Teacher Competences for basic literacy, by Qarin Franker

+

Teacher Competenciesfor initial and functional literacy education for

adult immigrants in the Nordic countries

Qarin Franker, Swedish as a second language,

University of Gothenburg, Sweden. [email protected]

mailto:[email protected]

+THE NORDIC

ADULT LITERACY NETWORK (2014)

Sissel VollanVox, Norwegian Agency for Lifelong Learning, Oslo, Norway

Beate LinnerudVox, Norwegian Agency for Lifelong Learning, Oslo, Norway

Peter Villads VedelMinistry of Children and Education,Centre for QualitySupervision and Regulation, Denmark

Lilly Christensen,, VoksenuddannelsescenterFredriksberg (VUF), Denmark

Qarin FrankerInstitute for Swedish as a Second Language (ISA), University ofGothenburg, Sweden

Inga-Lena Rydén, National Centre for Swedish as a Second Language,University ofStockholm, Sweden

Pirjo Immonen-Oikkonen, National Board of Education, Helsinki, Finland

Gudmundur Kristmundsson, University of Iceland, Reykjavik, Iceland

Karolina Matras, University of the Faroe Islands, Torshavn, Faroe Islands

Qarin Franker LESLLA 20140828

+

Background

Six competence areas

Implementation


+KAN – RAPPORTEN(2007)

A Mapping of Adult Literacy in the Nordic countries

THE RESULT

Few governing documents and rules

Complex educational situation

Complex demands on teachers

Great ignorance and uncertainty

about the terms and conditions

No description of the competence needed

for basic literacy instruction


IDEA – PROCESS - PRODUCT

COMPETENCE DESCRIPTION

TEACHERS

EXPERIENCES

PRACTICE

CURRENT

RESEARCH


KAN-report

Mapping of

adult

literacy

education

+The Nordic Adult Literacy Network

”proudly presents”….

Provide a comprehensive definition ofthe specific competencies required for a professional LESLLA- teacher

To form a basis for developmentand implementation of teachereducation

To inspire and develop teachingpractice

http://www.nordvux.net/Portals/0/_dokumenter/2013/english_brochure_for_copying.pdf


http://www.nordvux.net/Portals/0/_dokumenter/2013/english_brochure_for_copying.pdf

SIX COMPETENCE AREAS

1. 2.

Literacy A creativ and criticalglobal, local, individual Adult Learningperspectives Environment

3.

Materials for adult learning

4.

Teaching Oral communicative

competence

5.

Teaching Initial and funcional

literacy competence

6.

Teaching Basic everyday

mathematics


+ Structure of a competence area

• TEACHER COMPETENCE

• KNOWLEDGE

• The teacher is aware of/ is familiar with/ has developed an insight into/ has expertiseconcerning/ …

• SKILLS AND ACTIONS

• The teacher utilises /shows an understanding of/ cooperates with/ facilitates/ creates/ plans/ workssystematically on/evaluates/ uses/ chooses/ analyses/ guides/converts/provides/monitors/supports/consults ….


1. Literacy in a Global, Local and

Individual PerspectiveTheoretical and didactic aspects and approaches

”the teacher is familiar with the complexityof the concept of literacy…” (K1)


+ approaches to adult literacy

As an Autonomous skill

(Goody,1968,1977; Luria,1976;

Ong 1982)

As a social practice

(Street, 1985, 2000; Gee,1990 ;

Barton, 1994/2007, Kell 1996)

Qarin Franker Alfakonferensen 20140908

+”utilises knowledge of society´s attitudes towards literacy

when planning teaching arrangements...” (Skills and actions 2)

” To us he may look 73

years old, but inside he´s

more lika a six years old

with a whole new world

to discover.”

Hilary Janks, Literacy and

Power (2010).


+


(adult literacy student at Hyllie Park, Sweden, 2009).

”In my own country I was looked upon

as an adult but here I am like a child as

my children have to take care of me. So

I suffer and I can not accept this”

2.

Adult Formal Learning in a Creative

and Critical Learning EnvironmentBased on teachers’ reflective practice

and learners’ learning goals


+

The adult literacy learner´s own

resurces

All languages p

ast and present

All literacy experiences

past and present

Social networkspast and present


+Willy´s social network(example from Rydén, 2007)

Close Family

Wife and daughter

Kindergarten

personel

Football team

X 2

Shoemaker

mentorAdult

Literacy class

Neighborfrom Hungary

His wife´srelatives


3.

Materials for Adult LearningMultimodal, up-to-date and challenging


+

Contact with child

care and childens

school

Travel

administration

diagrams

formal situations

Elections

applications

Signs and

messages

Formal

and

informalNews and

media

alarm

situations

Helth care


Communicating

with friends and

agencies

shop

ping


”forbidden material” for adults

to communicate graphically.

4. Teaching Oral Communicative Competence

without Written Support

to Adult Second-Language Learners


+


Mother tongue teachers

is a resource –

building the new language

Understanding helps learning!

I am a carpenter. When I do joinery and manage to hit the nail

on the head it´s like having a mother tongue teacher.

But when I am forced to drive in the nail from a complicated angle

it´s like having a Swedish teacher.

(Saad from Syria , LESLLA learner of Swedish)

+5. Initial and Functional Literacy

for Adult Second-Language

Learners


THE FOUR LITERACY RESOURCES MODEL (based on Luke & Freebody 1990)


literacy

cutural tecnical critical

TEXT USEto use texts gives youpragmaticcompetence

Focus onREADING

TEXT MAKINGto create texts

gives yousyntactic

and semantic

competence

Focus onWRITING

CODE BRAKINGto break

the alphabeticcode

gives youdecoding

competence

PHONOLOGICAL AWARENESS

TEXT ANALYSISto pose questions

to a textgives you

criticalquestioningcompetenceFocus on

DISCUSSIONS

+

IKEA


+


+

IKEA


+ 6. Basic Everyday Mathematics

(Numeracy)For Adult Second Language Learners


SIX COMPETENCE AREAS

1. 2.

Literacy A creativ and criticalglobal, local, individual Adult Learningperspectives Environment

3.

Materials for adult learning

4.

Teaching Oral communicative

competence

5.

Teaching Initial and funcional

literacy competence

6.

Teaching Basic everyday

mathematics


Work for the Nordic Alpha Council in 2015:

Improving teacher competence – in basic

adult literacy

dialogue with departments and teacher training institutions / universities in respective countries on the establishment of a continuing education.

In cooperation with teacher training institutions describe modelsand modules, including the categorization of an academic level set scale. (has started in May 2014)

Initiate and arrange two Nordic developmental workshops for teachers in order to continue the development of teacher competenciesand teaching practice

A) Digital educational materials (prel. June 2015)

B) Everyday mathematics (prel. Autumn 2015)

- Communicate the results of the Nordic Alfa Council's activities and development projects for academic environments, institutions and authorities.


Work on implementation

International level: LESLLA Low EducatedAdult Second

Language and literacy Acquisition (started 2005)

European level: SEA Specialization for European

Teachers of Basic Skills for Adults; EBSN European Basic

Skills Network; EU-speak2

Nordic level: NVL, Nordplus, FLIN

National level: second language/literacyorganisations :

VOX, NC, ISA,

ministries, universites and local educational providers


”Alfabetisering” at an academic groundlevel

In Norway: Högskolan i Bergen

”Continuing education for teaching adults with l1 other than

Norwegian and little or no schooling

Ground level 30 hp = one year start Jan 2014 – Dec 2014;

distance /netbased +

2 physical meetings: 2 days in January and 2 days in September.

In Sweden: University of Gothenburg

Basic Adult Literacy Development. Introductory cource

ground level, 7,5 hp (half a semester 8-10 w)

Evening (8 meetings) or distance cources (2 live meetings +

netbased interactions)

Basic Adult Literacy Development – second course 7,5 hp


”Alfabetisering” at an academic advanced level

In Sweden: University of Gothenburg

At master level

Basic Adult Literacy Development. 7,5 hp

Compulsory in an master degree in Swedish as a second language

Start Autumn 2015

Three universities in Denmark, Sweden and Norway (DPU, GU, HiB)

on the way to a joint agreement on modules for teachers in Basic

Adult Literacy Development


This is just a start /a stance

How can we

raise the awareness for these issues?

illuminate these learners specific needs?

illuminate the teacher qualifications needed?

facilitate for teachers to participate ?

find founding?

increase research both basic- and applied- ?

cooperate towards our goal?


+THANK YOU

For comments and contact:

Qarin [email protected]


Teacher Competences for basic literacy, by Qarin Franker

Education

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