AN ANNOTATED BIBLIOGRAPHY OF ADULT LITERACY TRAINING MATERIALS. Volume 1, Number 3, 1954

1954 ◽  
Author(s):  
LOUIS A. D'AMICO ◽  
NICHOLAS A. FATTU ◽  
LLOYD S. STANDLEE
Keyword(s):  
Adult Literacy ◽  
Annotated Bibliography ◽  
Training Materials ◽  
Literacy Training ◽  
Adult Literacy Training

scholarly journals Effect of Mode of Input on Ideational Fluency in Adult Literacy Training Groups

1969 ◽  
Vol 1 (2) ◽  
pp. 53-63 ◽  
Author(s):  
Richard J. Reynolds ◽  
Robert A. Palmatier ◽  
Curtis Ulmer
Keyword(s):  
Adult Literacy ◽  
Training Groups ◽  
Literacy Training ◽  
Adult Literacy Training ◽  
Ideational Fluency

scholarly journals Keholliset ja materiaaliset sananselityssekvenssit aikuisten S2-lukutaito-opiskelijoiden luokkahuonevuorovaikutuksessa

Virittäjä ◽  
2020 ◽  
Vol 124 (2) ◽  
Author(s):  
Laura Eilola
Keyword(s):  
Second Language ◽  
Adult Literacy ◽  
Classroom Interaction ◽  
Classroom Interactions ◽  
Language And Literacy ◽  
Linguistic Resources ◽  
Literacy Training ◽  
Video And Audio ◽  
Adult Literacy Training

Tässä artikkelissa analysoidaan multimodaalista keskustelunanalyysia hyödyntäen, miten sanelun jälkeiset sekvenssit rakentuvat aikuisten luku- ja kirjoitustaidon koulutuksen luokkahuoneen vuorovaikutuksessa. Pitkittäinen aineisto on kerätty etnografisesti aikuisten luku- ja kirjoitustaidon koulutuksen yhteydestä sekä luokkahuoneen että arjen vuorovaikutustilanteista kahdeksan kuukauden aikana. Artikkelin aineisto sisältää 68 tuntia videotallenteita.  Artikkelissa osoitetaan, että tyypillisesti huomion kohteeksi tuotu sana aluksi toistetaan, mitä seuraa yhdessä rakennettu multimodaalinen sananselitys. Tämän jälkeen fokusoidaan sanan semantiikkaan ja lopuksi sana taas toistetaan. Sananselitykset koostuvat yleensä ikonisista eleistä tai kehollisista esityksistä. Opiskelija saattaa esimerkiksi demonstroida juomistoimintaa selittääkseen, mihin vesipullo viittaa tai kehollisesti esittää avaavansa oven opettajan kysyttyä, mitä avata-sana tarkoittaa. Näin ollen analyysissa pohditaan, miten ymmärtämistä voidaan osoittaa kehollisilla vuoroilla, kun osallistujien yhteiset kielelliset resurssit ovat vähäiset. Artikkeli tuo uutta tietoa luku- ja kirjoitustaidon koulutuksen sananselitysten rakenteesta ja kehollisten ja materiaalisten resurssien merkityksestä niissä. Lisäksi esitetty analyysi nostaa esiin tarpeen tutkia, miten lukutaito-opiskelijoiden multi­modaalisten resurssien käyttö mahdollisesti muuttuu ja kehittyy ajan kuluessa.   Embodied and material word explanations in adult literacy-training classroom interactions In this article, multimodal conversation analysis is employed to analyse classroom inter­action between users of Finnish as a second language. More specifically, the author investigates the structure of co-constructed multimodal word explanation sequences that occurred after a dictation exercise during a classroom interaction given as part of adult literacy training. Typically, the salient word is repeated, there then follows a co-constructed multimodal word explanation, after which the conversation focuses on the semiotics of the word in question. Finally, students repeat the word again. To explain words, students primarily use embodied resources, most often iconic gestures or embodied enactments. For instance, a student might demonstrate the action of drinking to explain what the word vesipullo (‘water bottle’) refers to, or physically enact opening a door when the teacher has asked what avata (‘to open’) means. The analysis discusses how comprehension is demonstrated in embodied turns in which the participants’ shared linguistic resources are limited. The longitudinal data was collected ethnographically over eight months, both from classroom interactions and everyday encounters with groups of adult second-language and literacy learners in Finland. The data for the article comprises approximately 68 hours of video and audio recordings. The empirical findings of this study present new information about the structure of word-explanation sequences and the role of embodied and material resources used therein. Moreover, they shed light on questions of the role of multimodal resources in second-language and literacy training and call for further research into the development of their use over time.

Managing adult literacy training

Prospects ◽  
1982 ◽  
Vol 12 (2) ◽  
pp. 163-184 ◽  
Author(s):  
Abdun Noor
Keyword(s):  
Adult Literacy ◽  
Literacy Training ◽  
Adult Literacy Training

Young adult literacy learners describe the text–orality nexus

2015 ◽  
Vol 35 (1) ◽  
Author(s):  
Frank Sligo ◽  
Elspeth Tilley ◽  
Niki Murray ◽  
Margie Comrie
Keyword(s):  
Young Adult ◽  
Everyday Life ◽  
Interpersonal Communication ◽  
Adult Literacy ◽  
Life Experience ◽  
Power Dynamics ◽  
Barriers To Learning ◽  
Literacy Training ◽  
Literacy Learners ◽  
Print Literacy

AbstractResearch has described the importance of orality at work and in everyday life but little agreement currently exists on how to theorize modern orality. This study explores how young adult literacy learners thought about and employed their textual (print) literacy within the oral contexts of their lives. We interviewed 88 mainly unemployed young persons undertaking literacy training to assess how their literacy fitted within their everyday lives, exploring their learning, employment, motivation, persistence, barriers to learning, and power dynamics. Respondents saw their textual literacy as situated within a matrix of everyday interpersonal communication more than as stand-alone functional skills, describing how literacy integrates with oral-experiential lifeworlds such as at work. Empirical evidence was provided to support the recent work of scholars who are building theory in the text–orality nexus. This study provides insights into the oral world of people with liminal (threshold) textual literacy; since such individuals are necessarily more oral than literate in their everyday life experience, they provide unique insights into how their orality intersects with use of textual information.

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