Programming for Illiterate Clientele

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Programming for Illiterate Clientele
Paula Tang, ELSA Literacy InstructorVancouver
Community College
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Outline

1. Introduction
2. Identification of Illiterate Clientele
3. Considerations Settlement Workers Perspective
4. Considerations Clienteles Perspective

• Strategies and Practices
• Suggestions to Assist Implementation
• Conclusion
• Discussion and Remarks

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I have so much on my mind.
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Women born outside Canada
1/3

• Statistics Canada, Adult literacy in Canada
  results of a national study, 1991

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Men born outside Canada
1/5
Statistics Canada, Adult literacy in Canada
results of a national study, 1991
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Canadian-born men and women
1/10
Statistics Canada, Adult literacy in Canada
results of a national study, 1991
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Mother tongue other than English or French
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Statistics Canada, Adult literacy in Canada
results of a national study, 1991
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Functional 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

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Identification of Clientele Illiterate/Semi-liter
ate in L1

• Types of literacy levels
• Emotional signs
• Physical signs
• Quick checks
• Competence in oral English

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Types of Literacy Levels

• Pre-literate
• Non-literate
• Semi-literate
• Literate in Non-Roman alphabet

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Emotional signs

• Lack of confidence
• Reluctant behaviour
• Difficulty in concentrating
• Restlessness
• Avoidance of print material

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Physical signs

• Turns paper
• Physical discomfort
• Holds pencil awkwardly
• Difficulty forming letters
• Lack of focus on task

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Quick check 1

• Match photos with drawings or pictures
• Match shapes
• Trace shapes or lines
• Connect a series of dots

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(No Transcript)
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Match shapes
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Trace shapes
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Trace a line
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Connect the dots

• ?
• ? ?
• ?
• ?
• 
  ?

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Quick check 2

• Verify number of years of schooling
• Read aloud in L1 (see sample handout)
• Write name and country
• Read from pamphlet

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Read aloud in first language
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Competence in oral English

• Non-Roman alphabet
• Cover for weak literacy
• Oral society
• Reliability of self-assessment

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Considerations Settlement Workers Perspective

• Quantity of content information
• Time constraints
• Limitations of resources
• Cultural expectations
• Multiple roles
• Own assumptions and expectations

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Considerations Clienteles Perspective

• Stressors
• Quantity of content information
• Limitations of skills
• Time pressures
• Cultural history
• Level of confidence

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Stressors

• Health
• Family here and at home
• Finances
• Daily needs
• Language
• Homesickness
• Culture shock / sensory overload
• Unknowns

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Quantity of content information

• Numerous topics
• Varied personal relevance

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Limitations of skills

• Cognitive development
• Literacy
• Numeracy
• General communication
• Life skills
• Flexibility
• Resilience

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Time pressures

• Multiple frequent repetitions
• Smaller amounts of information more often
• Memory and concentration

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Cultural history

• Male/female roles
• Elder/junior roles
• Personal relevance
• Status in family and society
• Face-saving
• Authority/subordinate roles
• Assertiveness/passivity

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Level of confidence

• Self-image
• Independence
• Self-sufficiency
• Personality

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Strategies and Practices

• Organise
• Clarify
• Illustrate
• Practice
• Verify

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Organise

• Magic 7
• Chunking
• Binder
• Forms for reference
• Personalise
• Checklist

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Binder




Name

Family
SIN number

Health and Medical

Address



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Simple Personalised Forms

• Call me ____________________
• _________________________________
• First Name Last Name
• _________________________________
• Signature

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Simplify and Illustrate

• Emergency numbers
• ___________ Fire
• ___________ Police
• ___________ Ambulance
• ___________ Poison centre
• This address _________________________
• This phone number ____________________

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Topic Checklist/Contents
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Clarify

• Oral translation
• Simplify
• Multi-sensory
• Colour code

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Illustrate

• Real objects symbols
• Videos
• Sequenced pictures
• Slide show
• Pictures from Teacher Created Materials, Inc.,
  2034 Celebrate ABCs

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Practice

• Real world practice
• Role-play
• Total Physical Response (TPR)

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Verify Do you understand?

• Translate back
• Retell
• TPR
• (Total Physical Response)
• Role-play
• Complete real-life action

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Suggestions to Assist Implementation
Share with other practitioners
Use volunteers/mentors from community
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Share with other agencies

• Checklists
• Translated materials
• Illustrated handouts
• Successful techniques
• Create video clip file/photo file

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Share with other practitioners

• Idea exchange
• Blog, chat or e-mail
• Troubleshooting
• Resource people in local area

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Use 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

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Conclusion

• Recognise signs of literacy difficulties
• Provide information management system
• Format information to minimize print
• Encourage development of support network
• Develop questions/guidelines for oneself

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Discussion and Remarks from the Floor

• Burning issues
• What has worked for you?
• What else can we try?