scholarly journals Adult English Language Learner Pathway to Literacy Initiative

2021 ◽  
Vol 18 (1) ◽  
pp. 51-74
Author(s):  
Ginger Kosobucki ◽  
Kari Moore
Keyword(s):  
English Language ◽  
Assessment Tool ◽  
Literacy Skills ◽  
Language Learner ◽  
Study Circles ◽  
Literacy Initiative ◽  
Literacy Learners ◽  
Adult Immigrants ◽  
First Time ◽  
The City

In 2017, Kari Moore of Exodus Refugee Immigration and Ginger Kosobucki of the Immigrant Welcome Center met and discussed the unique needs Kari had noticed in her beginning literacy learners at Exodus. In 2018, Ginger led the Immigrant Welcome Center’s Adult ELL Research Project, which exposed the need for more classes geared for literacy-level learners, as well as more teacher training. In 2020, Kari and Ginger collaborated to lead professional development opportunities for Indianapolis teachers, including ATLAS Study Circles and a 2-day TESOL training with an expert from Literacy Minnesota. Since that time, they have formed a cohort -- the Pathway to Literacy development team -- consisting of teachers from programs around the city. The team has developed a 10-week pilot program, an assessment tool, and a website all designed to more effectively serve the needs of adult immigrants and refugees developing literacy skills for the first time.  The Adult ELL Pathway to Literacy Initiative, a collaborative effort among educators in Indianapolis, is an attempt to provide access to vulnerable learners who have had limited access to educational opportunities. 

scholarly journals The teaching of information literacy skills in Botswana’s Community Secondary Schools

2021 ◽  
Author(s):  
Boemo N. Jorosi ◽  
Goitsemang G. Isaac
Keyword(s):  
Secondary Schools ◽  
Information Literacy ◽  
English Language ◽  
School Libraries ◽  
Literacy Skills ◽  
Interview Schedule ◽  
Face To Face ◽  
Information Literacy Skills ◽  
Teacher Librarians ◽  
The City

The study investigated the teaching of information literacy skills in select Junior Community Secondary Schools (CJSS) situated in the city of Gaborone, Botswana. Data were gathered from a sample of ten teacher librarians via face-to-face interviews with the aid of a five-question interview schedule. The key findings of the study were: (1) respondents had varying interpretations of. what constituted information literacy skills, (2) a variety of skills were taught under the rubric information literacy skills; (3) by and large, the teaching of information literacy skills was done by teacher-librarians and subject librarians, (4) the main approaches in teaching information literacy skills involved library orientation and the use of the English Language Period, and (5) respondents cited the three challenges, namely, the absence of an office dedicated to school libraries, an exam oriented curriculum and shrinking financial resources.

scholarly journals Teaching Strategies that Motivate English Language Adult Literacy Learners to Invest in their Education: A Literature Review

2018 ◽  
Vol 26 (1) ◽  
pp. 25-42
Author(s):  
Deborah Severinsen ◽  
Lori Kennedy ◽  
Salwa Mohamud
Keyword(s):  
English Language Learners ◽  
Literature Review ◽  
Teaching Strategies ◽  
Adult Literacy ◽  
English Language ◽  
Formal Education ◽  
Language Learner ◽  
Literacy Teachers ◽  
Low Literacy ◽  
Literacy Learners

Canadian English language programs have seen a recent increase in enrolment by English as a Second Language adult literacy learners. To date, minimal research has been conducted with these learners, leaving literacy teachers with little guidance. In our literature review we found that, because learners often lose motivation due to their lack of or limited education, building motivation and investment must be at the heart of lesson design when teaching adult literacy learners. Thus, we adopted a transformative and post-structuralist framework to extend proven sociocultural theories to the adult literacy learner population. Our article reviewed past literature, incorporated the autobiographical narratives of experienced literacy teachers and provided six teaching strategies for increasing investment and motivation in adult literacy learners: providing relevance, addressing settlement needs, incorporating life experiences, encouraging learner autonomy, promoting collaborative learning, and building self-efficacy. Our article will demonstrate that further research is required in the arena of adult low literacy English language learners. Keywordsmotivation, investment, post-structuralist and transformative framework, teaching strategies, ESL adult literacy learners, limited formal education, English language learner, literature review.

scholarly journals Puisi Selatan

2019 ◽  
Vol 16 (1-2) ◽  
pp. 143-152
Author(s):  
Ian Campbell
Keyword(s):  
Natural Environment ◽  
English Language ◽  
The South ◽  
Starting Point ◽  
The Common ◽  
Light And Shadow ◽  
First Time ◽  
The City ◽  
Selection Of ◽  
Made In

Puisi selatan is a small selection of Sydney poet Ian Campbell’s Indonesian language poems taken from the author’s larger collection titled Selatan-Sur-South of Indonesian language poems - which appeared in PORTAL in 2008 - but now supplemented, for the first time, with English language versions which have been rendered by the poet himself from the ‘starting point’ of these original four Indonesian language poems.   In all there are here now eight poems – four in Indonesian and four in English – with the common thread, for the poet, of being written ‘in the south’. For the poet also, they now interact, across languages, as a set of poems which consider the ways in which the actions of ‘memorialising’ are often intertwined with specific responses to the natural environment.   The poems ‘Semenanjung Bilgola’ and ‘Bilgola headland’ are poems reflecting upon the efforts the poet’s parents made in the late 1960s-early 1970s to restore the natural environment on a headland of one of Sydney’s northern beaches which had been donated to the National Trust. The Indonesian language original poem was read by the poet himself and by Indonesian poets in cities in West Java in 2004 and also at the first Ubud Writers Festival in 2004 by Indonesian female poet, Toeti Heraty,   The poems ‘Berziarah di Punta de Lobos, Chile’ and ‘Pilgrimage to Punta de Lobos’ are also memorialising poems and reflect upon the idea of ’pilgimage’ to a natural location near Pichilemu on the Chilean coast which is popular with surfers. In contrast, the poems ‘Simfoni angin’ and ‘Symphony of the winds’ describe the sights and sounds of a rural area near Purranque in the south of Chile, but here too the poet reflects upon the ways in which present evokes past.   The final poems ‘Buenos Aires’ - rendered as the title in both languages - explore the ways in which the Argentinian café becomes a place in which memories of the city are revealed anew through the processes of inversion of light and shadow, of internal and external shapes and sounds, as if through a camera lens.   Puisi selatan can be rendered in English as ‘poetry of the south’ as all poems derive their impetus from settings in Australia or in Latin America, specifically either Chile or Argentina. They were originally written in Indonesian as part of the poet’s interest in using Bahasa Indonesia as a language of creative writing.  

scholarly journals Conclusion: Perspectives on Language, Literacy, and Deafness

2019 ◽  
Vol 9 (4) ◽  
pp. 286
Author(s):  
Peter V. Paul ◽  
Faisl Alqraini
Keyword(s):  
Language Proficiency ◽  
English Learners ◽  
English Language ◽  
Second Language Learners ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Decoding Skills ◽  
Literacy Learners ◽  
English Literacy

As indicated in this Special Issue, there has been much debate on the development of English language and literacy in d/Deaf and hard of hearing (d/Dhh) students. Questions remain on the nature of the first language and the relation of this language to the development of English literacy. There is also considerable controversy on the role of English phonology. Adding to the complexity is the increase of d/Dhh children for whom English is not the home language and the ongoing challenge of addressing the needs of those with disabilities or additional disabilities. After describing English literacy and the need for documenting desirable research characteristics, the authors of this conclusion article utilize a construct named the Qualitative Similarity Hypothesis (QSH) as the guiding framework for addressing issues such as the role of phonology and the nature of the through-the-air form of the language of print. The QSH asserts that d/Dhh students need to master the same set of fundamentals as typical English literacy learners. These fundamentals include code-related, language-related, and comprehension-related skills. One major assertion is that proficiency in the through-the-air form of English is essential for achieving proficiency in conventional English literacy skills. It is argued that the importance of English language proficiency has been emphasized in literacy models that delineate the strong connections among language, reading, and writing, even for second language learners of English or English learners. Another major assertion is that proficiency in English phonology is necessary (albeit not sufficient) for the development of emerging decoding skills. The use of English phonology facilitates the early and advanced literacy comprehension skills. The article concludes with recommendations for additional research, including the understanding of the visual representation of the structure of English, the development of comprehensive English language assessments, and the exploration of literacy-related skills such as decoding and comprehension. Finally, the validity of the QSH also needs to be further investigated.

Student's Say: ‘What If My Clients End Up With a Chinese Accent?'

ASHA Leader ◽  
2013 ◽  
Vol 18 (3) ◽  
pp. 64-65
Author(s):  
King Kwok
Keyword(s):  
Graduate Student ◽  
English Language Learner ◽  
English Language ◽  
Language Learner

A graduate student who is an English-language learner devises strategies to meet the challenges of providing speech-language treatment.

PROFIL KEMAMPUAN LITERASI TEKNOLOGI PESERTA DIDIK SEKOLAH MENENGAH ATAS DI KOTA BANDUNG

2017 ◽  
Vol 2 (2) ◽  
pp. 1-6
Author(s):  
Herni Yuniarti Suhendi
Keyword(s):  
Learning Process ◽  
Technological Literacy ◽  
Literacy Skills ◽  
Technology Literacy ◽  
Average Score ◽  
Technology In Education ◽  
Ministry Of Education ◽  
Literacy Profiles ◽  
Pisa Data ◽  
The City

Technology in education is a primary need for every individual. The learning process in school was not spared from technology. So that teachers and learners need to understand and proficient in using technology, both during the learning process and in everyday life. So far, literacy skills in Indonesia is still very low. This is indicated by PISA data, in 2009 Indonesian students are ranked 57th with a score of 295 (The average score on OECD is 402), while in 2012 Indonesian students are ranked 64th with a score of 396 (The average score on OECD is 496). The Ministry of Education and Culture developed Gerakan Literasi Sekolah to support the need for the above problems. Based on these problems, this study aims to determine the extent of students' technological literacy profiles in the city of Bandung. The method used is giving questionnaires to students. With this research is expected to increase the ability of technology literacy in learning to support the needs of science in the future

More Christian Apocrypha

2012 ◽  
Vol 41 (3) ◽  
pp. 16-21
Author(s):  
Tony Burke
Keyword(s):  
New Testament ◽  
Old Testament ◽  
North American ◽  
English Language ◽  
Primary Sources ◽  
University Of Edinburgh ◽  
The University ◽  
First Time ◽  
Medieval Christianity

Scholars interested in the Christian Apocrypha (CA) typically appeal to CA collections when in need of primary sources. But many of these collections limit themselves to material believed to have been written within the first to fourth centuries CE. As a result a large amount of non-canonical Christian texts important for the study of ancient and medieval Christianity have been neglected. The More Christian Apocrypha Project will address this neglect by providing a collection of new editions (some for the first time) of these texts for English readers. The project is inspired by the More Old Testament Pseudepigrapha Project headed by Richard Bauckham and Jim Davila from the University of Edinburgh. Like the MOTP, the MCAP is envisioned as a supplement to an earlier collection of texts—in this case J. K. Elliott’s The Apocryphal New Testament (Oxford 1991), the most recent English-language CA collection (but now almost two decades old). The texts to be included are either absent in Elliott or require significant revision. Many of the texts have scarcely been examined in over a century and are in dire need of new examination. One of the goals of the project is to spotlight the abilities and achievements of English (i.e., British and North American) scholars of the CA, so that English readers have access to material that has achieved some exposure in French, German, and Italian collections.

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