WORLD CAFÉ TABLECLOTH NOTES

8/2/2019 WORLD CAFÉ TABLECLOTH NOTES

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WORLD CAFÉ

TABLECLOTH NOTES

A compilation of the raw notes * from MTML’s March 7 th , 2012 Forum –

“Exploring Learner Pathways: Meeting at the LBS/ESL Intersections” *These are the direct notes from the tablecloths intended to trigger participants ’ recollections of the dialogues that took place



Transitions Table: - Dialoguing on successful transitions Literacy needs to be local Referrals – We need an ESL/LINC/etc. referral system similar to LAN (in the LBS

world) Status of person in Canada – a hindrance Need to have a warm handover to other transitional places – will lead to more success! # caps in childcare facilities – causes limitation, hard to transition learners Co-location of classes & services (ex. Storefront model) **Regular/continuous dialogue between agencies/service providers Providing resources for/address need of the learner beyond the ESL/literacy class Use HR (hiring practices) to seek out practitioners with awareness/skills beyond “just” literacy and

ESL Are our assessment reflecting our learners? – no such thing as “no progress” Transitions to work limited by current job market! Computer literacy is critical

GBC offers workshop on taking college entrance test Field trips to next step locations! Transitions to employment or post-secondary education can be blocked by many barriers, including

o Immigration statuso OW clawbackso Loss of subsidized childcare

Knowing the requirements – i.e. what’s required for college Look at PMP Action Centre as a case study for seamless transitions and integration between

LBS/ESL/Academic Upgrading and other EO services Q: What are the common transitions points between LBS and ESL? Improve the quality of technology in the LBS programs. Also providing funding in the LBGS

programs for more computers; which will allow for a more fulsome blended program Co-location Fewer barriers; less dependency on our programs; awareness of options to transition to;

orientations to college; realistic goal setting; entrance test support/prep; iPads for everyone;computer/tech literacy



Low-level Literacy Learners Table: Dialoguing on a multiplicityof meanings

Barriers: trauma; war; health; racism; work; poverty; class

Reading and working is over privileged

A diagram of social attitudes as a scale

On one side: reading and working Other side: confidence, learning, community

ESL Literacy: Few language skills in th eir language; maybe don’t feel stigma as much

Not about reading and writing well, but about testing well! – (Vanessa Wong)

**Placement and assessment is an issue as they are not sensitive to show the progress of low-literacy levelas they progress very slowly

Our definition of new literacy is changing (UNESCO 2004), but other measurement systems are still basedon meaning only reading and writing as the sign of progress.

Text-based learning versus learning about the world

Pre-benchmark literacy:

Need 1-1 volunteer tutors

ESL literacy – inability to read and write in first language and English; or literate in a non-Roman alphabet

ESL literacy – low reading and writing skills in 1st

language, so the goal is to move them into mainstreamESL; focus is on reading and writing and less emphasis on speaking and listening (that is done late inmainstream ESL)

To combat attrition rates, positive encouragement and reinforcement, humour – confirm/validate whatthey already know. Find out why they’re there.

Provide context and meaning in the classes – the lessons learned and can be applied to their daily lives.

ESL literacy – those who don’t know how to read/write in English or speak ;

Needed: a visual chart to show ESL; LINC; LBS and ESL literacy levels – and how the se overlap or don’toverlap

“Rose” couldn’t write her name – bright, resourceful, 40 years

ESL – highly educated can interpret world



Pathways/Profiles Table: Reflecting on common pathways andwrap-around services

Brain science

Setting goals! - Aspirations versus goals

Service coordination – the intersection of LBS and ESL

Point of Source! – Assessors – go to client’s community organization

Teachers who know students make referrals

Not organized path

Can’t put everyone in a box

Holistic approach – pathway the wrong metaphor – linear metaphor’

They go out and come back.

ESL/LBS learners’ movement is not linear!

Concurrent Learning*** - many different skills involved

Partnerships – e.g. LBS/AU; LBS/Adult Credit; LBS/ESL.

Word “literacy” is misleading – need a new language to describe what we do.

Concurrent learning rather than linear; with partnership – college

Learner pathways are more cyclical; Go out, then regroup, try different pathway… life unfolds

Concurrent learning as opposed to one method of learning

Life work and circumstances affect the path.

Need list of programs that support learning disabilities.

Shouldn’t view the switching from ESL/LBS/ESL as negative - could be necessary.

Practitioners’ lived experience does not alight with government expectations.

LITERACY ADVOCACY GROUP.

Ongoing evaluation – needs, goal, determine path



Keeping up with Diversity/Diverse Needs Table: Reflecting ondiversity and sharing promising practices/initiatives

Diversity includes behavior; mental health

Teamwork at PTP is a system in place to address diversity.

Co-operative learning projects which brings groups – diversity together

Flexibility – partnerships

There is a reason/reasons why someone is in LBS

Tricky checkmarks – impasse

Engaging, relevant class work

Training, support – learning disabilities, mental health, medical conditions, drugs

Redeeming qualities for education, motivation, progress:

Seniors = stimulation?

#’s = job?

OW – no invitation of going to work = cheque?

Motivators: lack of commitment; age

Multiple barriers:

OW client (social) Language Personal health/family Loss of work skills Timelines with new curriculum Motivation – finance, self

Initiatives:

Literacy group is catalyst to the learner for a one-stop wrap-around support/intervention and

provide services/program Layers coordinated by literacy administrator/instructors etc. to client achieving goals

Needs of instructors and administrators:

PD on how to handle diverse situations – especially mental health/LD or of multi-barriers



Different flavours of diversity: Experience work, education Age Circumstances, experiences (life) Abilities, talents Inclusion and equity *** Mental health issues Economic/social

Definition of Diversity: ***

Issues Challenges Barriers Perspectives Regionally - influxes of immigrants

How to address the needs:

Flexible Individualized/ customized to goals Pairing of interests, tasks, goals

Diversity of students:

Goals Culture Ages

Intelligences LDs

WORLD CAFÉ TABLECLOTH NOTES

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