Using CBI with low literacy learners

1. Using CBI with low literacy learners Dr. Alan Williams AMEP RC La Trobe University, Melbourne, Laura Chapman TAFE Tasmania (Hobart)

2. Overview • Background to the AMEP and low literacy students in Australia • The Appropriate topic content for low literacy learners project • Materials developed by teachers • The Stay Safe readers • A quick look at the Get wise project • Conclusions

3. Background: the AMEP and adult low literacy students in Australia • Australia’s immigration program - includes refugees and humanitarian category immigrants • The Adult Migrant English Program - supporting immigrants to Australia with ESL teaching, administered by DIAC • Entitlement of 510 hours ESL instruction for refugee and humanitarian entrants • SPP to extend for those with special needs - up to an extra 400 hours

4. Content-based teaching • Content as discipline knowledge and skills - can be defined in variety of ways • Concurrent teaching of content and language • Use of visuals, building language texts, vocab, structures, skills on to content related knowledge and skills • Also literacy and ‘learning to learn’ skills • Linking of tasks and activities through language and content • Appropriate topic content projects did not follow a single framework such as Mohan’s (Knowledge Frameworks, 1986) or CALLA (Chamot & O’Malley 1992) or the 6 T’s (Grabe & Stoller) etc

5. Rationale for CBI • ‘Double value’ learning - learners see ‘substance’ • Increased motivation of learners • Relevant language for specific domains of learners’ lives (as opposed to ‘general, social’ language use) • Opportunity to learn about aspects of their new social and cultural environment • Opportunities for learners to communicate something they know about, are interested in • Opportunity to be able to communicate about aspects of learners’ lives and backgrounds that are important to them

6. Content based teaching • More than content provision in accessible language • More than contextualised or meaningful language teaching • More than language for something learners already know • Interplay of language and content curricula • Allows for shifting focus between content, language, other skills e.g. literacy, learning how to learn

7. Content based teaching and low literacy learners • Highly contextualised language and learning tasks provide a concrete basis for learning • Possibility of topics that help low literacy students learn about and better understand their new environment • Opportunity for variety of learning tasks to develop literacy skills, relate spoken and written language, ways in which topics can be understood and presented • Areas of interest identified by learners and experienced teachers on appropriate topic content projects

8. The appropriate topic content for low literacy learners project • Part of AMEP RC SPRP 2005-6 • Aim to explore implementation of content based instruction to AMEP • In context of particular learner groups (low literacy learners, SPP youth) • Identified areas of interest to learners, teachers producing CBI materials and implementing them in the classroom • Project outcomes - presentations, publications

9. Low literacy learners Stay Safe readers Australia The Australian hospital system Talking to the doctor The world of work Nutrition Using the ATM Op-shopping Budgeting Youth Learners Using the internet to find out about jobs and occupations Australian culture through soap opera incidents (Neighbours) Using a computer readers Nutrition and fast food The appropriate topic content projects: Topics

11. The context of the ‘Stay Safe’ project • The AMEP at TAFE Tasmania in Hobart • Our students: - high proportion refugee / humanitarian - high numbers of low literacy learners • Delivery of language programs for settlement in Hobart • The involvement of three teachers in the project

12. Considerations for content-based teaching with low literacy learners • Lack of familiarity with classrooms and formal learning • Imbalance between literacy and oral/aural skills • Literacy learning in a second language • Informal learning strategies • Tend to learn through concrete tasks • Repetition and slow pace

13. Content-based teaching with adult migrants and refugees • Life experiences and skills • The impact of settlement: - learning to live in a new environment and socio-cultural context - the responsibilities and demands of daily life • Aspirations and pathways for a better life in this context e.g. getting a driver’s licence, vocational training, life skills.

14. The ‘Stay Safe’ materials • Conceptualisation • Drafting and materials development • Trialing processes used by the teachers - classroom - practicum - bicultural assistance • Refining the materials • Overview of the readers and materials

18. The practicum kitchen

19. Stay Safe Trial findings and outcomes Learners: • High motivation and interest • Language and literacy development • Learning skills development • Demonstration of content knowledge and practical skills Materials: • Trial materials used across a range of contexts and levels • Published readers now available • Interest in accompanying units of work • Looking at further means of developing content-based materials

20. Extending content-based delivery • A centre-wide approach to content-based delivery • Options classes • Partnerships and collaborations • Bridging and introductory courses • Flexible delivery • Bicultural support

21. Youth modules Your work and study (Orientation to study and work) Your time out (Sport and Leisure) Managing your money (Money Matters) Your communications (Digital literacy) Your health and well being (Health and well being) You and me (Intercultural competence) Each module consists of: DVD, CD, Student workbook, Teacher’s notes and an additional resource.

22. Creating useable materials • Providing a balance of skills • Connecting and relating the workbook to the DVD • Designing a range of activity types • Mapping activity types and learning outcomes with CSWE Learning Outcomes • Collating the units as a cohesive module • Evaluating and rewriting according to reviews and trials

23. Relating theory to classroom practice • Scaffolding within the unit, scaffolding as a whole unit, and scaffolding the entire module. • Everything broken down into small steps and then gradually built up to support logical progression of learner development • We are not only supporting the learners, but supporting the teacher

24. The writer asks: • What does the learner need to be able to do a particular activity – i.e. skills, language, models, concepts? (Eg 1) • How do learners progress from a model to an individualised task, or from receptive to productive skills? (Eg 2) • How is momentum maintained? (Eg 3) • What has the learner achieved or how has the learner progressed at the end of each unit, and at the end of the module? (Eg 4) • How can teachers and learners take this further? (Eg 5)

25. Conclusions • Value of CBI in helping low literacy learners live in and connect with their communities, as well as facilitating language and literacy learning • Details of availability of project materials -see www.nceltr.mq.edu.au/pdamep/tr20.html • Get Wise project materials

26. Further discussion • To what extent can or should teachers deliver content through language teaching programs? • How can the teaching of content be integrated into the language curriculum? • What issues may arise in using content based approaches with low literacy learners?