Worth the While: A Case Study of Adult Literacy Development. Research Report No. 3.Reportar como inadecuado




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Australia's Certificate in Adult Basic Education (CABE) curriculum was examined through a case study of a CABE English class of nine students that was held in an outer Sydney Technical and Further Education college. Data were collected through the following activities: (1) semistructured interviews with the teacher and three students; (2) review of the teacher's planning notes and handouts and student writing; and (3) two 3-hour classroom observations conducted during weeks 5 and 12 of the 18-week course (English 1). The teacher had 18 years of experience teaching high school and had been a full-time adult basic education teacher for 6 years. The students were a 40-year-old female, 21-year-old male, and 36-year-old female. The literacy being constructed by the teacher in the study classroom was a performative, functional literacy that was concerned with individual students' personal growth and placed strong emphasis on building self-esteem and developing self-confidence. A variety of texts were being used in class, including the following: writing opinions, descriptions, and book reviews; reading newspapers and books; doing crossword and other puzzles; and giving a talk. There was some evidence of student literacy practice outside the classroom. The students saw themselves, often for the first time, as successful learners. The teacher viewed herself as a facilitator, and the students saw themselves as successful learners on pathways to further courses or jobs. Numerous student writing samples are included. Appended are the following: chronological summary of data, transcripts from two observation, and table detailing four reader/writer roles.) (Contains 38 references.) (MN)

Descriptors: Adult Basic Education, Adult Literacy, Case Studies, Classroom Techniques, Educational Objectives, Foreign Countries, Literacy Education, Outcomes of Education, Program Effectiveness, Student Attitudes, Teacher Attitudes

Centre for Language and Literacy, Faculty of Education, University of Technology, Sydney, P.O. Box123, Broadway, NSW 2007, Australia.









Autor: McGuirk, Jenny; Wickert, Rosie

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8394&id=ED431907







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