Title: Programming for Illiterate Clientele
1Programming for Illiterate Clientele
Paula Tang, ELSA Literacy InstructorVancouver
Community College
2Outline
- Introduction
- Identification of Illiterate Clientele
- Considerations Settlement Workers Perspective
- Considerations Clienteles Perspective
- Strategies and Practices
- Suggestions to Assist Implementation
- Conclusion
- Discussion and Remarks
3I have so much on my mind.
4Women born outside Canada
1/3
- Statistics Canada, Adult literacy in Canada
results of a national study, 1991
5Men born outside Canada
1/5
Statistics Canada, Adult literacy in Canada
results of a national study, 1991
6Canadian-born men and women
1/10
Statistics Canada, Adult literacy in Canada
results of a national study, 1991
7Mother tongue other than English or French
36
Statistics Canada, Adult literacy in Canada
results of a national study, 1991
8Functional literacy
- A person is functionally illiterate if he or
she cannot engage in all those activities in
which literacy is required for effective
functioning in his or her community, and also for
enabling him or her to continue to use reading,
writing, and calculation for their own and for
the community's development." UNESCO
9Identification of Clientele Illiterate/Semi-liter
ate in L1
- Types of literacy levels
- Emotional signs
- Physical signs
- Quick checks
- Competence in oral English
10Types of Literacy Levels
- Pre-literate
- Non-literate
- Semi-literate
- Literate in Non-Roman alphabet
11Emotional signs
- Lack of confidence
- Reluctant behaviour
- Difficulty in concentrating
- Restlessness
- Avoidance of print material
12Physical signs
- Turns paper
- Physical discomfort
- Holds pencil awkwardly
- Difficulty forming letters
- Lack of focus on task
13Quick check 1
-
- Match photos with drawings or pictures
- Match shapes
- Trace shapes or lines
- Connect a series of dots
14(No Transcript)
15Match shapes
16Trace shapes
17Trace a line
18Connect the dots
19Quick check 2
- Verify number of years of schooling
- Read aloud in L1 (see sample handout)
- Write name and country
- Read from pamphlet
20Read aloud in first language
21Competence in oral English
- Non-Roman alphabet
- Cover for weak literacy
- Oral society
- Reliability of self-assessment
22Considerations Settlement Workers Perspective
- Quantity of content information
- Time constraints
- Limitations of resources
- Cultural expectations
- Multiple roles
- Own assumptions and expectations
23Considerations Clienteles Perspective
- Stressors
- Quantity of content information
- Limitations of skills
- Time pressures
- Cultural history
- Level of confidence
24Stressors
- Health
- Family here and at home
- Finances
- Daily needs
- Language
- Homesickness
- Culture shock / sensory overload
- Unknowns
25Quantity of content information
- Numerous topics
- Varied personal relevance
26Limitations of skills
- Cognitive development
- Literacy
- Numeracy
- General communication
- Life skills
- Flexibility
- Resilience
27Time pressures
- Multiple frequent repetitions
- Smaller amounts of information more often
- Memory and concentration
28Cultural history
- Male/female roles
- Elder/junior roles
- Personal relevance
- Status in family and society
- Face-saving
- Authority/subordinate roles
- Assertiveness/passivity
29Level of confidence
- Self-image
- Independence
- Self-sufficiency
- Personality
30Strategies and Practices
- Organise
- Clarify
- Illustrate
- Practice
- Verify
31Organise
- Magic 7
- Chunking
- Binder
- Forms for reference
- Personalise
- Checklist
32Binder
Name
Family
SIN number
Health and Medical
Address
33Simple Personalised Forms
- Call me ____________________
-
- _________________________________
- First Name Last Name
- _________________________________
- Signature
34Simplify and Illustrate
- Emergency numbers
- ___________ Fire
- ___________ Police
- ___________ Ambulance
- ___________ Poison centre
- This address _________________________
- This phone number ____________________
35Topic Checklist/Contents
36Clarify
- Oral translation
- Simplify
- Multi-sensory
- Colour code
37Illustrate
- Real objects symbols
- Videos
- Sequenced pictures
- Slide show
- Pictures from Teacher Created Materials, Inc.,
2034 Celebrate ABCs
38Practice
- Real world practice
- Role-play
- Total Physical Response (TPR)
39Verify Do you understand?
- Translate back
- Retell
- TPR
- (Total Physical Response)
- Role-play
- Complete real-life action
40Suggestions to Assist Implementation
Share with other practitioners
Use volunteers/mentors from community
41Share with other agencies
- Checklists
- Translated materials
- Illustrated handouts
- Successful techniques
- Create video clip file/photo file
42Share with other practitioners
- Idea exchange
- Blog, chat or e-mail
- Troubleshooting
- Resource people in local area
43Use volunteers/mentors from the community
- Language support groups
- ESL literacy teachers in local area
- Boy scouts, girl guides
- Secondary school students
- Senior groups
- Church groups
44Conclusion
- Recognise signs of literacy difficulties
- Provide information management system
- Format information to minimize print
- Encourage development of support network
- Develop questions/guidelines for oneself
45Discussion and Remarks from the Floor
- Burning issues
- What has worked for you?
- What else can we try?