Programming for Illiterate Clientele - PowerPoint PPT Presentation

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Programming for Illiterate Clientele

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Programming for Illiterate Clientele Paula Tang, ELSA Literacy Instructor Vancouver Community College – PowerPoint PPT presentation

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Title: Programming for Illiterate Clientele


1
Programming for Illiterate Clientele
Paula Tang, ELSA Literacy InstructorVancouver
Community College
2
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

3
I have so much on my mind.
4
Women born outside Canada
1/3
  • Statistics Canada, Adult literacy in Canada
    results of a national study, 1991

5
Men born outside Canada
1/5
Statistics Canada, Adult literacy in Canada
results of a national study, 1991
6
Canadian-born men and women
1/10
Statistics Canada, Adult literacy in Canada
results of a national study, 1991
7
Mother tongue other than English or French
36
Statistics Canada, Adult literacy in Canada
results of a national study, 1991
8
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

9
Identification of Clientele Illiterate/Semi-liter
ate in L1
  • Types of literacy levels
  • Emotional signs
  • Physical signs
  • Quick checks
  • Competence in oral English

10
Types of Literacy Levels
  • Pre-literate
  • Non-literate
  • Semi-literate
  • Literate in Non-Roman alphabet

11
Emotional signs
  • Lack of confidence
  • Reluctant behaviour
  • Difficulty in concentrating
  • Restlessness
  • Avoidance of print material

12
Physical signs
  • Turns paper
  • Physical discomfort
  • Holds pencil awkwardly
  • Difficulty forming letters
  • Lack of focus on task

13
Quick check 1
  • Match photos with drawings or pictures
  • Match shapes
  • Trace shapes or lines
  • Connect a series of dots

14
(No Transcript)
15
Match shapes
16
Trace shapes
17
Trace a line
18
Connect the dots
  • ?
  • ? ?
  • ?
  • ?

  • ?

19
Quick check 2
  • Verify number of years of schooling
  • Read aloud in L1 (see sample handout)
  • Write name and country
  • Read from pamphlet

20
Read aloud in first language
21
Competence in oral English
  • Non-Roman alphabet
  • Cover for weak literacy
  • Oral society
  • Reliability of self-assessment

22
Considerations Settlement Workers Perspective
  • Quantity of content information
  • Time constraints
  • Limitations of resources
  • Cultural expectations
  • Multiple roles
  • Own assumptions and expectations

23
Considerations Clienteles Perspective
  • Stressors
  • Quantity of content information
  • Limitations of skills
  • Time pressures
  • Cultural history
  • Level of confidence

24
Stressors
  • Health
  • Family here and at home
  • Finances
  • Daily needs
  • Language
  • Homesickness
  • Culture shock / sensory overload
  • Unknowns

25
Quantity of content information
  • Numerous topics
  • Varied personal relevance

26
Limitations of skills
  • Cognitive development
  • Literacy
  • Numeracy
  • General communication
  • Life skills
  • Flexibility
  • Resilience

27
Time pressures
  • Multiple frequent repetitions
  • Smaller amounts of information more often
  • Memory and concentration

28
Cultural history
  • Male/female roles
  • Elder/junior roles
  • Personal relevance
  • Status in family and society
  • Face-saving
  • Authority/subordinate roles
  • Assertiveness/passivity

29
Level of confidence
  • Self-image
  • Independence
  • Self-sufficiency
  • Personality

30
Strategies and Practices
  • Organise
  • Clarify
  • Illustrate
  • Practice
  • Verify

31
Organise
  • Magic 7
  • Chunking
  • Binder
  • Forms for reference
  • Personalise
  • Checklist

32
Binder




Name

Family
SIN number

Health and Medical

Address



33
Simple Personalised Forms
  • Call me ____________________
  • _________________________________
  • First Name Last Name
  • _________________________________
  • Signature

34
Simplify and Illustrate
  • Emergency numbers
  • ___________ Fire
  • ___________ Police
  • ___________ Ambulance
  • ___________ Poison centre
  • This address _________________________
  • This phone number ____________________

35
Topic Checklist/Contents
36
Clarify
  • Oral translation
  • Simplify
  • Multi-sensory
  • Colour code

37
Illustrate
  • Real objects symbols
  • Videos
  • Sequenced pictures
  • Slide show
  • Pictures from Teacher Created Materials, Inc.,
    2034 Celebrate ABCs

38
Practice
  • Real world practice
  • Role-play
  • Total Physical Response (TPR)

39
Verify Do you understand?
  • Translate back
  • Retell
  • TPR
  • (Total Physical Response)
  • Role-play
  • Complete real-life action

40
Suggestions to Assist Implementation
Share with other practitioners
Use volunteers/mentors from community
41
Share with other agencies
  • Checklists
  • Translated materials
  • Illustrated handouts
  • Successful techniques
  • Create video clip file/photo file

42
Share with other practitioners
  • Idea exchange
  • Blog, chat or e-mail
  • Troubleshooting
  • Resource people in local area

43
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

44
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

45
Discussion and Remarks from the Floor
  • Burning issues
  • What has worked for you?
  • What else can we try?
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