120629 Charles Hayward - ESOL

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					How about literacy classes for
literacy learners and ESOL
classes for ESOL learners?


       Charles Hayward
acquiring vs. learning
             Policy evolution in NZ
•   1996, IALS Survey           •   LN on the radar
•   2001, More than Words       •   Adult Literacy Strategy
•   2002, TEC (funding)         •   Labour Govt. $$
•   2003, Adult ESOL Strategy   •   50,000 / 250,000
•   2004, NZSS                  •   Kiwi English
•   2006, ALL                   •   ‘Literacy Crisis’
•   2007 – 2012 TES             •   Maori, Pasifika
•   2010 – 2015 TES             •   Priority Groups
•   2010, Getting Results in    •   ‘literacy includes the
    Literacy and Numeracy           language needed to
                                    communicate for SOL’
What’s happening in Auckland?
   Similar ends different means
Literacy learners            ESOL learners
• Fluent in English          • Vocab development
• Implicit grammar           • Grammar rules
• Large vocabulary           • Prosody
• Social empowerment         • Linguistic approach



• Confident users of         • Confident users of
  (written / read) English     English
The Great Divide
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)
 The Literacy Myth             (H.G. Graff, 1982)

Literacy autonomously :   • Increase cultural
• Economic growth           diversity
• Reduce poverty          • Lowers birth-rates
• Reduces crime           • Increase productivity
• Promote democracy       • Able to participate in ...
• Increase civic          • Less waste / re-work
   engagement             • Fewer accidents
• Prevent AIDS / other    • Higher morale
   diseases               • Staff retention
Newly converted!!!
    ‘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
      Explicitness continuum
Syntactic mode           Pragmatic mode
• Precisely encode       •   Loose strings of clauses
• Varied lexical items   •   Prosodic devices
• Explicit syntactic     •   Hearer’s inferences
  structures             •   Shared knowledge
• Meaning from grammar   •   Social interaction /
  and lexis                  participation of listener
• Social interaction
  downplayed
     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
A real English teacher!
Settlement in Glasgow
Kiwi English
      pragmatic mode = context
•   Community of practice   Ideological model
•   Workplace culture       • Literacy practices
•   Codes
•   Jargon
•   Relationships
•   Relations of power
•   Office politics
•   Shared history
community of practice
 Can not ‘use multiplication and division
strategies to solve problems that involve
      proportions, ratios and rates’
              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
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
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).
TEC funded PD
NCALE                      MAdLitNumEd
• Autonomous model          • Ideological model
• Deficit model             • Access to
• Stigma                      Communities of
• Fill up with essay-text /   Practice
  school ‘skills’           • Social Practices /
• Valid for measuring         NLS
  increased
  productivity?
    Traditional / emerging approaches
•   Autonomous model          •   Ideological model
•   Syntactic mode            •   Pragmatic mode
•   Essay-text literacy       •   Community of practice
•   Focus on the individual   •   Focus on social context
•   Literacy classes          •   Embedded learning
•   Standardised tests        •   Competence in context
    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
  Synergies for Numerate and Literate
            New Zealanders
Language learners             Literacy learners NQF 1-3
• There needs to be a         • Social practices model
  ‘language’ component        • Ethnographic workplace
  (53% of workers in Ak          understanding
  were born outside NZ)       • Taught in context
• Language learners have      • Assessed in context
  specific needs, different
  from literacy learners
      Any questions?
charles.hayward@englishlanguage.org.nz

				
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posted:11/20/2012
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