaches • Autonomous model • Syntactic mode • Essay-text literacy • Focus on the individual • Literacy classes • Standardised tests • Ideological model • Pragmatic mode • Community of practice • Focus on social context • Embedded learning • Competence in context

  24. How do we measure ‘pragmatic’ competence? • Achieving competence in unit standards (pc’s) • Study skills unit standards added to quals • Induction training • Lean manufacturing • Assessment centres

  25. Synergies for Numerate and Literate New Zealanders Language learners • There needs to be a ‘language’ component (53% of workers in Ak were born outside NZ) • Language learners have specific needs, different from literacy learners Literacy learners NQF 1-3 • Social practices model • Ethnographic workplace understanding • Taught in context • Assessed in context

  26. Any questions? charles.hayward@englishlanguage.org.nz

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