Poster sessions

Transcription

Poster sessions

Low Educated
Second Language
and Literacy Acquisition
8th Annual Symposium
August 30–September 1, 2012
University of Jyväskylä, Finland
Table of contents
Welcoming words .................................................................................... 5
Programme ................................................................................................ 8
General information ..............................................................................12
Plenary sessions ......................................................................................17
Workshops ................................................................................................25
Paper sessions ........................................................................................37
Poster sessions .......................................................................................61
Research projects on display .............................................................67
Exhibitors .................................................................................................71
Floor plans and Campus map ...........................................................75
List of authors .........................................................................................79
Edited by Taina Tammelin-Laine
University Printing House, Jyväskylä 2012
Welcoming words
Programme
General information
Welcome to LESLLA 2012 Conference!
For several centuries practically all Finns have been able to read. This was a product
of a clever scheme of the Lutheran Church which was responsible for nearly all
education until the latter half of the 19th century: you could not be confirmed if you
could not read and if you were not confirmed, you could not get married. Thus the
incentive to learn to read was strong and clear, and the acquisition and maintenance
of the skill was ensured by annual village meetings where the clergy tested the
reading ability of every child and adult.
Consequently, only very few adults have been completely illiterate in Finland until
recently. The rapid change from a country of emigration into a country of immigration
in the early 1990’s brought in the issue of adult illiteracy, as many refugees and also
family members of other immigrants faced a society where information is often
available only in written form and everyone past the primary school age is expected
to be able to write at least enough to fill in forms. Finland is not called “a paper
country” for nothing, even if reading and writing are increasingly done at a computer
screen.
Over the past twenty years the initially very heterogeneous groups in integration
programs for immigrants have gradually been divided into courses for fast or
well-educated learners and those for slower or less experienced learners, at least
in larger cities with a significant immigrant population. But even where there are
special groups for those who cannot read or write, teachers are facing a huge lack
of knowledge and learning materials. How to go about teaching literacy to people
who cannot read in their own language and do not know your language? This is also
the basic question of this conference.
The University of Jyväskylä is the home of applied linguistics in Finland and the
research of language learning and teaching is our special focus. Yet we are only
starting the effort of producing research-based knowledge for the teachers of the
LESLLA target group, not to talk about insights that might be useful for the research
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community at large. As this is true for many other countries and languages as well, I
hope we will all benefit from the presentations and discussions, learn from each other,
compare and share our expertise and experiences in order to better understand and
promote the LESSLA goals.
This conference is organized by the Jyväskylä Language Campus, which consists
of the Department of Languages, Centre for Applied Language Studies, University
Language Centre and the language section of the Department of Teacher Education.
By joining forces across the administrative borders we wish to improve the visibility
of our interest and involvement in the multi-faceted study of languages both for
the local and international academic community and the general public. On behalf
of the organizers of the LESLLA 2012 Conference I hope you will see and hear many
interesting ideas and engage in stimulating conversations and enjoy your late
summer days in Jyväskylä.
Maisa Martin
Chair of the Organizing Committee
Professor of Finnish as a Second Language
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Organizing Committee
Conference Secretaries
Taina Tammelin-Laine (scientific secretary)
Department of Languages
Jenni Arovaara (finances), Satu Julin (finances)
Faculty of Humanities
Members
Lea Nieminen, Sari Pöyhönen, Sinikka Lampinen (abstract book layout)
Centre for Applied Language Studies
Hannele Dufva, Minna Suni, Emese Mátyás (web-site)
Department of Languages
Lassi Paavolainen (technical help)
Department of Biological and Environmental Science
Taru-Maija Heilala-Rasimov (event coordinator)
Faculty of Humanities
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Programme
Pre-symposium study-visit (pre-registration required)
Wednesday, August 29
9–12
Preparatory studies for migrant youngsters (Jyväskylä Christian Institute)
Language course for adult learners
(Jyväskylä Institute of Adult Education)
Observe classroom teaching of Finnish as a
second language for migrant youngsters at
the age of 14-18. General information will
be provided on the language education of
young immigrants in the institute.
Observe the teaching of Finnish as a
second language to adult learners. General
information will be provided on the
language education of adult immigrants in
the institute.
12–14 LUNCH (not included in the fee)
14–17 Palapeli2 project
A general presentation of the Palapeli2
project which consists of Finnish as
a second language, basic computer
skills and basics of Finnish society for
immigrants. Meeting with the staff of the
project.
“Language day” (Multicultural Center
Gloria)
In the Multicultural Center Gloria you
can meet adult immigrant learners in an
informal atmosphere.
18–22 Evening get-together: Finnish sauna evening
(Juhlatalo Könkkölä, address: Vesangantie 37)
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Thursday, August 30
8.30–
REGISTRATION (Agora Lobby)
9.30–10.00
OPENING WORDS (Agora Auditorium 2)
Matti Manninen, Rector of University of Jyväskylä
Maisa Martin, Chair of the symposium
10.00–11.00
PLENARY (Agora Auditorium 2), chair: Maisa Martin
Martha Young-Scholten: Acknowledging the new social relevance of
generative SLA research
11.00–11.30
COFFEE (Agora Lobby)
11.30–12.35
PARALLEL SESSIONS
Ag Gamma, chair: Hannele Dufva
Ag Delta, chair: Lea Nieminen
11.30–12.00
Marianne Seppä: Low-literate and
low-educated adults’ L2 development:
Teachers’ perceptions
Mirja Tarnanen: Studying in upper
comprehensive school with low L2
writing proficiency
12.05–12.35
Joy Kreeft Peyton: Writing Reflectively Jeanne Kurvers Danielle Boon, and
About Teaching: A Way to Engage and Ineke van de Craats: A reading test as
entrance criterion
Grow
12.35–13.45
LUNCH
13.45–15.30
PARALLEL SESSIONS
Ag Gamma, chair: Sari Pöyhönen
Ag Delta, chair: Minna Suni
13.45–14.15
Beate Linnerud: Writing your way
to reading – on the computer with
a sounding keyboard and a speech
synthesizer
Maisa Martin: Writing at the CEFR
level A1 – problems with descriptors?
14.20–14.50
James Simpson: ”Bits here and there”
– Fragmented ESOL provision in Leeds
Minna Intke-Hernandez: Osaava
vanhempi/ A Capable Parent -project
in Vantaa
15.00–15.30
Taina Tammelin-Laine: Receptive
vocabulary skills and reading in L2: is
there a relationship?
Hildegard Weidacher-Gruber:
Teaching German to illiterate and
semiliterate immigrants
15.30–16.00
16.00–16.30
PARALLEL SESSIONS
Agora Auditorium 2, chair: Hannele Dufva
Ineke van de Craats, Jeanne Kurvers, and Danielle Boon: Journal for (adult)
literacy teachers
16.30–18.00
RESEARCH PROJECTS ON DISPLAY AND POSTER PRESENTATIONS (Agora Lobby)
19.30–20.30
RECEPTION HOSTED BY THE CITY OF JYVÄSKYLÄ (Aalto-Sali, address: Väinönkatu
7)
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Friday, August 31
8.30–
9.00–10.00
PLENARY (Agora Auditorium 2), chair: Minna Suni
Susanna Strube: Grappling with the oral skills: The learning processes of the
LESLLA student
10.15–10.45
PARALLEL SESSIONS
Ag Gamma, chair: Minna Suni
Ag Delta, chair: Mirja Tarnanen
Aydin Yucesan Durgunoglu,
presented by Raichle Farrelly:
An exploratory factor analysis of
beginning literacy development in a
second language
Helga Arnesen: Literacy training with
mother tongue support – ”I learne
better when I understand”
10.45–11.15
11.15–12.20
PARALLEL SESSIONS
Ag Gamma, chair: Emese Mátyás
Ag Delta, chair: Lea Nieminen
11.15–11.45
Stephen Reder and Heide Wrigley:
Bilingualism, code-switching and
digital literacy acquisition in LESLLA
learners
Kamran Khan: Life in the UK test: A
multilingual path to British citizenship
11.50–12.20
Sari Pöyhönen and Mirja Tarnanen:
Adult migrants with special needs in
Finland – authorities’ views on aims
and implementation of integration
training
Jane Allemano: Do reading test
results reflect the true ability of low
educated ESOL learners?
12.20–13.30
LUNCH
13.30–14.30
PLENARY (Agora Auditorium 2), chair: Sari Pöyhönen
Leena Nissilä and Pirjo Immonen-Oikkonen: Literacy training for adult
migrants in Finland
14.45–15.15
15.15–15.45
PARALLEL SESSIONS
Ag Gamma, chair:
Lea Nieminen
Ag Delta, chair:
Taina Tammelin-Laine
Christiane Scheithauer and Stefan
Markov: Counseling L2 literacy
learners in German integration
courses
Edwidge Crevecoeur-Bryant: Literacy
Acquisition and Computer Literacy
Friday continue ...
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Friday continue ...
15.45–16.45
WORKSHOPS
Ag Gamma, chair:
Ag Delta, chair:
Maisa Martin
Nancy Faux:
Ineke van de Craats and Oliva Moors:
Mark Peeters:
Listening eyes
The importance of speed encounters museums
in L2 reading
LESLLA Learning
Standards and Teacher
Competencies
19.00–22.30
Ag C231, chair:
Sari Pöyhönen
Evening Cruise (s/s Suomi, departure from the City Harbour)
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Saturday, September 1
8.30–
9.00–10.00
WORKSHOPS
Ag Gamma, chair:
Ag Delta, chair:
Minna Suni
Helga Gehre: Conditions
Elsie Johnson and
Karen Bradley: Keeping for learning to read a
second language
an Eye on Literacy –
Literally!
10.15–10.45
10.45–11.15
11.15–12.15
Ag C231, chair:
Emese Mátyás
Kristiina Spolander
ja Sanna Markkanen:
Nettimateriaali aikuisen
lukuja kirjoitustaidon
oppijan tukena
PARALLEL SESSIONS
Ag C231, chair:
Emese Mátyás
Ag Gamma, chair:
Ag Delta, chair:
Maisa Martin
Patsy Vinogradov:
Developing LESLLA
Teachers through Study
Circles
Eveliina Sirkeinen:
Louise Shepperd: Is
Testipiste hitaan oppijan
There Reason in the
jäljillä
Rhyme: Is Rhyme an
Effective Tool for Creating
Accessible and Engaging
Fiction Books for A0-level
Adult Learners?
WORKSHOPS
Ag Gamma, chair:
Lea Nieminen
Ag Delta, chair:
Taina TammelinLaine
Ag C231, chair:
Emese Mátyás
Ag C232, chair:
Hannele Dufva
Jean Marrapodi:
Lowest Literacy
Learners: What
Doesn’t Work and
Why
Larry Condelli:
Defining Effective
Teaching:
Competence and
Induction for
LESLLA Teachers
Debra Tuler and
Susan Erno:
Adaptation:
Responding
Systematically to
Low-Level Adult
English Language
Learners with a
Literacy Support
Program
Marja Huttunen:
Nuorten maahanmuuttajien lukuja kirjoitustaidon
koulutusmalli
Tampereen ammattiopistossa
12.15–13.30
LUNCH
13.30–14.30
PLENARY (Agora Auditorium 2), chair: Hannele Dufva
14.30–15.00
CLOSING WORDS (Agora Auditorium 2)
Raichle Farrelly: Converging Perspectives in the LESLLA Context
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General information
Coffee breaks
Refreshments are available for conference participants during the scheduled coffee
breaks. They are included in the conference fee, and served in the Agora lobby.
Cloakroom
There is a cloakroom on the ground floor of the venue. It is not guarded, so please
do not leave your valuables there.
Computer and internet access
Conference participants can use computers and access the Internet free of charge
in the computer lab AgB211.1 (Sovjet) which is located on the first floor. The lab is
open daily 8.00–19.00. Please contact the Conference Info Desk for the necessary
username and password, and also if you wish to access the WLAN-connection jyuguest, throught your own device.
Conference badge
You find your name badge in the conference package. The badge entitles you to enter
all conference rooms and attend the academic events arranged for the participants,
as well as coffee breaks, lunch, and the reception by the City of Jyväskylä (Thursday).
We kindly ask you to wear the badge at all times during the conference.
Conference Info Desk
The Conference Info Desk is located on the ground floor of the venue. The desk is
open on Thu 8.30–18.00, Fri 8.30–17.00, and Sat 8.30–15.30. You will recognize the
members of the conference staff by their blue name badges. Conference assistants
will also wear a patterned scarf.
Electricity
The electric current in Finland is 220V (230V), 50 Hz.
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Evaluation questionnaires/feedback on the conference arrangements
To let us know your opinion about the conference, please fill in the questionnaire
that will be sent to you via e-mail after the conference.
Language policy
English is the official language of the conference. However, we encourage the use of
other languages in slides, handouts, etc. Unfortunately, no interpreting services can
be provided for any session.
Lunches
Lunches are included in the conference fee, and served in Restaurant Piato, which
is located in the Agora building. You will find your luch tickets in the Conference
package.
Maps and floor plans
You find the Campus map and the floor plans of the conference venue (the
Mattilanniemi campus) at the end of the abstract book.
Messages for participants
All messages for participants will be placed on the notice board on the ground floor
of the venue close to the Conference Info Desk.
Notice board
A notice board is located on the ground floor of the venue, next to the Conference
Info Desk. Possible changes and updates to the programme will be announced on
the notice board at the start of each day. On the notice board, you will also find the
registration lists for the workshops.
Smoking policy
Smoking is prohibited indoors in public places and in public transportation in
Finland, i.e. in the campus area you are only allowed to smoke outdoors. Please take
notice of the signs TUPAKOINTI KIELLETTY (No smoking).
Social programme
The conference fee includes the reception by the City of Jyväskylä at Aalto-sali, on
Thursday 30th at 19.30–20.30. Street address: Kauppakatu 30. There will be guided
walk from the conference venue to Aalto-Sali.
Evening Cruise with an opportunity for a dinner on board will take place on Friday,
August 31st at 19.00–22.30. There will be guided walk from the conference venue
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to the harbour. If you did not book a ticket yet, please check at the Conference Info
Desk for availability of tickets (22 €).
Staff assistance
There will be several assistants: they are responsible for taking care of the practical
matters during the conference. They will be wearing blue name badges and a
patterned scarf.
Tipping
Tipping is not expected in restaurants, cafés or bars in Finland.
Transportation (local)
The venue is within a walking distance from the city centre. You can use local buses
to get from the centre to the conference venue and back. In the city centre, buses
leave from a street called Vapaudenkatu, and the buses 5, 20, 26, take you all the
way to the Mattilanniemi campus. If you are staying in Laajavuori, take the bus 25 or
25K to City Library; from there, walk downhill for about 10 minutes. A single journey
costs 3.20€. If you wish to use a taxi, please call +358 100 6900 or hop into one on a
taxi stand.
University bookstore
The university bookstore Kampus Kirja sells books, t-shirts, office supplies and
souvenirs, among other things. The store is located at Gummeruksenkatu 6.
Venue
The conference will take place at the Mattilanniemi campus. The street address of
the conference venue is Agora, Mattilanniemi 2. The Conference Info Desk is located
in the lobby on the ground floor.
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Plenary sessions
Young-Scholten, Martha
Newcastle University, United Kingdom
martha.young-scholten@NEWCASTLE.AC.UK
Acknowledging the new social relevance of generative
SLA research
Work on the acquisition of linguistic competence by low-educated immigrant
adults can be traced back to studies of migrant workers in northern Europe from
the mid-1970s to mid-1980s. These studies mark a decade-long trend in collecting
data from naturalistic L2 learners to eliminate the effect of ‘learning’ in response to
instruction (Krashen 1985; Schwartz 1993), thus putting adults and younger learners
on a more equal footing. In the late 1980s and 1990s, with the Universal Grammar
turn, the idea of a social turn (Firth and Wagner 1997) was abandoned in generative
SLA. Yet early research (e.g. the Heidelberger Pidgin Projekt) explored the impact
of social factors on rate of acquisition of morphosyntactic competence. As others
have recently pointed out (e.g. Tarone and Bigelow 2011) the interdisciplinarity of
the LESLLA forum means that research inevitably includes consideration of social
context. In order to best realise the potential for underscoring the social relevance
of generative SLA, coordination is needed to ensure that the next generation of
researchers is trained in application of mixed methods, that data emerging from
theirs and others’ studies be contributed to open access data banks (e.g. CHILDES)
and that they and seasoned researchers contribute regularly to mainstream journals.
The EU-Speak partnership project ran from November 2010 until June 2012. The
final report to the funder, the Grundtvig Lifelong Learning Programme, requires
submission of results to the European Shared Treasure databank. What have
partners in six countries (Denmark, Germany, the Netherlands, Sweden, Spain and
the UK) learned from the seven 2 ½ day events whose focus was exclusively on the
education of low-educated immigrant adults and the training of their teachers?
The stated aims of EU-Speak were to identify, share and celebrate best practice in
materials, methods, provision, assessment, teacher training/development and policy
across the European Union. This presentation describes how the project unfolded
and summarizes what was identified, shared and celebrated over the 1½ years of
Plenary sessions
Finding and sharing European treasure
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Plenary sessions
the project. EU-Speak partners went beyond the aims of the project to formulate
a set of best practice statements. Are such statements premature in the light of the
still small research base on low-educated adult immigrants? If LESLLA’s international
ambitions of influencing policy are to be realised, the most valuable research will be
cross-linguistic. This leads to the consideration of what sort of studies are needed,
who might conduct them and who might fund them. The usefulness of projects
such as EU-Speak is in leading to new cross-linguistic research collaborations. The
presentation ends with an example of a research project about to start which draws
on relationships established during the EU-Speak project.
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Strube, Susanna
Radboud University Nijmegen, Netherlands
svenemastrube@casema.nl
Grappling with the oral skills: The learning processes of
the LESLLA student
Teachers of LESLLA students already know the difficulties their students have
in learning to speak and read in an L2; most often their rate of learning is slow,
attainment level is low, and cognitive strategies are inadequate. Research is gradually
responding to these observations. In this presentation the LESLLA classroom in the
Netherlands will be highlighted. Starting with a description of LESLLA immigrants,
I will extend the discussion to my own area of research – the learning of the oral
skills by non-literate and low-literate L2 learners in a classroom situation. To achieve
a better understanding of the students’ spoken language development, classroom
processes of six adult L2 literacy classes were observed during a period of eight
months and students were pre- and post-assessed. Notable differences in class
gains in morphosyntactic features as well as aspects of relevance and coherence
in discourse surfaced. I will focus on these differences by taking a closer look at (1)
learner characteristics such as age, L1 literacy, L1 schooling, L2 literacy, length of
residence, and previous DSL schooling; (2) factors related to classroom and school
context such as program hours and rate of attendance; and (3) teacher characteristics,
such as interaction and feedback strategies.
Plenary sessions
Keywords: oral skills, classroom observation
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Nissilä, Leena
Immonen-Oikkonen, Pirjo
Finnish National Board of Education, Finland
leena.nissila@oph.fi
pirjo.immonen-oikkonen@oph.fi
Literacy training for adult migrants in Finland
There are currently over 183 000 foreign citizens living in Finland and they constitute
3,4 per cent of the population. There are 250 000 people who speak some other
language than Finnish, Swedish or Saami as a mother tongue and this group
constitutes 4,5 per cent of the population. Finland receives most of its migrants
from nearby areas and the largest groups are citizens from Estonia (34 000), Russia
(29 500) and Sweden (8 500). The main reasons for migration are family and workrelated. This is followed by so-called humanitarian migration.
Plenary sessions
The division of labor in regards to migration issues in Finland is as follows: the
Government directs, the Ministry of the Interior includes the Migration Department
and is responsible for controlling integration as well as for accommodating the
procedures undertaken by different administrative sectors, the Finnish Immigration
Service is responsible for the immigration, emigration, refugee statuses and
citizenship of individuals. The Border Guard and Police Department are in charge of
border checks, identification of people and travel routes as well as issuing permits.
The Ministry of Foreign Affairs is responsible for visa issues and receiving applications
for residence permits.
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The Ministry of Employment and the Economy is responsible for work force migration
and it is also responsible for the integrative schooling of adult migrants, for example
in the acquisition of literacy skills. The Centre for Economic Development, Transport
and the Environment is locally responsible for work force policy. The Ministry
of Education and Culture is widely responsible for progressing issues related to
education and active citizenship. Municipalities have general and complementary
responsibility on a local-level for issues related to integration.
The Finnish National Board of Education is in charge of developing teaching for
migrants. The FNBE creates the basis of core curriculums for migrant education and
distributes government subsidies for education and its development. The FNBE
also produces small-circulation learning material and support material for teachers.
It also manages educational national development ventures and development
networks. The FNBE also grants funding for continuing education for teachers and
gives teachers and education providers information-counselling in questions related
to education and multilingualism.
The purpose of education in Finland is to give everyone an opportunity to function
as equal members of Finnish society. Other language and cultural groups are to be
given equally good opportunities to pursue education as Finns. The education that
is needed by migrant adults in working life, as well as the preservation of previously
acquired professional skills, needs to be secured. The objective is that degrees,
studies and work experience gathered abroad will be the basis for planning and
complementing education in Finland. Finnish or Swedish language instruction will
be arranged for migrants of all ages. At the same time they will be supported in
preserving their own mother tongue and cultural identity.
Plenary sessions
Adult migrants will be given integration training as well as literacy training according
to their needs. The new curricular basis of literacy training (Finnish National Board of
Education 2012:2) as well as objectives and contents of the training will be presented
in the lecture. Literacy education is developed in Finland together with different
educational institutes. The Finnish National Board of Education funds the Literacy
Network (www.lukutaitoverkosto.fi) that is administrated by Turku’s Adult Education
Center. Finland is also involved in the Nordic Alfarådet-cooperation network (www.
alfaradet.net).
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Farrelly, Raichle
University of Utah, USA
raichle.farrelly@utah.edu
Converging Perspectives in the LESLLA Context
The surge in LESLLA learners and the push for professionalization in the field
of adult education are shaping conversations among many language teacher
educators, program administrators, teachers and researchers. We are seeking mutual
understanding and collaboration in an effort to target the needs of both teachers
and learners. Uncovering those needs is complicated and requires considering
our respective roles from various vantage points. It requires negotiation among
all stakeholders and demands that the voices of the learners be entered into
the conversation. But what is the best approach for considering these multiple
perspectives? How do we consider the inherent tensions in order to promote
expansive learning?
This presentation will suggest activity theory (Engeström, 1987) as a theoretical
framework that allows us to study various LESLLA activity systems. We will consider an
ethnographic case study that explored the knowledge and practices of ESL teachers
of adult emergent readers through the perspective of activity theory. Findings
highlight the contradictions that exist within and between various actors involved
in the activity of teaching and learning in the LESLLA context. This presentation
concludes with a discussion of implications of the findings and suggestions for
further applications of activity theory in the LESLLA context.
Plenary sessions
Keywords: Second Language Teacher Education, Activity Theory, Professional Learning
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Workshops
Faux, Nancy
Virginia Commonwealth University, USA
nfaux@vcu.edu
LESLLA Learning Standards and Teacher Competencies
The Commonwealth of Virginia, USA, uses a set of English for Speakers of Other
Languages (ESOL) Adult Content Standards for planning instruction and assessing
students’ level of knowledge and skills. The progress indicators for each level define
what a learner needs to learn to advance to the next level. This information can be
very helpful to the teacher, however, what more does a teacher need to know in order
to help LESLLA learners progress? This workshop will discuss three essential aspects
that are not included in the bare outline of beginning literacy level standards.
1) How does a progress indicator translate into an example of student
performance?
2) What instructional activities can a teacher provide?
3) What knowledge and skills does a teacher need to work with LESLLA learners
to achieve these standards?
After a presentation of the standards, examples, and sample activities, a possible
list of teacher competencies appropriate for the LESLLA level of instruction will be
presented for general discussion. Participants will work in groups to review teacher
competencies. Each group will debrief their contributions. This activity’s results will
be an initial step in the future EU-Speak project to define international standards for
teaching competencies for LESLLA learners.
Workshops
Keywords: LESLLA, teacher, competencies
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van de Craats, Ineke
inekevandecraats@casema.nl
Peeters, Mark
Albeda College, Netherlands
m.peeters@albeda.nl
The importance of speed in L2 reading
Adult first time readers often succeed in acquiring a very basic level of reading. They
understand the grapheme-phoneme relationship and can read simple words and
very short sentences, not fluently, but with (many) restarts and errors. They often do
not succeed in understanding the meaning of what they read.
In the first part of the workshop we will discuss what might be the cause and
therefore focus on the different components of the reading process of a beginning
L2 reader. It often turns out that sufficient speed (in analysis and blending of sounds)
is lacking for building up the phonological representation of a word or a sentence
and meaning as well, as working memory has a limited capacity. This hinders the
transition from pure decoding to reading comprehension.
In the second part, it will be shown how to gather speed (or automation) in the
subsequent steps of the reading process and how this can be done in the classroom
with simple tools: from an egg timer to (simple) computer programmes, even with
Powerpoint. This will be illustrated with examples, good practices and video clips
from a Dutch L2 literacy classroom using those tools.
Workshops
Keywords: gathering speed, literacy instruction, working memory
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Moors, Oliva
KOCA VZW, Belgium
oliva@luisterogen.be
Listening eyes encounters museums
Listening eyes’ concept has a unique trilogy:
• literacy component (enlarge functional vocabulary)
• artistic component (kamishibai)
• social integration component (encourage information & accessibility)
To introduce and stimulate cultural education Listening eyes collaborated closely
with Plantyn Museum (linked to 300 years of printing activity) and MAS ( themes
about the essential connection between Antwerp and the world)
Objectives:
In four interactive learning action, and tactile workshops the low educated (adult)
population discovers the collection of the museum.
It turns a museum visit into an adventurous discovery, with stories and assignments.
Every one build confidence by creating a book and pratice various social skills. And
not only those who don’t have easy access to information.
Museums develop besides their regular offer a tool to savour the atmosphere of a
real printing business, where the smell of paper and ink blends with the sound of
the thick slabs, fiercely pushed on the press, which cannot be conveyed in a regular
visit or explore in an impressive building, an innovative story about Antwerp.
At the end of the project the museums will be able to interact and be more accessible
to rather more complicated groups such as Listening eyes’ target group.
Workshops
Keywords: literacy, museums, access
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Johnson, Elsie
Edmonton Mennonite Centre for Newcomers, Canada
ejohnson@emcn.ab.ca
Bradley, Karen
Edmonton Mennonite Centre for Newcomers, Canada
kbradley@emcn.ab.ca
Keeping an Eye on Literacy - Literally!
Adult ESL learners who have limited literacy and limited formal schooling in their
first language face exceptional challenges when learning another language in their
newly adopted country. When instruction, techniques and materials are suitable for
the learners, are related to their real needs, and promote involvement in their own
learning, there is a greater chance for success.
We believe wordless picture books can be a valuable resource for the adult ESL
literacy classroom. In support of much of the research that has been shared on adult
ESL literacy, this interactive presentation will introduce authentic adult picture
books that have been professionally created to develop key second language adult
literacy practices in the classroom; schema activation, phonological processing, and
vocabulary recognition. Each participant will receive a copy of the book, “Where Are
You From?” Presenters will then demonstrate lessons where meaningful text can be
created, capitalizing on oral language skills that provide opportunities to take the
learner from the oral to the written word.
Workshops
Keywords: Classroom Practice
30
Gehre, Helga
Centrum voor Basiseducatie Antwerpen, Belgium
helga.gehre@cbe-antw.be
Conditions for learning to read a second language
There are similarities in the way children and adults learn to read. However, there
are also differences. Specialy in the situation where adults can’t read in their
motherlanguage and learn to read in a second language that they don’t speak as
well. This is due to an number of reasons. We will go into the most important reasons
in this workshop.
Apart from this, we should not forget that our illiterate trainees need to learn a lot
to be able to listen, speak, read and write Dutch or any other language. Therefore
we must be aware of the crucial learning conditions, that is, the various elements
needed for listening, speaking, and especially reading and writing. In this workshop,
we go into these learning conditions. We will give information about what research
learns us and what this means in the classroom practice. We also give examples of
how we pay attention to these learning conditions in our everday practice.
Workshops
Keywords: learning conditions, illiterate adults
31
Spolander, Kristiina
Markkanen, Sanna
Axxell Utbildning Ab, Finland
kristiina.spolander@axxell.fi
sanna.markkanen@axxell.fi
Nettimateriaali aikuisen lukuja kirjoitustaidon oppijan
tukena
Työpajassa esitellään Vilua eli virtuaalista lukuja kirjoitustaidon materiaalia aikuiselle lukuja kirjoitustaitoa opiskelevalle maahanmuuttajalle.
Lukutaito-opettajina olemme huomanneet, että lukuja kirjoitustaidon oppiminen
aikuisena ja vieraalla kielellä on työlästä. Sähköinen materiaali tarjoaa hyvän mahdollisuuden itsenäiseen harjoitteluun ja toistojen moninkertaistamiseen. Tietotekniset
taidot ovat nyky-yhteiskunnan kansalaistaitoja, joita myös lukuja kirjoitustaitokoulutuksissa täytyy harjoitella.
Oppimateriaali on osa Opetushallituksen Aikis-hanketta, jossa tuotetaan suomen
ja ruotsin kielen oppimateriaalia verkkoon. Hankkeessa tuotettavat materiaalit ovat
valmiit keväällä 2013.
Workshops
Oppimateriaalissa tutustutaan suomen kielen äännemaailmaan ja harjoitellaan
äänteiden yhdistymistä tavuiksi ja sanoiksi. Toisaalta kieltä lähestytään temaattisesti. Opittua suomen kielen sanastoa hyödynnetään äänne-, lukuja kirjoitusharjoituksissa. Ohjelmassa oppija pääsee tutkimaan kirjallista maailmaa sekä äänteiden
että sanojen ja tekstien tasolta.
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Oppimateriaali sisältää myös tietokoneenkäyttöharjoituksia sekä osion numeerisista taidoista. Numeeristen taitojen harjoittelussa keskitytään arkipäivän matematiikkaan.
Työpajassa pääsee tutustumaan materiaalin sisältöihin ja tehtävätyyppeihin. Lisäksi
pohditaan, miten virtuaalista oppimateriaalia voi käyttää opetuksessa.
Keywords: lukuja kirjoitustaito, virtuaalinen oppimateriaali, aikuinen oppija
Marrapodi, Jean
Applestar Productions, USA
jmarrapodi@applestar.org
Lowest Literacy Learners: What Doesn’t Work and Why
When we encounter low-literacy learners (pre-literate, illiterate and semi-literate)
there are many assumptions that must be rethought in planning a curriculum. Much
of the material available for low literacy students begins at a level far above the skills
of these students. In this workshop we will explore a variety of approaches in light of
the research in place for limited English speaking low literacy learners and see why
many of the traditional approaches for teaching reading are ineffective. Attendees
will learn a methodology of task analysis helpful in breaking down components that
are prerequisites for items assumed as givens with learners from literate cultures,
and leave equipped with a better understanding for working with this needy group.
Workshops
Keywords: reading, literacy, research
33
Condelli, Larry
Fedele-Mcleod, Mariann
American Institutes for Research, USA
lcondelli@air.org
mfedele-mcleod@air.org
Defining Effective Teaching: Competence and Induction
for LESLLA Teachers
The authors are conducting a national project in the USA to define competencies
for adult literacy teachers. Project staff have developed the competencies based on
a research review and are conducting a validation process to obtain field input. We
will conduct a field test of the model teacher competencies and a teacher induction
model as a training approach for new teachers. The project includes development
of a “toolkit” of resources to support implementation of the competencies and
induction model. The model for using the competencies is based on the Buiskool,
Broek, van Lakerveld, Zarifis, & Osborne (2010) model, where application depends
on the context and activities of the teacher and student.
In this workshop, participants will discuss the model as it applies to LESLLA learners
and review the competencies and their application to the teaching of LESLLA
students. For each competency, participants will suggest performance indicators
and examples of classroom use and will define application in terms of the context
(e.g., instructional environment) and student characteristics. Participants will also
review the induction model and its relevance to LESLLA teachers. The results of
the workshop will contribute to the development of competencies and professional
development for effective teaching of LESLLA learners.
Workshops
Keywords: Competencies, professional development, LESLLA teachers
34
Tuler, Debra
Erno, Susan
Charlottesville City Schools, USA
Debra.Tuler@ccs.k12.va.us
Susan.Erno@ccs.k12.va.us
Adaptation: Responding Systematically to Low-Level
Adult English Language Learners with a Literacy Support
Program
The Charlottesville Adult Learning Center, based in a city of 40,000, offers 14 onsite
ESOL classes, ranging from literacy beginning through advanced. Most classes meet
6 hours/week. We serve 800 adults per year, originating from 63 countries and
having formal educational levels ranging from 0-16+.
Our challenge: moving ESOL beginning literacy students (from various native
language backgrounds) within a classroom setting from pre- or non-literate abilities
to emergent literacy.
Our solution: Replicating the literacy pull out program developed at the Arlington
Employment and Education Program to address the needs of students with limited
literacy, while continuing their participation in mixed ability beginning level classes.
Benefits: Students receive explicit top-down-bottom-up instruction in smaller
groups with greater individual attention, and volunteers have the opportunity to
“teach”. The end result: learner persistence increases and reading skills improve.
The presenters will provide an overview of ALC’s literacy support program and
outcomes, including training of volunteers, materials, and lesson process.
Keywords: classroom practice, second language literacy acquisition, volunteers
Workshops
Our literacy support program uses trained volunteers. Materials are high interest,
meaningful, and grounded in explicit phonics and whole language approaches.
Volunteers are provided with lesson instructions (process) and expected to write up
notes after each session for the next day’s volunteer.
35
Huttunen, Marja
City of Tampere, Finland
marja.huttunen@tampere.fi
Nuorten maahanmuuttajien lukuja kirjoitustaidon
koulutusmalli Tampereen ammattiopistossa
Nuoret heikon lukuja kirjoitustaidon omaavat maahanmuuttajat ovat erityisryhmä, jotka tarvitsevat räätälöityä kielikoulutusta heti maahanmuuton alkuvaiheessa.
Tampereen ammattiopistossa kehitetään 17–25 -vuotiaille maahanmuuttajille kohdennettua koulutusta, jossa painotetaan erityisesti seuraavia näkökulmia:
Luku- ja kirjoitustaidon oppiminen perustuu kielen suulliseen käyttöön, mitä
tulee painottaa erityisesti opetuksen alkuvaiheessa. Oppiminen on tilanteista
ja tapahtuu sosiaalisessa yhteydessä muihin. Kieltä opetetaan mahdollisimman
autenttisten tilanteiden kautta laajentaen näkökulmaa omasta lähipiiristä vähitellen kauemmas ympäröivään yhteiskuntaan. Myös lukuja kirjoitustaidon
opettelu rakennetaan aitojen tilanteiden ympärille. Opetuksessa käytetään paljon ns. ”pistetyöskentelyä”, missä opiskelijat opiskelevat ja suorittavat tehtäviä
pienryhmissä, toisiaan tukien. Koko prosessi on näissä tilanteissa opiskelijoiden
omissa käsissä, aina ohjeiden lukemisesta lopputuotokseen asti.
Workshops
Opetuksessa käytetään kahden opettajan mallia, jonka avulla opiskelijoita saadaan
jaettua tarpeen mukaisiin tasoryhmiin. Kahden opettajan työskentely samojen oppilaiden parissa tukee myös opiskelijoiden yksilöllisten tarpeiden huomioimista:
vaikka oppilasryhmä on iso, on jokaisen opiskelijan oppimisprosessissa mukana
kaksi toisiaan tukevaa näkökulmaan. Opettajien jaksamisen, innovatiivisuuden ja
valmistelutyön näkökulmasta kahden opettajan malli toimii hyvin.
36
Kielen opetuksen lisäksi opetukseen sisältyy matematiikan, ATK:n, oman äidinkielen sekä terveystiedon opetusta. Yhteiskuntatiedon opetus limittyy opetuksessa
muuhun opetukseen. Opetuksen tukena toimii moniammatillinen verkosto, jonka
jäsenet osallistuvat ryhmän normaaliin toimintaan ja antavat opiskelijoille yksilöllistä tukea ja ohjausta.
Erityisryhmässä opiskelu kestää opiskelijasta riippuen 1–4 lukukautta, minkä jälkeen
nuoret siirtyvät eteenpäin muihin kielikoulutuksiin.
Keywords: youth literacy, young immigrants
Paper sessions
Allemano, Jane
The Institute of Education, United Kingdom
j.allemano@ioe.ac.uk
Do reading test results reflect the true ability of low
educated ESOL learners?
An exam is fundamentally a testing device but what does it test? In order to have
construct validity, a test should test what it purports to test, be it history, biology
or mathematics. However, if the target knowledge and skills of an examination
are also embedded in the very structure upon which the examination is built,
the position changes. This is the case with examinations in basic literacy for low
educated ESOL learners, with no previous experience of exams, little or no training
in literacy and rudimentary command of the language. This paper will summarise an
ongoing doctoral research project into the reasons for wrong answers given by such
learners in reading examinations and explore how the process of testing is affected
by the structure and format of the examination itself. It will present data from
learner performance and the findings resulting from interviews with the learners
about reasons for their answers to the questions. The emergent findings are that
significant causes of wrong answers are failure to connect the questions with the
texts, misunderstanding of the concept of the tasks and, less frequently, failure to
understand the language of the question.
Paper sessions
Keywords: reading, assessment, effectiveness
39
Arnesen, Helga
Gregersen, Kari
Vox, Norwegian agency for lifelong learning, Norway
helga.arnesen@vox.no
kari.gregersen@vox.no
Literacy training with mother tongue support - “I learne
better when I understand”
Vox,the Norwegian agency for lifelong learning, wants to present a project where
the main goal is that all adult learners without basic reading and writing skills
understand what is going on in class; the subjects, how they work and why. Through
using their mother tongue the learners can participate with their own experience
and knowledge.
The mother tongue support is given by participants at a higher level (peer) or by
mother tongue teachers. That way they get good knowledge about the Norwegian
language and culture through comparing Norwegian to their own language and
then help others learn it.
The learners without basic reading and writing skills, get 2–4 hours extra reading and
writing instruction with mother tongue support per week. This comes in addition to
their ordinary language course.
Paper sessions
The mother tongue supporters get a course 2–4 hours per week in addition to
their ordinary language course. The content of the course is reading and writing
instruction, study methods and written language socialization. They practice this
knowledge in basic reading and writing classes 2–4 hours per week.
40
Keywords: Literacy, Peer support
Crevecoeur-Bryant, Edwidge
University of Central Florida, USA
edwidge.crevecoeur@ucf.edu
Literacy Acquisition and Computer Literacy
The city of Petit-Goave is located in the commune of the district of Leogane in the
western department of Haiti. Agriculture remains the prevalent sector of the economy
of the twelve section of the commune of Petit-Goave. But because of the erosion of
the grounds, the lack of physical and financial assistance to those living there has
been a declined in agricultural practices. The annual income for the majority of the
farmers in Leogane and Petit-Goave is about four thousand (4500) Haitian gourdes,
which is equivalent to 150 US dollars and the adult illiteracy borders 80%. Therefore,
a literacy and computer project where adults are learning how to read and write with
a focus on agriculture and technology has been developed. This research examined
the effectiveness of the audio and visual components of Coursesites(Blackboard)in
teaching these second language learners to acquire Haitian Kreyol and technology
in five literacy centers (Sant Alfa)in Petit Goave. The research also examined the use
of agriculture as a content area to teach LESLLA students.
Paper sessions
Keywords: Haitian Kreyol, Technology, Agriculture
41
Durgunoglu, Aydin Yucesan
University of Minnesota Duluth, USA
adurguno@d.umn.edu
An exploratory factor analysis of beginning literacy
development in a second language
The literacy and oral language skills of sixty-three women who have completed
an adult literacy course in their second language was examined. The women had
very limited schooling although their self-reports indicated that they had some
proficiency in their L2 and they could follow the instruction in L2. The participants
were given the same measures at both pre and posttest. The measures included
letter and word recognition, spelling, writing numerals, listening comprehension
and giving word definitions. An exploratory factor analysis was conducted on pre
and post test scores to determine the components of literacy development in a
second language. The three factors extracted through Primary Analysis Factoring
included Factor 1 reflecting the existing letter and recognition, spelling and numeral
writing levels at pretest; Factor 2: reflecting posttest letter and recognition, spelling
and numeral writing levels and Factor 3: both pre and posttest oral language skills
of listening comprehension and word definitions. These patterns as well as the
changes in literacy skills can be interpreted by examining the characteristics of this
particular adult literacy program.
Paper sessions
Keywords: literacy, program development
42
Intke-Hernandez, Minna
University of Helsinki, Finland
minna.intke@helsinki.fi
Osaava vanhempi/ A Capable Parent -project in Vantaa
When working with illeterate adults I have noticed that they have huge life experience
and silent knowledge. Could we transform all this into resource in the learning and
integration process?
In my research I have been very much inspired by the dialog-based pedagogy of
Paolo Freire. A dialog is based on trust and consideration of the students` experiences.
Freire`s pedagogy opposes adaptive and passivating education and aims instead to
action and change – not only to construe information.
I am doing ethnographic research in the project called ”A Capable Parent” which is
being implemented in Vantaa (the Helsinki metropolitan area). The target group of
my research are the illiterate immigrant housewives who participate in the Finnish
language lessons and have their children taken care by organised daycare during
the course. My research aims to find out how their previous knowledge and skills are
utilised in the framework of the Finnish education system. And how does an illiterate
and minimally educated adult experience his daily life and language studies in our
text-oriented society?
Paper sessions
Keywords: life experience, dialog-based pedagogy, illiterate immigrant housewives
43
Khan, Kamran
University of Birmingham and University of Melbourne, United Kingdom
KXK987@bham.ac.uk
Life in the UK test: A multilingual path to British
citizenship
Since 2001, Britain has required new migrants to pass the English/citizenship Life
in the UK (LUK) test in order to become British. This has been viewed as imposing a
monolingual ideology and the perception of multilinguals and multilingualism as
problematic to integration.
Through an ethnographically informed case study, this paper follows the last 11
months of the citizenship application process.
The participant (W) is from Yemen and passed the monolingual LUK test by translating
the test preparation materials into Arabic. However, due to socioeconomic conditions
and low educational levels, members of W’s community ask W for his help with the
test. W becomes a multilingual language planner and guides all of this ‘students’
to successfully passing the LUK test. This is despite possessing very little in the way
of English linguistic resources. The study shows that members of the local Chinese
community also adopt the same practices as they too grapple with this linguistic
challenge. In both the Yemeni and Chinese cases, educational levels are essential to
test preparation.
In conclusion, despite a monolingual top-down English requirement, W must create
multilingual language planning to compensate for a lack of linguistic resources.
Paper sessions
Keywords: Citizenship, Test, Multilingualism
44
Kurvers, Jeanne
Boon, Danielle
Tilburg University, Netherlands
j.j.kurvers@uvt.nl
daanboon@uvt.nl
A reading test as entrance criterion
Some foreigners wishing to settle in the Netherlands will first have to take a civic
integration exam while still abroad. This exam consists of three parts: Spoken Dutch,
Knowledge of the Dutch Society, and – since April 2011 – Reading (comprehension),
examined at A1 level of the Common European Framework. This third part implies
that only literates can enter the Netherlands, and those capable to teach themselves
how to read in the Roman script and those helped by a Dutch partner or relative
who is literate in that script. Non-literates can no longer be dispensed because the
government has published a package of self-study materials (i.e. a workbook, CDs,
a DVD with exercises and an e-learning component) that is supposed to lead to the
required level.
Keywords: reading assessment, phone pass test, integration exam
Paper sessions
Examples from the reading test and the self study package will be shown. We will
also discuss the question whether a non-literate adult abroad can learn to read
Dutch with the 20 lessons in the self study package, as the government suggests.
The last issue presented is the way of testing: a phone pass test for reading aloud
words and sentences, answering questions, etc.
45
Linnerud, Beate
Gregersen, Kari
Vox, Norwegian agency for lifelong learning, Norway
beate.linnerud@vox.no
kari.gregersen@vox.no
Writing your way to reading – on the computer with a
sounding keyboard and a speech synthesizer
The background for this project is the need for increased knowledge of and improved
quality of our literacy training.
The method includes using a computer with a sounding keyboard and a speech
synthesizer connected to the keyboard. When you write a letter, you will hear a voice
pronouncing the sound, not the name, of the letter. When the word is completed on
the keyboard, it is read out.
Paper sessions
Vox is piloting “Writing your way to reading” with learners who have not acquired
literacy skills in any language.
46
Vox’ assumptions are:
• The method takes care of the need for adapted training to a greater extent
than traditional training of reading and writing skills.
• The participants may start from their appropriate level.
• Letting a computer do the job of forming the letters saves time for other
learning processes
• Focus on oral teaching is increased. The method requires the teachers to
work systematically with the oral teaching.
• The speech synthesizer provides help in reading (decoding) and spelling.
• The method creates a linguistic awareness of the relationship between
sound and letter.
• Writing on a computer increases the digital competence of the participants
and the teachers.
Keywords: Literacy, ICT
Martin, Maisa
maisa.martin@jyu.fi
Writing at the CEFR level A1 – problems with descriptors?
The Common European Framework of Reference for Languages (CEFR) has become
a very influential guideline for all language learning, teaching, and testing activity in
Europe. Even if based on huge amount of work by researchers and teachers, it can
and should still be refined and challenged as empirical evidence is collected. In the
presentation some results of the Cefling Project (2007–2009, continuing as Topling
project 2010–2013) will be discussed in the light of the Level A1 descriptions of
second language (L2) writing in the CEFR.
In the Cefling Project several thousand writing samples on 3–5 tasks in L2 Finnish
and English were collected from adults and young (12–16 years) learners. These
were assessed by 3–4 trained and experienced raters using a set of functional scales
collected from CEFR. Approximately the same number of unanimously rated texts
per task were chosen to form a basic data set (about 1200 texts per language). These
were analyzed for a variety of linguistic measures to establish potential links between
the use of linguistic devices and the functional level. In addition, the comments
made by the raters were also collected and examined.
Cefling Project (2007–2009): https://www.jyu.fi/cefling
CEFR 2001: http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp
Topling Project (2010–2013): https://www.jyu.fi/topling
Paper sessions
The analysis revealed some problematic areas of the CEFR scales, especially on
the level A1. In the presentation some of these will be discussed with the LESLLA
target group in mind. These include the problems of using sentence structure as an
indicator, as well as the notions of simplicity and cohesion.
47
Peyton, Joy Kreeft
Center for Applied Linguistics, USA
jpeyton@cal.org
Writing Reflectively About Teaching: A Way to Engage
and Grow
Reflecting on instructional practice is well accepted as a way for teachers to examine
and improve their own and others’ practice and to continue to learn throughout
their professional lives. Less known is the importance of writing to support such
reflection and learning, particularly among teachers of LESLLA learners. Reflective
writing is a sustainable, flexible means of professional learning, because it allows
individuals to record and re-imagine their teaching, alone and in interaction with
others, and it provides lasting texts for ongoing analysis, conversation, and further
learning. It can also help to reduce the isolation that often accompanies instruction.
Reflective writing can take the forms of journaling independently, interactively, and
online (on discussion boards and in study circles), which can introduce teachers to
instructional theory, research, and practice; teacher portfolios, which allow teachers
and those they work with to document changes in their writing, classroom practices,
and projects; and writing of critical analyses of incidents or case studies, in which
teachers focus on specific areas of thought and practice.
The presentation describes types of reflective writing that LESLLA teachers might
engage in and research methodologies that can be used to examine growth in
reflection, learning, and sense of community.
Paper sessions
Keywords: reflective writing
48
Pöyhönen, Sari
Tarnanen, Mirja
sari.h.poyhonen@jyu.fi
mirja.tarnanen@jyu.fi
Adult migrants with special needs in Finland –
authorities’ views on aims and implementation of
integration training
Finnish migration policy, officially, can be described as tolerant and promoting
integration instead of assimilation. The latest Integration Act (2011) emphasizes the
responsibilities of authorities in promoting integration by stating that successful
implementation of integration policies requires close collaboration between
different authorities.
The data are of three kinds:
1) written statements by national, regional and local authorities on Integration
Act,
2) interviews of Finnish authorities, and
3) national curricula for integration training for adult and illiterate migrants.
The results are discussed in terms of how the understandings of authorities and
their ways of talking about migrants are related to societal and political discourses.
Keywords: integration training, authorities, integration policies
Paper sessions
This paper examines discourses on the implementation of integration policies of
one focus group adult migrants with special needs, which has been labeled as
“problematic” and “challenging” in terms of employment and education. The research
questions are
1) how are the aims and implementation of integration training discussed by
the Finnish authorities, and
2) how are adults represented in curricula of integration education for adults
and for illiterate adults?
49
Reder, Stephen
Portland State University, USA
reders@pdx.edu
Wrigley, Heide
Literacy Work, USA
heide@literacywork.com
Bilingualism, code-switching and digital literacy
acquisition in LESLLA learners
This paper presents initial findings from a large-scale digital literacy project in six
states of the U.S. In approximately 100 public computer centers across the country,
adult learners (a large percentage of whom are LESLLA learners) are participating
in a digital literacy project in which they work with both face-to-face tutors and a
self-access web-based learning platform. Learners can talk with tutors in Spanish
(L1) or English (L2) as well as code-switch between English and Spanish in the online
interface and content.
Paper sessions
A multi-method approach is being used to study LESLLA learners’ interactions with
tutors and the online technology. The research data include observation, interviews,
focus groups and extensive system-collected data. Initial results show frequent
code-switching between L1 and L2 with both tutors and technology. Interesting
relationships are seen between second language acquisition and digital literacy
acquisition in L2. The findings have important theoretical implications for the role
of technology in mediating the formation of bilingual communities and second
language acquisition.
50
In our presentation, we will discuss how, when and why bilingual adults switch
between languages – not only while online but in classroom interactions as well.
The discussion will be grounded within the wider research on “translanguaging”.
Scheithauer, Christiane
Markov, Stefan
Schramm, Karen
Leipzig University, Germany
Christiane_Scheithauer@gmx.de
stefan.markov@gmx.de
karen.schramm@uni-leipzig.de
Counseling L2 literacy learners in German integration
courses
Language learner counseling has been the focus of extensive research efforts during
the past decade, but reports on counseling experiences with LESLLA learners are
still rare or non-existent. Given the particular challenges of literacy acquisition in
a second language, however, non-directive counseling on individual goal-setting,
learning strategies, and self-evaluation seems to be a promising way to foster LESLLA
learners’ social literacy practice, their self-direction, metacognition, and academic
self-esteem. With a particular focus on family and work literacy, the project LeLeBe
(Leipzig Learner Counseling, April 2012 until March 2014, funded by the European
Integration Fund and by the Robert-Bosch Foundation) therefore aims to develop
a LESLLA learner counseling concept that includes diagnostic tools, learning logs,
strategy checklists, etc. These instruments will be developed as bilingual products,
combining German as a second language with Kurdish, Arabic, Turkish, and Russian
as first languages.
Paper sessions
Keywords: counseling, diagnosis, self-direction
51
Seppä, Marianne
University of Helsinki, Finland
marianne.seppa@helsinki.fi
Low-literate and low-educated adults’ L2 development:
Teachers’ perceptions
This paper discusses low-literate and low-educated adult second language learners’
study skills and study progress from Finnish as a second language (F2) teachers’
perspective. The main focus is on the development of productive skills that include
writing and speaking. The study presented here will be part of my doctoral thesis
about organizational and pedagogical challenges in the adults’ L2 development in
the immigrant integration training in Finland.
The target level at the end of the integration training is the Common European
Framework of Reference (CEF) level B1.1. Only part of the immigrants will reach
this level. The immigrants with little schooling and low levels of literacy are more
likely to stay under the target, which will reduce their educational and employment
opportunities.
The data of this paper were collected by using semi-structured thematic interviews,
and analysed with the methods of content analysis. Tentatively, the results show
that learning difficulties are seen to derive from lack of study skills, low educational
background and illiteracy. This paper will present fieldwork experiences and give
information in which direction system-level solutions should be developed in future
to improve low-literate adults’ integration training.
Paper sessions
Keywords: finnish as a second language, second language development, integration
training
52
Shepperd, Louise
Newcastle University, United Kingdom
lhshepperd@gmail.com
Is There Reason in the Rhyme: Is Rhyme an Effective Tool
for Creating Accessible and Engaging Fiction Books for
A0-level Adult Learners?
This study investigates the use of rhyme in writing engaging and accessible fiction
books for A0-level adult learners of English. Wilkinson and Young-Scholten (2011)
suggest that a tension exists between narrative quality and linguistic accessibility in
books for low-literate adults. This paper discusses a study that investigated how the
use of rhyme can ease that tension, as it functions as both a phonological decoding
tool and a literary device.
The study involved nine adults from an A0-level ESOL class in the UK, who participated
in three tasks. These tasks examined learners’ awareness of rhyme; the use of rhyme
to overcome problems with opaque orthography; and the effects of rhyme in a short
fiction book written for the study. Participants were observed as they performed
each task and displayed an awareness of rhyme through self-correction, reading
with rhythm and enjoying certain rhyming combinations. Learners’ responses to
the book also suggested it was successful in terms of appropriate content and level
of simplification. The overall results indicate that rhyme aids learners’ decoding of
opaque words in English orthography, and does so in a way that is enjoyable for
A0-level learners. Rhyme makes text more engaging by introducing rhythm and
encouraging language play.
Paper sessions
Keywords: Rhyme, Reading, Fiction
53
Simpson, James
University of Leeds
United Kingdom
j.e.b.simpson@education.leeds.ac.uk
“Bits here and there” – Fragmented ESOL provision in
Leeds
This paper concerns the ESOL sector in England outside the ‘mainstream’, following
recent changes to funding policy. I draw upon findings from a 2011 study of the
provision of ESOL – English for Speakers of Other Languages – for adult migrants
in the neighbourhood of Harehills in the city of Leeds, the Harehills ESOL Needs
Neighbourhood Audit (HENNA) project.
Non-mainstream ESOL provision is a lifeline for beginner ESOL students, many of
whom cannot be accommodated in the large sites of Further Education colleges
for reasons including waiting lists, childcare commitments and crèche availability.
Funding priorities in the FE sector favour certain types of provision (e.g. jobcentre
referrals, vocationally-oriented ESOL), leaving unaddressed the need for discrete
English classes for adult beginners, whose only recourse is voluntary and
community classes. Yet in ESOL outside the mainstream the general picture is one
of fragmentation locally and city-wide, in urgent need of coordination.
The HENNA research supported a move to more effectively targeted ESOL provision.
The conclusion is reached, however, that following drastic cuts across the public
sector, any coordination must come from the disparate range of providers in the city
themselves. I end with a discussion of new proposals for addressing this need.
Paper sessions
Keywords: beginner ESOL, community, policy
54
Sirkeinen, Eveliina
Testipiste - Aikuisten maahanmuuttajien kielitaidon arviointikeskus, Finland
eveliina.sirkeinen@testipiste.eu
Testipiste hitaan oppijan jäljillä
Kuinka arvioida ja testata aikuisen S2-oppijan suomen kielen taito ja oppimisvalmiudet niin, että hänet voidaan ohjata itselleen tarkoituksenmukaisimmalle koulutuspolulle ja suomen kielen kurssille tehokkaasti ja kotoutumiselle edullisimmalla
tavalla? Millaisilla testeillä ja arviointikriteereillä pääkaupunkiseudun aikuisten maahanmuuttajien arviointikeskus Testipiste pyrkii erottelemaan hitaita ja lukuja kirjoitustaidottomia oppijoita normaaleista ja nopeista oppijoista? Millainen testitulos
johtaa hitaan oppijan jäljille?
Pääkaupunkiseudun aikuisten maahanmuuttajien suomen kielen taidon ja oppimisvalmiuksien arviointi ja testaus oikealle kurssille sijoittumiseksi ovat keskittyneet 1.4.2010 lähtien aikuisten maahanmuuttajien kielitaidon arviointikeskukseen,
Testipisteelle.
Lähtötasotestausta järjestetään Testipisteessä joka toinen viikko. Testin perusteella
maahanmuuttajalle suositellaan hänen oppimisvalmiuksiensa mukaan hidasta, normaalia tai nopeaa koulutuspolkua, sekä taitotason mukaan yhtä neljästä moduulista. Luku- ja kirjoitustaidottomalle maahanmuuttajalle suositellaan lukuja kirjoitustaidon kartoitusta.
Alhaiset pisteet matematiikassa ja kielellisessä hahmottamisessa, kirjoittamisen ja
lukemisen ongelmat, sekä jotkut haastattelussa saadut tiedot voivat viitata hitaaseen oppijaan. Mikään tulos ei kuitenkaan yksin johda polkusuositukseen vaan arvioinnissa on aina huomioitava testitulosten kokonaisuus.
Esitelmän tarkoituksena on esitellä yhtä tai useampaa alkutestauksessa käytettyä
testiä, valintojen syitä testin muotoutumisen taustalla, testillä saatuja tuloksia ja
mitä näistä tuloksista oikein pitäisi tai voisi päätellä.
Paper sessions
Testauksen osia ovat haastattelu, lukutehtävä, sanelu, kielellisen hahmottamisen
koe ja matematiikan koe sekä jo suomea osaavilla kuvasta kertominen, suomen kielen kirjoittamisen, luetun ymmärtämisen ja kuullun ymmärtäminen testit.
Keywords: hidas oppija, maahanmuuttaja, kielitaito
55
Tammelin-Laine, Taina
taina.a.tammelin-laine@jyu.fi
Receptive vocabulary skills and reading in L2: is there a
relationship?
Vocabulary has an important role in the second language acquisition. Finnish is an
inflected language with rather long words. However, if someone can speak Finnish,
reading is usually quite easy because of the almost perfectly regular phonemegrapheme correlation.
This paper is based on the data collected for my ongoing PhD study which focuses
on the development of Finnish skills by five adult learners during their first language
course of ten months. The participants have no literacy skills in their native language
and very low oral skills of Finnish.
In my presentation, I will introduce some of the results of my study. The focus will be
on the following questions:
1) How did the participants’ oral L2 Finnish receptive vocabulary skills of nouns
develop during the data collection period?
2) At the same time, what happened to the L2 Finnish reading skills?
3) Can some kind of relationship be detected between the receptive noun
vocabulary and reading skills in L2?
Paper sessions
The focus will be on the relationship between understanding and speaking: is
recognizing the oral form of a word and knowing its meaning enough to be able to
read it?
56
Keywords: reading, vocabulary
Tarnanen, Mirja
Aalto, Eija
mirja.tarnanen@jyu.fi
eija.aalto@jyu.fi
Studying in upper comprehensive school with low L2
writing proficiency
This paper reports a case study on migrant students with low writing proficiency of
Finnish as a L2 in upper comprehensive school (grades 7–9, ages 13–16). The study
is part of a larger research project Topling funded by the Academy of Finland 20102013. Each student completed four different writing tasks, a total of 100 texts, and
a questionnaire to provide background information, self-assessment of writing and
literacy practices. Taking a comprehensive approach, this study explores the data of
performances using a qualitative content analysis approach which is both data- and
L2 writing theory-guided. The questionnaire is used as complementary secondary
data and reported as a frequency distribution due to the low number of participants.
The study answers the following questions: what are strengths and weakness of low
writing performances and how does low writing proficiency resource the learning
of academic contents? The findings show that according to their self-assessment
the students are relatively pleased with their writing proficiency. Despite their low
writing proficiency they do write mainly media texts but also some printed texts in
their free time. However, their writing resources are very limited in terms of linguistic
and content requirements of theory subjects.
Paper sessions
Keywords: second language writing, migrant student, text-oriented school culture
57
Kurvers, Jeanne
Boon, Danielle
Tilburg University, Netherlands
j.j.kurvers@uvt.nl
daanboon@yahoo.com
Journal for (adult) literacy teachers
Paper sessions
In this contribution, we explain the why, what, and how of a journal for teachers
in adult literacy education. We will do that on the basis of an existing journal for
literacy teachers in the Dutch language area: “ALFA-nieuws”, published in the
Netherlands and in Flanders, Belgium. Since 15 years, this journal has been bringing
together news on research, policy and practice of adult literacy education, relevant
for teachers working with LESLLA groups in this sector. During the presentation, we
– the editors – will focus on:
58
Why:
• what was and is the rationale for a journal for literacy teachers?
• what functions does it have?
• what are our target groups?
What:
Ÿ what can be read in such a journal?
• what are the columns
• what are the topics?
• what is the gain?
How:
• how to set up a journal like this?
• how much time and energy does it take?
• how much money is needed?
No need to say that all will be illustrated with clear examples from 15 years of ALFAnieuws experience.
Keywords: literacy journal, good practices, professional development
Vinogradov, Patsy
University of Minnesota, USA
patsyvino@yahoo.com
Developing LESLLA Teachers through Study Circles
In the U.S. context in the state of Minnesota, the need for professional development
(PD) in working with LESLLA learners has emerged as a top priority (Marchwick,
2010). Yet, the needs of LESLLA teachers are not being met in readily available
PD, and teachers struggle to find appropriate resources, materials, and guidance
(Vinogradov & Liden, 2009). This session focuses on a promising PD activity to
respond to this need: study circles.
In this session, the presenter outlines the elements of effective PD for language
teachers and the content priorities that shaped her choices in developing a study
circle for LESLLA teachers. This study circle was piloted successfully in 2011 and
again in 2012. Results from the pilot study circles and evaluation data will be shared,
as well as the contents of a facilitator guide that is now available at no cost online.
Finally, presenters’ recommendations will be shared and participants encouraged to
consider the use of the study circle in their own contexts.
Keywords: professional development, study circles, teacher education
Paper sessions
Marchwick, K. (2010). Charting the Future – Minnesota’s ABE Workforce: Professional
Experience, Challenges and Needs. ATLAS report.
Vinogradov, P., and Liden, A. (2009). Principled training for LESLLA instructors. Proceedings
from the 4th LESLLA Symposium. Antwerp, Belgium.
59
Weidacher-Gruber, Hildegard
Grond, Agnes
University of Graz, Austria
hildegard.weidacher-gruber@uni-graz.at
agnes.grond@edu.uni-graz.at
Teaching German to illiterate and semiliterate
immigrants
In Austria, since 2003 for residence permission immigrants from non EU countries
have to pass a language test according to the A2 or B1 level of the CEFR. Language
courses for immigrants preparing them for the test are co-financed by the public
authorities. However, the outcome is not satisfactory. Therefore the provincial
government of Styria has launched a study, done by the Center of Plurilingualism
at the University of Graz, to evaluate these German courses and to look at the
reasons which hinder learners from finishing the course. One focus of the study
is the question of the literate practice immigrants are used to, which differs from
the literate practices required in Austria. These different literate practices have a
strong impact on succeeding in the language courses because there learners are
confronted with teaching materials taking literacy skills for granted.
In our presentation we will discuss the impact of different literate practices on
course progression and with regard to the learners’ own language- and education
biographies, the role of literacy attainment in the Mother Tongue, teaching materials
and teachers’ educational background.
Paper sessions
Keywords: illiteracy, language courses, integration
60
Poster sessions
Nickson, Martin
University of Hull, United Kingdom
M.Nickson@2008.hull.ac.uk
Adult ESOL classes in Hull: the relationship between
learner needs, teaching strategy and social policy
The UK introduced its first national language policy and curriculum in 2001, the
Adult ESOL Core Curriculum (AECC). This policy was targeted at economic migrants,
asylum seekers and refugees. Initially welcomed by ESOL teachers (Rosenberg, 2007
p231), the AECC has been increasingly critiqued by practitioners and researchers
(Yvon and Bathmaker, 2006; Roberts and Baynham, 2006; Aspinall and Hashem,
2011). There is an evident tension between the research and teaching agenda and
the agendas of Government policy. Potentially isolated between these two agendas
are the language learners themselves, whose own agendas are under-researched.
This research will investigate whether there is a convergence, or divergence, between
the agendas of Government policy, teaching strategy and ESOL learners in Hull.
Keywords: language policy
Poster sessions
Aspinall, P. J. & Hashem, F. 2011. Responding to minority ethnic groups' language support
needs in Britain. Equality, Diversity and Inclusion: An International Journal, 30, 145–162.
Roberts, C. & Baynham, M. 2006. Introduction to the special issue: Research in adult ESOL.
Linguistics and Education, 17, 1–5.
Yvon, A. & Bathmaker, A. M. 2006. The New Skills Agenda: Increased Lifelong Learning or
New Sites of Inequality? British Educational Research Journal, 32, 703–717.
63
Pennala, Riitta
Martin, Maisa
Richardson, Ulla
Lyytinen, Heikki
riitta.pennala@jyu.fi
maisa.martin@jyu.fi
ulla.a.richardson@jyu.fi
heikki.lyytinen@psyka.jyu.fi
Latvala, Juha-Matti
Niilo Mäki Institute, Finland
juha-matti.latvala@nmi.fi
Graphogame – The Learning game
A digital game, Graphogame, developed in the University of Jyväskylä in collaboration
with the Niilo Mäki Institute was originally implemented for research purposes to
observe reading acquisition process in detail. The purpose of the present versions
of the game is to provide an enjoyable learning environment for children who have
problems in learning to read. A mobile version has been recently made available for
research purposes for local language studies conducted in Africa.
Poster sessions
The main idea of the game is that the player listens to a good representative of a
spoken item at a time via headphones and selects its written correspondent from
a group of written items. The game provides only positive feedback and adapts to
the skill level of individual players. There are also game versions for training Swedish
spoken in Finland.
64
The acquisition of Finnish phonological quantity via Graphogame has also been
observed in a case study with Russian L2-learner of Finnish and with a Finnish
reading-disabled child (1st Graders). The game is under development also to adults
with reading disabilities as well as to L2-learners. The congress presentation will
demonstrate new game versions.
Keywords: learning game, second language learning, reading disability
Stockmann, Willemijn
ROC Tilburg
wstockmann@roctilburg.nl
The Milk road, the milky way in Dutch “De Melkweg”
The Netherlands use The DSL literacy framework, which describes three levels: Alfa
A, Alfa B and Alfa C. It is linked to the Common European framework of References
(CEFr). The level Alfa C is the same level as the level A1. It describes both functional
development and phonics in reading and writing in simultaneous processes.
Training reading for advanced literacy students is a very important part of finishing
the literacy process. When reading is not automated, students always stay a step
below literate students in their further education. It is important that students have
read so much that they can focus on the meaning of the text instead of its form .
In the Netherlands there is not enough material for this specific group; material
with challenging topics and interesting information. Reading is fun, interesting and
necessary in real life.
Poster sessions
The material is flexible. The thin booklets can be used teacher independent and
also in a classroom. The distribution is on PDF and published on the Internet. The
material is free for students. All the booklets have the same structure and consisting
of four texts. Every text also has the same structure, so the literacy students know
what kind of exercises will come.
65
Research projects on display
Cefling/Topling (www.jyu.fi/topling)
The focus of the project is to combine SLA research with research of language testing
to produce knowledge of how writing skills develop from one CEFR level to next.
ConCLIL (www.conclil.jyu.fi)
DIALUKI (www.jyu.fi/dialuki)
The project studies the diagnosis of reading and writing abilities in a second or
foreign language. It seeks to identify the cognitive features which predict a learner's
strengths and weaknesses in those areas. The project brings together scholars from
applied linguistics, psychology and assessment to engage in multidisciplinary work
and to develop innovative ways of diagnosing the development of second and
foreign language abilities.
The main contribution of the project will be to offer novel, well-grounded
theoretical insights and to develop a range of methodologies to study second
and foreign language development and its diagnosis. We are exploring the causes
underlying strengths and weaknesses in language development, and the relationship
between literacy skills in one's first language and the development of second
language abilities. The results of the project will also have practical implications by
providing a sounder theoretical basis for the development of curricula, pedagogic
materials and diagnostic tests.
The project is funded by the Academy of Finland (2011–2014) and it brings together
a group of researchers from Finland, Austria, Spain and Canada. The aim is to explore
the conceptual foundations of content and language integration (CLIL) and to come
to a better understanding of how CLIL challenges the often taken-for-granted
notions of language and content and especially of their integration.
69
Graphogame (https://www.jyu.fi/erillis/agoracenter/en/
research/projects/aml/graphogame/index_html)
GRAPHOGAME is a child-friendly computer game that helps children to learn the
basic letters and their sounds. Through a series of levels, gradually, the child is able
to construct these letters into small words and then larger words. Importantly,
the game incorporates a dynamic element in that it also adapts to the child’s own
level of ability and sets further levels in accordance with this ability. This prevents
frustration in the context of learning while, at the same time, enjoyable positive
feedback sustains the child’s interest in playing for sufficient time for learning to
be established. The Graphogame project is funded by the European Commission
Marie Curie Excellence Grant, awarded to the University of Jyväskylä, Finland. This
research involves the Finnish, English, Swiss and Dutch languages. There have also
been simultaneous projects in the US and Zambia.
70
Exhibitors
Eye On Literacy (www.eyeonliteracy.com)
Eye On Literacy provides quality visual instructional resources that capitalize on oral
language skills of adult second language literacy learners.
Multilingual Matters (http://www.multilingual-matters.
com)
Multilingual Matters is an international independent publishing house with lists
in the areas of bilingualism, second/foreign language learning, sociolinguistics,
translation and books for parents.
WordDive Ltd (www.WordDive.com)
Exhibitors
WordDive quickly learns to know every student and optimizes the learning personally
for him or her. This, in addition to a wide range of L1 languages and an exercise
mode targeted for low literacy, makes the service ideal for immigrants.
73
Sponsors
Federation of Finnish Learned Societies
Department of Languages, University of Jyväskylä
Centre for Applied Language Studies (CALS), University of Jyväskylä
City of Jyväskylä
Research Project Transforming Professional Integration – ISIS 2011–2014 (Academy
of Finland)
74
Floor plans and Campus map
77
78
List of authors
List of authors
A
H
Aalto, Eija 57
Allemano, Jane 39
Arnesen, Helga 40
Huttunen, Marja 36
I
B
Immonen-Oikkonen, Pirjo 22
Intke-Hernandez, Minna 43
Boon, Danielle 45, 58
Bradley, Karen 30
J
Johnson, Elsie 30
C
Condelli, Larry 34
Crevecoeur-Bryant, Edwidge 41
K
Khan, Kamran 44
Kurvers, Jeanne 45, 58
D
Durgunoglu, Aydin Yucesan 42
L
E
Erno, Susan 35
Latvala, Juha-Matti 64
Linnerud, Beate 46
Lyytinen, Heikki 64
F
M
Farrelly, Raichle 24
Faux, Nancy 27
Fedele-Mcleod, Mariann 34
Markkanen, Sanna 32
Markov, Stefan 51
Marrapodi, Jean 33
Martin, Maisa 47, 64
Moors, Oliva 29
G
Gehre, Helga 31
Gregersen, Kari 40, 46
Grond, Agnes 60
N
Nickson, Martin 63
Nissilä, Leena 22
81
P
Peeters, Mark 28
Pennala, Riitta 64
Peyton, Joy Kreeft 48
Pöyhönen, Sari 49
R
Reder, Stephen 50
Richardson, Ulla 64
S
Scheithauer, Christiane 51
Schramm, Karen 51
Seppä, Marianne 52
Shepperd, Louise 53
Simpson, James 54
Sirkeinen, Eveliina 55
Spolander, Kristiina 32
Stockmann, Willemijn 65
Strube, Susanna 21
T
Tammelin-Laine, Taina 56
Tarnanen, Mirja 49, 57
Tuler, Debra 35
V
van de Craats, Ineke 28, 45, 58
Vinogradov, Patsy 59
W
Weidacher-Gruber, Hildegard 60
Wrigley, Heide 50
Y
Young-Scholten, Martha 19
82
Notes

Poster sessions

Transcription

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