First Language (Dinka)
Literacy as a Foundation
for English Language,
Literacy and Numeracy
Report
© Commonwealth of Australia 2009
Funded under the Adult Literacy National Project by the Australian Government Department of Education, Employment and Workplace Relations.
This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any process without prior written permission from the Commonwealth. Requests and inquiries concerning reproduction and rights should be addressed to the Commonwealth Copyright Administration, Attorney General’s Department, Robert Garran Offices, National Circuit, Barton ACT 2600 or posted at http://www.ag.gov.au/cca. The views expressed in this (publication/DVD/report/project etc.) do not necessarily represent the views of the Minister for Education or the Australian Government. The Australian Government does not give any warranty nor accept any liability in relation to the contents of this work.’ This report is published by ACL, Level 4, 11 York St, Sydney, NSW 2000. The report and accompanying documents can also be accessed via the ACL website at www.acl.edu.au. This project was undertaken by ACL in partnership with the Dinka Literacy Association. Project Team: ACL Class Teacher and Report Writer: Zenia Davis Project Manager: Barbara Barnard Dinka Literacy Association Bilingual Support Teachers and developers of Dinka language literacy resources Santino Rang Yuot Augustino Dut Joseph Aguok Lual Doong John Awen Madut Aken With thanks to the Steering Committee: Ursula Burgoyne Educational Consultant Jackie Cipollone Education Programs Manager, Social Inclusion & Vocational Access Skills Unit, TAFE NSW Errol Grace Assistant Director Skills, VET and Careers Branch, DEEWR NSW John Carter Regional Operations Manager, AMES Employment Brooke Endycott Community Development Officer, Research and Programs, Auburn Council Delilah Shinko Settlement Services Coordinator, Auburn Diversity Services Inc. Santino Rang Yuot Chairperson, Dinka Literacy Association Mark Lack Manager, Community Relations, ACL Rodolfo Cares Educational Manager, ACL Auburn College Contents
Section 1:
Project Report.......................................................................................4
Overview ............................................................................................................................... 4
Methodology.......................................................................................................................... 7
Outcomes .............................................................................................................................. 9
Implications & Recommendations....................................................................................... 14
Suggestions for future programs......................................................................................... 17
Section 2: Food for thought: Practical teaching ideas and learner responses ..........19
Background ......................................................................................................................... 19
Key features of teaching and learning................................................................................. 20
Stories ................................................................................................................................. 21
Sight words – Sentences..................................................................................................... 26
Sight words – Words ........................................................................................................... 27
Handwriting ......................................................................................................................... 28
Telling the time .................................................................................................................... 29
Cleaning .............................................................................................................................. 31
Driving ................................................................................................................................. 32
Section 3: Attachments ..............................................................................................33
1. Dinka Literacy Assessment Tool.................................................................................... 33
2. Famous People: Dinka Story Learning Resource.......................................................... 33
3. Working with the Dinka Class: A Teacher’s Journal ...................................................... 33
Section 1: Project Report
Section 1:
Project Report
Overview
Background
This project was funded as an Innovative Project under the Department of Education,
Employment and Workplace Relations (DEEWR) Adult Literacy National Project. It
was designed for a group of Dinka-speaking adults who have come to Australia as
refugees from Southern Sudan. Many adults, particularly women, from Southern
Sudan have no formal schooling or literacy in their first languages and, though they
may have participated in English language courses in Australia, have made very few
gains in literacy skills. Unemployment rates amongst people from Southern Sudan in
the central west, south western and western areas of Sydney are higher than
average but their limited literacy skills impede the ability of many to access and
sustain employment, and to undertake accredited training or further education. This
project aimed to build on the research on classroom management strategies which
best address the needs of Sudanese refugee learners conducted by Burgoyne and
Hull in 2007 1 and examine the impact of developing literacy skills in first language
before and while teaching English literacy.
Rationale
There are many reasons as to why learners with no, or very limited, literacy in their
mother tongue (L1 literacy) find learning English literacy so challenging. If the language is
one which is predominately spoken, with reading and writing playing very little part in day
to day activities, people from that culture may have a very limited conceptual framework
that they can draw upon when learning the new language. They may not have the
understanding that language can be visually represented, let alone the grapho-phonic
system that underpins that notion. Added to this are the demands of working with a pen
or pencil in such a way as to make the symbolic representation of the language intelligible
to the reader. Another factor adding to the complexity of second language literacy is the
fact that the learner’s experience of spoken language would be highly context dependent
and related mostly to concrete experience (context-embedded). Written language and the
language of the classroom is less tied to its context and this puts additional stresses on
the learner. Hood (1990) proposes that
the argument in favor of L1 literacy before L2 literacy is that to move from L1 contextembedded to L2 context-reduced language does not allow for the transfer of context reduced
linguistic abilities and presents too great a leap for many learners. The process of acquisition
of L2 literacy is facilitated by acquisition of context-reduced language firstly in L1.
With this in mind the project looked to initially establishing a classroom experience
focusing on L1 literacy as a means of reducing some of the demands made on the
learner when learning English and thereby making that experience more effective.
Aims and objectives of the project
The overarching aims of the project were to provide a model for learning in which first
language literacy is taught as a foundation for the further development of English
1
http://www.ncver.edu.au/publications/1778.html
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 4
Section 1: Project Report
language and literacy, and to examine the impact this had on the pace and sustainability
of the English language acquisition for those with limited or no formal schooling and who
may be suffering from the effects of torture or trauma. More specifically, the project aimed
to improve English literacy outcomes, and to promote confidence and self esteem in the
learner group. Other anticipated outcomes of the project were to enhance the capacity of
the Dinka Literacy Association (DLA) to deliver classes to their members, by providing
teacher training and the opportunity to develop language teaching resources.
Once the project started, it became apparent that the scope of these aims was too broad.
The limited time frame and sample size of the learner group, and methodological
differences between the Dinka and English teaching, all had a significant impact on the
ability of the project to meet the primary aim of providing a valid model for learning in
which first language literacy teaching had any impact on the pace and sustainability of the
English language acquisition. As this became apparent the objectives of providing a
model of literacy provision was modified to that of achieving some insight into the impact
of providing first language literacy classes on English literacy acquisition and learner
confidence.
Participants
1. Dinka Literacy Association
The Dinka Literacy Association (DLA) is a community organisation run by members of the
Dinka-speaking Sudanese community that provides Dinka and English classes. The
organisation was established in 2005 and runs classes in Lidcombe, Auburn and
Wentworthville in Sydney.
2. ACL
ACL delivers English classes for migrants and refugees through the Adult Migrant English
Program (AMEP) in Western and South Western Sydney, the regions where Southern
Sudanese people are settling. ACL also delivers the Integrated Humanitarian Settlement
Strategy (IHSS) on behalf of the Department of Immigration and Citizenship for the
Northern and Southern Sydney regions.
3. The learners
The learners selected for the project were native speakers of Dinka. In the English phase
of the course, there were 11 learners - 9 women and 2 men. All were aged 25 – 50. Only
1 learner had had formal schooling as a child. Any literacy in languages other than
English was in Dinka, and had been acquired as an adult through community classes in
Australia. Most had been in Australia for at least 4 years. All had completed their AMEP
entitlement and some had also accessed Language, Literacy and Numeracy Program
(LLNP) tuition.
All the learners were able to name and copy the English alphabet, but most were unable
to read anything. Most of the learners were familiar with numerals, but had very limited
experience in using numbers for practical purposes such as telling the time, reading the
date or in commercial transactions. All the learners wanted to get a job at some stage, but
were very aware of their barriers to employment (ranging from disability to age to
language to care of young children).
The selection criteria
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 5
Section 1: Project Report
At the start of the project, ACL met with the DLA to discuss criteria for the Dinka class.
Even though the project steering committee recommended that the student numbers in
the Dinka phase and the English phase be limited to eleven learners, the DLA was keen
for as many people to benefit from the class as possible, and they were happy to take up
to twenty five learners. The DLA proposed to accept learners with varying levels of Dinka
literacy, though concentrated towards the lower end of the spectrum.
For the English phase, eleven learners were selected from the Dinka class. English oracy
varied from ISLPR 0 to ISLPR 1+, but English literacy was capped at ISLPR 0+. Learners
were selected on the basis of their ISLPR (most at ISLPR 0 in reading and writing) and
their availability.
Content and curriculum
The project offered a rare opportunity to work with a needs-based approach, outside
existing curricula. Early discussion with the learners revealed that most felt they had
‘learnt nothing’ from other formal English classes. This may have been due to factors
such as their readiness to learn so soon after arrival in Australia and their expectations of
what they believed they would be able to achieve. To address this it was decided that an
approach which explicitly asked learners for input into course content and methodology
would be worth testing. In practice, this involved interviews with the learners at the start of
the English course, and constant, ongoing consultation throughout the course (made
possible by the presence of the Dinka teachers as bilingual assistants in the English
classroom). The English teacher made initial decisions about content that would probably
be relevant to the learners, and the teacher and the learners refined and changed it as
the course progressed.
The main areas of course content ended up being time telling, date reading and short
biographical stories of ‘famous’ people. There was also a module on cleaning work in
Australia, and on driving (road signs).
Because most of the learners had been in Australia for a long time, the course did not
cover issues typically addressed in early settlement classes such as using money (though
the use of receipts was part of the course), and in order to avoid saturation, there was a
deliberate lack of focus on ‘personal information’.
Observation of the Dinka classes and conversations with the Dinka teachers provided the
ACL with valuable insights into learner preferences for methodology. The most salient
point to emerge from the observations was that the learners expected and wanted a great
deal of simple repetition of written content, including oral memorization, to support their
reading. They also preferred to work with short written texts in a single genre, rather than
dealing with a range of contexts and text types (they reported this was ‘too difficult’). With
this in mind, the English teacher introduced the Language Experience Approach (LEA) to
ensure that the content of the texts was relevant and therefore accessible to the learners
(in the LEA, the teacher elicits content for writing and reading from the learners, rather
than providing texts from an external source). Another feature of methodology that the
course aimed relied on was independent learning through the use of Language Master
machines or ‘card readers’, in order to provide learners with the opportunity to take
control of their own learning. This is a simple technology which was widely and
successfully used in language classes in the 1970s and 1980s but has tended to be
overlooked as computer technology has become more popular.
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 6
Section 1: Project Report
Methodology
1. Preparation phase
November 2008
The Dinka and English teachers developed a Dinka literacy assessment tool (see
Attachment 1) designed a course plan and conducted placement assessments.
2. Dinka phase
6th November – 19th December 2008
The Dinka literacy class ran for 8 weeks. The class was 4 hours a day, 5 days a week.
Teaching was shared among 4 Dinka teachers. 20 – 25 learners regularly attended the
class. The course mainly focussed on learning the Dinka alphabet, through the use of a
text book – the Dinka Alphabet Book. This book started with letters and pictures, then
gradually introduced very short reading texts. It was the core text book for the course.
The teachers also introduced some basic numeracy eg reading prices using pages from
shopping catalogues.
During the course the English teacher worked with the Dinka teachers two days a week,
observing and assisting with teaching methodology, and developing teaching resources.
At the end of the course, 20 Dinka learners were assessed using standardised language
and literacy assessment tools from the English Language and Literacy Placement
Assessment (ELLPA) Kit, a set of validated LLN assessment tasks produced by NSW
AMES. The 11 learners assessed as having the lowest levels of literacy were enrolled in
the English phase, as the community identified this group as having the greatest need.
3. Transition phase
January 2009
The Dinka teachers attended 2 days of specifically designed professional development on
teaching numeracy and literacy teaching methodology. These sessions gave some
background to different approaches to the teaching of reading and writing and then
focused on the Language Experience Approach (LEA) as an effective method for
teaching learners from an oral language background. The English teacher also prepared
material and planned content for the English course.
4. English phase
27th January – 4th April 2009
The English literacy class ran for eleven weeks for four hours a day, four days a week. In
response to requests by the DLA, the Dinka teaching continued for one day a week for
those eleven weeks. 11 learners continued from the Dinka phase to the English phase.
During the course the Dinka teachers provided bilingual support, teaching support and
bicultural expertise in the class, for 2 of the 4 hours each day. Outside class hours, the
Dinka teachers also worked on producing a Dinka version of some of the materials used
in the English class (See Attachment 2). Throughout this phase the ESL teacher provided
ongoing teacher training in an informal way, by fully engaging the Dinka teachers in the
teaching activities and discussing the rationale and delivery method of those activities.
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 7
Section 1: Project Report
During the course the English teacher kept a daily journal to document class events and
learner feedback (See Attachment 3). At the beginning and end of the course, the
learners’ literacy and numeracy were assessed using a limited version of the checklists
developed by Bottomley & Wyse (Measuring NYA Learning Gains, LLNP Innovative
Research Project 2008). The learners were also interviewed individually in Dinka at the
beginning of the course to gain further information about their motivations for studying
Dinka, their previous experiences of learning English and their plans for the future. At the
end of the course, the learners were interviewed again in small groups in Dinka to get
feedback on the course content and methodology.
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 8
Section 1: Project Report
Outcomes
1. Outcomes linked to project aims
Model for learning in which first language literacy is taught as a foundation for the
further development of English language and literacy
The model trialed the teaching of Dinka literacy for 8 weeks, as a foundation for 11 weeks
of English literacy and numeracy. There were improvements in both English and Dinka
literacy among the participants, however the sequence of Dinka and English teaching did
not prove to be the key factor in the acquisition of English literacy. More critical were the
learner-centred, needs-based approach and the availability of the bilingual teachers in the
English classroom.
There were very positive aspects to the model which certainly enhanced the learning
experience. These included the development of a very strong group identity as a learning
community, and the close working relationship with teachers from the community, who
were able to inform the ESL teacher of the learning styles and possible barriers of the
participants. The ESL teacher’s observation of the Dinka classes also provided valuable
insight into the learners’ styles and strategies, which she used to inform her teaching in
the English phase.
In order for the model to be successful there needs to be common understandings of
what both organizations would expect the learners to achieve and of how we would go
about achieving this. Underpinning this, there needs to be a shared concept of what
constitutes literacy.
One of the less positive outcomes of the project was the failure to fully develop this
common understanding of literacy. The Dinka teachers were unfamiliar with the literacy
and numeracy teaching approaches and methodology employed by the ESL teacher at
the beginning of the project and therefore unable to apply these approaches in their
classes. The content of the Dinka classes tended to focus largely on alphabet recognition,
with some simple narrative texts related to the Dinka culture for the learners with higher
levels of literacy. In the early stages of the project it was not possible to predict that the
differences would be so significant. Nevertheless, it difference created a notable barrier
and limited the overall outcome. (See Recommendation 1)
There were gains made in Dinka literacy and these can be attributed both to the Dinka
teaching and to a washover effect from learning English literacy as the Dinka phase did
continue on in parallel to the English phase. The main gain in this area was in alphabet
recognition, which matched the aims of the Dinka teachers. 10 of the 11 learners were
able to recognise the Dinka alphabet by the end of the English and Dinka courses,
compared to 6 members of the class having no knowledge at the beginning. There was
also some change in reading, with 5 learners gaining some basic reading, whereas none
of the group had basic reading skills at the start.
Improvement in English literacy
The main English literacy gains were in reading, which was the focus of the course. In
terms of a sight reading vocabulary of familiar words, at the start of the course four
learners had none at all, four had a beginning vocabulary (less than 10 words), and three
had a basic vocabulary (more than 20 words). At the end of the course, four learners had
a beginning vocabulary and seven had a basic vocabulary. In terms of the skills required
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 9
Section 1: Project Report
to decode unfamiliar words, at the start of the course six learners had no decoding skills
at all, while the rest could make an attempt at decoding. At the end of the course, only
two learners were still unable to attempt to decode unfamiliar words. The majority of the
group were also using the strategy of examining the context of the unknown word to
predict the meaning.
Promotion of confidence and self esteem in the learner group
There was a marked increase in learning confidence and motivation over the course.
There was a significant increase in self-initiated learning activities during class time, from
half the learners at the beginning to all the learners at the end. There was also evidence
that almost all the learners were voluntarily studying outside of class times by the end of
the course, compared to about a third at the beginning.
Enhanced capacity of the Dinka Literacy Association (DLA)
Three Dinka teachers had professional development support in teaching methodology.
This included a critical review of some of the main approaches to teaching reading and
their application to teaching Dinka and English as a second language. There was a more
intensive training session on the Language Experience Approach (LEA) as this
methodology was one that the was to be used during the English phase of the project.
The Dinka teachers had expressed concerns at the difficulties they were having teaching
numeracy to their community members so ACL also provided some training in this area.
Two of the teachers reported successfully trying some of the new ideas from the training
in their other Dinka classes. For example, one teacher used LEA to develop current
affairs content in Dinka, and the other used shopping catalogues to teach numeracy.
They also said they had tried out some activities they had informally observed in the
English class, with positive results and feedback from their other Dinka learners. For
example, one teacher reported using the independent study + testing method that the
ESL teacher used for sight word practice.
The Dinka and English teachers produced a set of Dinka teaching resources (See
Attachment 2) based on the resources developed in the English class. They also
produced a simple Dinka literacy and numeracy assessment tool. (See Attachment 1).
2. Other Outcomes
Numeracy
Almost all the learners improved significantly in telling the time using an analogue clock.
At the end of the course, nine learners were able to read an analogue clock, compared to
only one learner at the beginning. Reading dates was another area of major
improvement, with eight learners able to read numerical dates at the end of the course,
compared to only two at the start.
As well as an improvement in skill level, learners’ confidence in using numeracy also
increased. Most of the learners were able to independently use a sign-in book to register
their daily class attendance by the end of the course. Several learners reported that they
now use receipts to exchange goods and for tax purposes and two learners reported that
they are now teaching their children how to tell the time and can understand when their
children talk about times.
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 10
Section 1: Project Report
Increased mental health awareness
A family tragedy during the course raised the need for an introduction to a specialist
mental health service. The NSW Service for the Treatment and Rehabilitation of Torture
and Trauma Survivors (STARTTS) met with the class to explain their services. In this
meeting, two of the learners thanked STARTTS for the excellent treatment they received
soon after their arrival in Australia, and one learner said she had thought that people who
went to STARTTS would be taken away to a mental hospital and that only people with a
severe mental illness could go there. A third of the learners said they were now planning
to seek assistance from STARTTS.
Another mental health outcome was feedback from the learners about their state of mind.
In a casual conversation about sleep, most of the learners reported that they had not
slept well the previous night, and that broken or minimal sleep was normal for them, with
one woman reporting that she consistently could only sleep for 3 to 4 hours a night. In a
conversation about previous English study, most of the learners reported that their
memory had been severely impaired by stress, and that they continued to have a great
deal of stress now. Whatever the source of this stress (torture / trauma, settlement or
other), this feedback is important for language and literacy providers as stress does affect
memory, and it can continue to do so even years after arrival. Giving the feedback was
also important for the learners themselves, as they had a chance to say they were not
just ‘stupid’.
Pathways to study
All the learners said that they were now keen and confident enough to study more
English, though they had strong reservations about finding an appropriate class, as they
had all had very negative study experiences before this course, both in the AMEP and the
LLNP.
Most of the learners wanted to join a particular community class, but that class was full,
so they asked the English teacher to seek more options. At the end of the course,
learners met with an LLNP provider and discussed their negative perceptions of LLNP
classes. Most learners left the meeting with a much more positive view of the possibility of
attending LLNP classes, and took away details for referral. More than half the learners
also gave their details for a possible TAFE Outreach class.
Since the end of the course, we have learnt that 4 of the learners are enrolled in a
community class, and 1 learner is studying at TAFE.
Pathways to work
None of the learners felt confident enough to seek work on the basis of the course,
however most were not in a position to do so anyway, due to family commitments and
health issues. Three of the learners did, however, say they could now actually imagine
working in Australia after some more English study. This represents a significant change
in self-perception.
In terms of employment-related course content, at the beginning of the course the
learners stated clearly that they felt they were not ready to look for work, as they were
unable to read or write in English, therefore they did not want to study employmentrelated content in class. This self-assessment of work readiness appeared to be accurate.
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 11
Section 1: Project Report
Nevertheless, some of the learners subsequently said that they enjoyed the cleaning
module they studied in the English phase (chosen because almost all had previous
experience in cleaning).
Links to community resources
One learner reported that she now had the confidence to talk to Centrelink on her own,
instead of asking a family member to talk on her behalf. Another learner gained the
confidence to attempt – and pass - the learner licence test at the RTA.
Improved understanding of effective teaching + learning strategies for this type of
learner group
The daily journal of the English teacher, conversations with the Dinka teachers and the
initial and final interviews with the learners have produced a clear picture of what did and
did not work with this learner group. A copy of the journal, Working with the Dinka
Class, is attached to this report.
To inform teachers who may be working with similar client groups, this report includes
sections on Implications and Recommendations, Suggestions for future programs
and Some practical ideas and learner responses
3. Report from the Dinka Literacy Association
Written by Santino Yuot and Augustino Dut from the Dinka Literacy Association
The DLA has contributed to the project by encouraging the Dinka students to join both
English and Dinka classes. The DLA Teachers informed the Dinka speaking community
members before the beginning of classes for them to be aware of the project. During the
delivery of the classes, DLA teachers taught Dinka literacy in Dinka classes during the
first phase of the project and then worked as Bilingual supporters in the second phase of
English classes.
The DLA teachers have learned from the initiative of working collaboratively with ACL
through the English and Dinka project. This joint project gave the DLA teachers a better
understanding about different teaching methodology and they are hoping to work on
similar projects in the future with ACL and other organizations.
The students were very grateful and delighted by the considerable knowledge and
learning experiences the project had provided. More importantly, they were very
appreciative and thankful for the initiative as well as for the supportive and respective
environment that both teachers in the project had offered to them. They were motivated
by overall content of the project and professionalism the teachers had applied to meeting
their learning needs. Most of the students were thinking of continuing with their studies.
They have highlighted that the lessons delivered to them by the teachers on the project
had many positive impacts on them and they were thinking they would not get this
teaching anywhere else.
The childcare was inadequate since it was not covered in the project cost. However,
some of the students managed to take care of the kids while the classes were going on.
This meant some students missed some classes. In the first phase of Dinka class, the
childcare was in the hands of the mothers.
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 12
Section 1: Project Report
The selection of students on the first phase of Dinka classes was done through an
assessment and another assessment was later on given to assess what student had
learned and achieved in the Dinka class. However, the number of students in Dinka class
ranged from 20 to 25 so that we had to close the enrollment in order for students to be
able to do better in the classes. Some of students whom we taught have joined TAFE,
Flemington and other Educational Institutions. Overall, students had expressed their
strong feelings about the potential of such a project to provide them with an ongoing
process to bridge their learning gaps and increase their literacy and reading capacity.
Feedback from Santino and Augustino in a conversation about the course
The group appreciated the fact that the structure of the English lessons was very
consistent and that the students knew what type of content they would be studying at
each point in the day.
The classes provided exactly what the students wanted as the students were asked about
what they wanted to learn. They wanted to learn about famous people and when they
learnt about these famous people the teacher was very focused on the language part of
the stories and the students provided the content part. They liked being given the
opportunity to talk about the famous person and then the teacher doing more research
and passing the new information on to the students. Then the teacher wrote the story that
they wanted.
The students liked the classes that focused on cleaning as they thought they were very
helpful when they thought about doing this job.
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 13
Section 1: Project Report
Implications & Recommendations
First language literacy
While this project had many positive outcomes, the relationship between the Dinka
literacy training received and English literacy learning was very complex and we were not
able to measure with any certainty the impact that one had upon the other. The Dinka
classes certainly established a strong foundation for learning English literacy, particularly
as the learners were actively engaged in a supportive, formal classroom environment
where high value was placed on the written word. While the students varied in their ability
to read Dinka, all gained some understanding of the sound-symbol relationships required
to read and this certainly assisted their English literacy acquisition. However the limited
timeframe, coupled with the difference in interpretations of literacy, effective teaching
approaches and course content between ACL and the DLA meant that the impact of the
L1 classes on the English literacy acquisition was difficult to ascertain. Nevertheless,
further investigation into a first language literacy approach for other classes would be
valuable.
Recommendation 1: That the level of funding provided by the various State Departments
of Education or other bodies to provide assistance to voluntarily run community (first
language) language schools be reviewed to ensure that the necessary professional
development support and overall sector development occurs, in line with the expansion of
rare languages particularly from the African continent, in the Australian community.
Further, that any such professional development has a focus on basic modern teaching
practice and methodology for literacy acquisition, be it in the first language or English,
with considerations given to the pre-existing cultural context of being a “teacher”.
Bilingual teaching
A key factor in the success of the English course was the bilingual support provided by
the Dinka teachers.
Much more than straight interpreting, bilingual support facilitated the development of
difficult concepts and independent learning strategies that is otherwise left to chance (and
generally does not occur). For example, the bilingual teachers helped with concepts of
time telling, information about reading strategies, and explanation of the purpose and
method of certain learning activities. Addressing these issues explicitly in their first
language allowed the class to deal with them efficiently and effectively.
The bilingual teachers also allowed for genuine and ongoing consultation, feedback and
negotiation between the English teacher and the learners. This ensured that the learners
had a strong sense of ownership and involvement in the class, which resulted in high
levels of motivation.
Recommendation 2: As much as possible, provide bilingual support for early literacy
learners. Ensure the bilingual assistants are trained in the ESOL/literacy rationale and
methodology so they can best convey the value of classroom activities to the learners.
Class size and profile
The smaller class size (11) was crucial for ensuring that everyone had adequate
opportunities for individual participation and feedback. The relatively homogenous
educational backgrounds and English literacy levels of the learners meant that the
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 14
Section 1: Project Report
teacher was able to design a course to meet the learners’ needs far more effectively than
in a class with disparate needs.
Recommendation 3: Where possible, limit class size to 10 – 12 people for early literacy
learners.
Learner readiness
The teacher identified that there were still high levels of stress amongst the group,
manifested in reports of poor sleep patterns mostly due to concerns about family and
friends in Africa and settlement and family issues in Australia. However, as the group had
all been in Australia for more than 18 months, these were not as prominent as when the
learners undertook previous courses and the learners reported that they were now able to
concentrate more on their study.
Recommendation 4: Continue to incorporate training on the effects of stress on learning
in teacher training and professional development programs, and suggest that teachers
address these issues explicitly with learners.
Curriculum and content
It is recognised that publically funded LLN programs require that an accredited curriculum
is followed in order to measure the outcomes of the learning process. However this may
have a neutral, if not negative, impact on learning as the teacher is not given the freedom
to respond to the learners’ interests, needs and readiness to learn.
Recommendation 5: That courses involving pre-literate learners not be required to follow
a prescribed curriculum such as the Pre-Spoken and Written English (Pre-SWE) course
or the Certificates in General Education for Adults (CGEA). If outcomes need to be
measured then a tool such as that developed by Bottomley and Wyse for measuring “not
yet achieved” gains, be used.
Teaching strategies
The project has yielded detailed information on effective teaching / learning strategies for
these learners. The strategies could all be incorporated into existing curricula if
necessary. This information will be of use for programs teaching similar learner groups eg
AMEP, LLNP and other LLN programs, and that it may help to reduce the relative
ineffectiveness of these programs for this type of learner. Information on the strategies is
available in Section 2 of this report.
Teaching recommendations:
• Use learners’ own experiences, interests and knowledge as content for texts
• Plan a predictable daily structure for learning activities
• Use oracy to memorise content that will be used for literacy / numeracy
• Limit the range of content for study
• With bilingual assistance, be explicit with learners about the purpose, method and
content of learning activities
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 15
Section 1: Project Report
Learner feedback regarding previous courses
Initial and final interviews with the learners yielded feedback about what had not worked
for them in previous formal study:
• ‘More papers with less teaching’ - progressing in terms of ‘getting through’ a lot of
worksheets but not actually learning anything from doing the worksheets (and having
an overwhelming quantity of paper)
• Teachers writing things on the board for them to copy without understanding
• Teachers teaching but not providing opportunities for learners to practise
• Having two teachers sharing one class across the week but no coordination /
communication / planning between them
• Learning to name the letters of the alphabet but not learning how to read
These strongly voiced comments are included on behalf of the learners for consideration
by literacy and language providers.
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 16
Section 1: Project Report
Suggestions for future programs
With the benefit of hindsight, we cannot overemphasize the importance of planning and
preparation for a program that involved teaching first language literacy and English
literacy. If there was an opportunity to undertake similar projects in the future a more
effective model to apply would be one in which the first language teacher was employed
by the English literacy provider, fully trained in literacy theory and approaches and
worked in collaboration with the ESL teacher so that the approaches and content of the
first language program reflected the ESL program. In particular, we would recommend
investing substantially in the following areas, before the course begins.
Methodology
With the bilingual teacher(s), identify the methodology currently used in the first language
program, and make a training plan together to extend that repertoire as appropriate. Start
training before the course begins.
Teacher orientation
If your bilingual teacher(s) are new to your workplace, allow sufficient time for orientation,
including time and assistance to complete induction and ongoing employment paperwork.
Also ensure that there is sufficient ongoing support in the non-teaching aspects of the
work.
Learner selection
Ensure that potential learners are drawn from a range of sources rather than any single
source. Also ensure that potential learners have clear and complete information about the
course (word of mouth is very effective for advertising, but it can result in variable
information).
Childcare
Plan for childcare. If you cannot provide childcare, consider alternative arrangements. If
your target learner group has minimal literacy in any language, it is likely that they will
need considerable support to make their own childcare arrangements.
Course content
Take time to identify course content in detail with the bilingual teacher(s). Ensure that
practical numeracy is a key content area. We strongly recommend formalising proposed
course content in detail, either through the development of a new first language teaching
resource, or of a syllabus document.
In short, invest heavily in planning and make explicit all assumptions with everyone
involved (community groups, teachers, learners).
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 17
Section 1: Project Report
Bibliography
AMEP Research Centre Fact Sheet: Course planning for preliterate and low-literacy
learners, 2007
AMEP Research Centre Fact Sheet Learners with low literacy in the Adult Migrant
English program (AMEP), 2006
Bottomley & Wyse L, 2008 Measuring NYA Learning Gains, LLNP Innovative Research
Project , DEEWR (unpublished report)
Burgoyne, U & Hull, O, 2007, Classroom management strategies to address the needs of
Sudanese refugee learners, NCVER, Adelaide
Burgoyne, U & Hull, O, 2007, Teaching learners from highly oral cultural backgrounds:
Good practice guide, NCVER, Adelaide
Christie, J, English Language and Literacy Placement Assessment Kit. NSW AMES,
Sydney
Gunn, M, 2003, Opportunity for Literacy? Preliterate learners in the AMEP. Prospect: Vol
18 No 2, AMEP Research Centre, Sydney
Hajncl, L, 2008, Into Learning: a professional development kit for teachers and
trainers of adult literacy learners from aural/oral learning cultures, Adult Migrant
Education Services, Melbourne
Hood, S, 1990, Second Language Literacy: Working with Non-Literate Learners,
Prospect, Vol 5, NCELTR, Sydney
McPherson, P 1997, Investigating learner outcomes for clients with special needs in
the AMEP, NCELTR, Sydney
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 18
Section 2: Teaching Ideas
Section 2: Food for thought: Practical teaching ideas
and learner responses
Background
The project
In 2008 and 2009, the Dinka Literacy Association (DLA) and ACL (an Adult Migrant
English Program provider) ran a bilingual literacy course for Dinka-speakers from
Southern Sudan. In the first half of the course, the learners studied literacy and numeracy
in Dinka. In the second half, the learners studied literacy and numeracy in English.
The learners
Most of the learners in the class were female, aged 25 – 50, with no formal schooling
outside Australia and no literacy in languages other than English. A few of the learners
were able to communicate easily using spoken English, while others had almost zero
English oracy. Most had been in Australia for at least 4 years. All had completed their
AMEP entitlement and some had also accessed Language, Literacy and Numeracy
Program (LLNP) tuition.
All the learners were able to name and copy the English alphabet, but most were unable
to read anything. Most of the learners were familiar with numerals, but had very limited
experience in using numbers for practical purposes such as telling the time or reading the
date.
This document
The following pages provide detailed information on what did (and did not) work with this
particular class. The intention is not to suggest that the approaches described would be
effective and appropriate for all classes. Rather, it is hoped that the information can
provide some fresh food for thought – some ideas that practitioners might like to test as
different ways of teaching preliterate learners (even though the project was confined to
Dinka-speaking learners, the activities could apply to other beginning literacy learners).
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 19
Section 2: Teaching Ideas
Key features of teaching and learning
Dinka phase
• Oral practice of written texts eg through reading aloud
• Collective learning eg each individual ‘has a go’ while the other learners listen (a lot of
repetition, which helps everyone to remember)
• Use of readers / text books as the main source of course content
• Ample time given for copying (recognition that it’s not a simple, quick activity)
English phase
• Predictable lesson structure – a clear routine
• Limited, focussed, predictable staging of the introduction of new content in order to
avoid the sense of overload and failure that the learners reported experiencing in
previous formal study
• Strong emphasis on the practice and recycling of content
• Memorisation of content through repeated oral practice to support literacy / numeracy
work
• Very limited, carefully targeted use of worksheets
• Use of worksheets and activities requiring an oral (not written) response
• Regular opportunities for each individual to demonstrate their knowledge, particularly
through reading aloud
• Use of reading materials generated by the learners, or coming from the learners’ own
areas of interest / knowledge.
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 20
Section 2: Teaching Ideas
Stories
Week 2
Week 6
Week 9
Each week the class created a new ‘story’ text. At the beginning of the week the class
constructed the story together orally, with multiple opportunities for repetition so
everybody could memorise it. Then the teacher built the text up on the board, from key
words to whole sentences, with more opportunities for repetition, before ample time for
copying.
During the week the class practised the story in a variety of ways, with some practice
every day. These practice activities included:
• reading aloud
• sequencing
• copying
Before any practice with the written text, the story was ‘refreshed’ orally first.
The first story was about the weather, there was one story about a topical event (the
Victorian bushfires) and the rest of the stories were about real people. The people were
all public figures known to the learners, ranging from Kevin Rudd to a Dinka supermodel.
At first the teacher chose the story topics, but towards the end the learners chose to
nominate their own topics.
This approach was loosely based on the Language Experience Approach, in which texts
are created using learners’ own experiences and language. However instead of using an
individual or ephemeral experience, it was easier to work with something more shared
and permanent.
The learners liked the fact that they understood the content of the stories. This allowed
them to concentrate on practising very basic reading skills instead of coping with
comprehension. While comprehension is the aim of reading, and comprehension
exercises are a staple of English classes, it requires a combination of skills which these
learners had not yet developed. The class was very happy to have that pressure taken off
so they could concentrate on mastery of the building blocks of reading.
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 21
Section 2: Teaching Ideas
The learners also placed a high value on the ‘truth’ of the stories. When some facts were
changed in a text for a ‘find the problem’ learning activity, everyone was indignant, and
insistent that the text was ‘no good’.
The class also coped well with new and difficult language needed for the texts eg vice
president, saying they were motivated to learn it because they were interested in the
topic. Some learners also reported that they learnt and practised new grammatical
concepts through working with the stories eg male vs female pronouns (these are not
distinguished in Dinka).
It would be interesting to test a similar approach with other factual topic areas. These
could include places (eg a country, a city, a suburb, a school, a class) or events (eg a
public holiday, a class routine).
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 22
Section 2: Teaching Ideas
Sentence makers for ‘writing’
A weather text on the ‘sentence maker’
The class used large fuzzy boards with word cards on Velcro to revise and create texts.
The fuzzy boards and word cards came from an approach popular in primary schools in
the 1970s (the Breakthrough to Literacy method of Mackay, Thomson and Schaub). The
boards and cards are known as ‘sentence makers’.
At the start of the course, the class used the sentence makers to create texts about the
weather. The whole class talked about the weather first and established the ‘facts’, then
individuals volunteered to create a text eg last night was hot or today is good. This was a
hands on introduction to the significance of word order (learners placed word cards on the
board, then tested out the sentence by reading it out - quickly discovering that different
word order affected meaning). The whole class was involved in the construction and
editing processes.
Once the group was very familiar with the topic, they also created weather texts in pairs
using individual sentence makers (words written on business cards). This allowed people
to work at different levels, with some pairs sticking to a single sentence, while others
created more extended texts.
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 23
Section 2: Teaching Ideas
Sentence makers for reading
A story about Alek Wek – a Dinka supermodel now living in the US
The learners also used the sentence makers to recreate known texts. They could work
from memory, or they could refer to the written version. This activity was challenging, but
there was a warm, supportive atmosphere during work. It was a low stress, fun activity,
done about once a week. There was only one copy of each text, so in the beginning
everyone worked as a whole group, but by the end of the course learners were working in
pairs or threes on different texts.
The learners said they thought the sentence makers were very useful learning tools. They
said they liked being able to ‘play’ with words by moving them from one place to another,
without the time consuming process of having to write. They also said it helped them to
recognise words.
To make a large sentence maker, you need:
• 1.2 metres fuzzy acrylic wall fabric (not felt)
• A pole or a cardboard tube and some rope to hang it from
• a metre or so of Velcro dots (adhesive back, hook side only – not the fluffy side) – you
can cut the dots in half
• White cardboard (8 cm strips work well)
Some teachers also use magnetic strips to put word cards on a white board. Probably the
only advantage of using fuzzy boards is that you can have as many as you want in a
classroom (this class had 5), whereas white boards are limited. Also, word cards on a
fuzzy board can move but stay on display, whereas words on a whiteboard have to be put
away before you can use the whiteboard in another way.
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 24
Section 2: Teaching Ideas
Card readers
An old Eiki card reader machine + cards with the recording stripes
Card readers are simple, low-tech machines which allow learners to play short recordings
from a card. This class used them in a variety of ways, including:
• listening to a word and finding it on a word card
• listening to a sentence and creating it using word cards
• listening to spelling words and writing them
The card readers were invaluable tools for independent learning and individual / small
group practice. They were non-threatening and simple to use. Some of their benefits
were:
• massive amounts of active repetition and practice
• independent control of pace and checking by learners
• no technical fuss (no getting ‘lost’ with audio cassettes or computer based audio)
One learner asked on several occasions where to buy a machine, as she wanted to use
one at home!
The original machines made by Eiki are now being produced by a company called
Califone. They sell a cheap play-only model (which reads only commercially produced
cards) and an expensive recording model (which can record and read any cards).
Australian distributors of the card players can be found on the Califone website.
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 25
Section 2: Teaching Ideas
Sight words – Sentences
Word cards for making sentences
Early in the course, a few learners were making no progress with reading at all, so they
tried some different work in a small group.
Starting with a short sentence drawn from one of the story texts, the learners used the
card reader to listen to words and identify them on cards. Once they were confident they
could recognise the words, they listened to sentences using those words, and made the
sentences with the word cards. When they had practised enough, they read the
sentences on paper.
The learners were delighted that they could actually read something. The card reader
allowed them to practise enough to memorise the words, and because the content
increased by only one new word each session, the learning was achievable.
An extract from a paper version – artificial but effective for practice
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 26
Section 2: Teaching Ideas
Sight words – Words
One learner’s collection of sight word cards
Each learner had their own sight word cards. The cards were grouped into sets of 10
words chosen at random. Each set was a different colour. The words were taken from the
Dolch list (a list of 220 high frequency sight words - mostly short words like it, the, is,
have, at).
From the middle of the course, the learners practised reading these words for a short
session every day, either with the card reader machine or with a Dinka teacher or with
each other. The learners started with a single set, then when they felt ready, they
nominated themselves for assessment (the English teacher’s only role in this activity). If a
learner could read all the words in one set, her / his name was ticked and s/he took the
next sheet of word cards to cut up and practise. In this way, the learners ‘graduated’
through the sets, getting the next words only when they could read the ones they had.
Given the abstract nature of the word pool and the heavy focus on assessment, it was
very surprising that work with the sight word cards drew such a positive response. All the
learners were highly motivated, practising with their cards of their own accord if they
arrived early to class, or if they finished an activity quickly. Sometimes the class asked to
have extra sessions with the cards, and often individuals asked to be quickly assessed
even though time was up.
The learners said they liked having an achievable challenge, that the different ‘levels’
were motivating, that they enjoyed having a sense of progress, and that they appreciated
being able to take the cards home to practise and try again if they ‘failed’.
The activity was extremely effective for the majority of learners, but the abstract content
did not work for the lowest two. These two would have been better served by continuing
to work with this method, but with a more meaning-focussed, contextualised choice of
content eg a sentence from a familiar or personally relevant text.
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 27
Section 2: Teaching Ideas
Handwriting
A hand writing sample
All the learners made some errors in the way they formed certain letters and numbers.
These errors were possibly due to having learnt to write the alphabet through tracing.
While the letters / numbers were mostly legible, incorrect formation made the process of
writing less efficient.
At first the teacher tried remedial work by focussing on one letter a day, using ‘air writing’
and actual writing. The air writing included saying the strokes (eg t is down… across…).
This was enthusiastically received, as was some repetitive copying of the individual
letters.
When the alphabet was ‘finished’, there was a brief period of experimenting with ‘speed
copying’. This involved learners copying as much of an unseen text as possible within a
time limit. The aim was to continue to practise handwriting but in a more integrated way.
However the learners reacted very strongly to this, saying they needed to understand
what they were copying, or it had no purpose. They said they had spent a lot of time
copying texts they didn’t understand in other classes, and that it did nothing for them.
Instead, the class switched to copying the ‘story of the week’ or other texts they were
already working with in class. This was keenly taken up by at least half the class, who
subsequently practised copying these texts at home as well, of their own accord.
The class also focussed on writing numerals, in brief daily sessions with bilingual support.
This involved practice and discussion, and resulted in excellent short term improvement.
In terms of long term improvement, however, there was almost no change in accuracy of
letter and numeral formation. The time the class spent on accuracy was basically a waste
- habits were ingrained, and the time would have been better spent doing other things.
On the other hand, copying practice of familiar whole texts had other benefits. Learners
reported it was now faster and easier to write and that it assisted them with spelling and
reading (they read as they copied), and one learner said she could now copy word by
word instead of letter by letter.
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 28
Section 2: Teaching Ideas
Telling the time
Cardboard practice clocks
The original plan was for the learners to sign in and out of class each day. It quickly
became apparent that this would not be possible at first, because none of the learners
could read an analogue clock.
Work started on clock reading, which proved to be a very complex skill indeed. To start,
the class focussed on reading the hours and minutes round the clock. Once the hours
and minutes were roughly okay (and everyone understood the concept that ‘4’ can mean
either ‘4’ or ‘20’), the class mainly practised using cardboard clocks – either listening to a
time and making it, or looking at a time and saying it. To learn to write a time, the practice
was mainly listening and writing on the board so everyone could see and check.
There were also a few sessions using commercially available worksheets eg pages with
pictures of clocks, which the learners had to look at then write the time. These sessions
were spectacularly unsuccessful, with an overall atmosphere of disconnected silence.
Towards the end of the course, the sign-in book was introduced, discussed and then
used with increasing accuracy and ease by most.
This class really illuminated the complexity of clock reading. A plea to teachers of this
type of learner group: please stick to digital formats, even when using analogue clocks!
Conceptualising and saying four fifteen is much easier than a quarter past four, especially
when that ends up being transformed into 4.15 in writing.
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 29
Section 2: Teaching Ideas
Early in the life of the sign-in book
At the end of the course, after about a month of using the sign-in book
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 30
Section 2: Teaching Ideas
Cleaning
Some pages from the cleaning mini-book
The class did a module on cleaning using a reader-style text (mini-book) with key
cleaning vocabulary. The mini-book was designed specifically for this class. As well as
building vocabulary and providing reading practice, the text provided a springboard for
discussion of employment in the cleaning industry. This involved drawing on the learners’
own experiences (all the female learners had worked as cleaners in Sudan or other
countries), and comparing them to cleaning in Australia.
Points of comparison focussed largely on Occupational Health and Safety (OHS):
• Most of the learners had sustained injuries while cleaning overseas (one learner
described having been electrocuted by a live wire in Sudan), so we talked about the
laws that protect workers in Australia, and what happens if someone is injured on the
job
• Safety signs and why / where they’re used
• The importance of Personal Protective Equipment (PPE) eg rubber gloves when using
chemicals
• New cleaning practices eg colour coded cloths for different purposes, and why
• How to lift heavy things safely
• Problems if you can’t read and you have to use strong chemicals (one learner had
worked in a hotel in Australia)
The discussion was conducted bilingually over several days, after short sessions of
language and literacy work on the topic. As a method for information sharing, it was
reasonably effective, as it was more engaging than a one way information session.
However, it would have been more efficient if a Dinka teacher had taken the role of
facilitator and the sessions had been conducted in one language.
The mini-book was effective as a discussion starter, but it would benefit from revision in
order to provide a tighter, more structured discussion focus (it provided a stimulus for less
than half the discussion content).
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 31
Section 2: Teaching Ideas
Driving
Going into a supermarket
car park
There are kangaroos, so
drive at 30 kmh.
A hat – maybe a building
site?
Some initial interpretations from the learners
Half the class had a learner driving licence and the other half wanted one.
In the last 15 minutes of each class, the topic was driving. At first the group worked
through a few of the questions from the Driver Knowledge Test (DKT) each day, with the
Dinka teacher interpreting. After a couple of weeks the teacher changed direction, and
instead focussed on the signs found in the DKT. Each day the group looked at two or
three signs, guessing and then discussing the meaning, with the Dinka teacher facilitating
and interpreting.
The discussions around driving brought to light the unfamiliarity the learners had with the
concept of distance as in the Sudan they had tended to talk about how long it took to take
to get to a destination, rather than a measurement based on kilometres.
Towards the end of the course, one learner tried the DKT (questions given orally through
a Dinka interpreter). She passed the test on the first attempt and got her L licence. She
said she had seen most of the signs introduced in class, and that the driving study had
been very useful. Another learner was planning to attempt the test soon.
All the non-driving learners said the driving signs were a very helpful course focus. In the
light of the scope for misinterpretation shown by the examples above, bilingual support
was absolutely crucial for this work.
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 32
Section 3: Attachments
Section 3: Attachments
1. Dinka Literacy Assessment Tool
2. Famous People: Dinka Story Learning Resource
3. Working with the Dinka Class: A Teacher’s Journal
Note: Each of these attachments is provided as a separate document.
© Commonwealth of Australia 2009 Dinka-English Literacy Project
Page 33