RAP Conference Breakout #12: Programming for Illiterate Clientele

Wednesday, February 21, 2007

PRESENTER - Paula Tang (Vancouver Community College - literacy instructor for 20 years)

(Power Point available on settlement.org)

Identification of Illiterate Clientele

According to a 1991 Stats Canada report:

1/3 of women born outside of Canada have difficulty with literacy
1/5 of men born outside of Canada have difficulty
1/10 of men and women born in Canada have difficulty
Only 36% of people whose mother tongue is English and French have difficulty with basic communication.

Definitions:

Functional illiterate: can’t engage in activities in which literacy is required for effective function 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.
Pre-literate – no access to print material in their society
Non-Literate – very little experience with print in their own culture. Have been exposed to print and know that it represents meaning. In addition, people with limited education may be non-literate. There are a variety of reasons including health, work etc…
Semi-literate – have been exposed but don’t know how to use it.
Literate in Non-Roman alphabet – have exposure to print, can use and manipulate Non-Roman alphabet (i.e. – Arabic)
Literacy is more than just reading works – it’s a way of communicating with your community. There are ways of adapting a map for those who have literacy problems. Tools and methods exist for simplifying basic tasks. Here are some examples of emotional signs, physical signs, quick checks, and ways to measure competence in oral English.

Emotional signs can signal illiteracy.

Lack of confidence:
Reluctant Behavior
Difficulty with concentrating
Restlessness
General avoidance of print material

Physical signs of illiteracy:

Turns paper – fidget, move paper around
Physical discomfort
Holds pencil awkwardly
Difficult forming letters
Lack of focus on task.

RAP Conference Breakout #12: Programming for Illiterate Clientele (cont’d)

Wednesday, February 21, 2007

Quick Checks can be done as follows to determine pre-literate or non-literate:

Match photos with drawings or pictures - using an interpreter or instructor to exaggerate the similarities between the real item and the photo or drawing. Ensure that the real item matches the picture on the page. Even though they are not identical in appearance they are the same item. Point is to find out that they understand that these are symbols that represent real things. If they can’t make that match then that is an indication that they would not be able to read.
Match shapes - if they appear confused don’t labor the point. You will know something about their ability and something about their personality.
Trace shapes or lines – to determine how the client holds a writing implement. Looking for control, accuracy, where do they stop and start, is there hesitation?
Connect a series of dots.
Verify number of years of schooling
Read along in client’s first language
Ask them to write their name and the country they’re from.
Read from a pamphlet

A Competence in oral English is important to determine. Just because they can communicate orally doesn’t mean they are able to understand English. Further, one’s ability to communicate orally could be masking a deeper cover for weak literacy skills. We live in an oral society, and the there is a reliability on the client for self-assessment.

Considerations from the settlement worker’s assessment:

Quantity of content information
Time constraints
Limitations of resources
Cultural expectations
Multiple roles
Own assumptions and expectations.

Stressors to be aware of that affect literacy:

Health
Family here and at home
Finances
Daily needs
Languages
Homesickness
Culture shock/sensory overload
Unknowns.

Limitation of skills (affect how individuals place value on print material):

Cognitive development
Literacy
Innumeracy
General communication
Life skills
Flexibility
Resilience

RAP Conference Breakout #12: Programming for Illiterate Clientele (cont’d)

Wednesday, February 21, 2007

Time Pressures:

Multiple frequent repetitions
Smaller amounts of information more often
Memory and concentration

Cultural History:

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

Level of Confidence:

Self image
Independence
Self-sufficiency
Personality

Strategies for Organizing Material

Organizing, practicing, clarifying and retaining information follows the Magic 7

(ie: 7 items max to deal with at a time):

Chunking – relating information to that which people are familiar with. Start with something familiar and understandable and move to something new.
Binder – a technique for organizing information. Specific purposes: children’s education, health care. Ideally binders are a variety of colors and include name, family, SIN number, health and medical, address. This is something they can personalize.
Simplify and Illustrate - simple personal form with information like a nick-name, a place to practice their signature, medical information, emergency information.
How can you repeat things so that they don’t become boring? Use illustrations and make things as real as possible. Make them relevant to their lives.
Actualizing an activity like taking the bus will show them practically how to actually do it.
Clarify
Oral translation
Simplify
Multi-sensory
Color Code

Illustrate using real objects as symbols. Computers are great because they empower people.

Videos
Sequenced pictures
Slide Show

Practice makes perfect:

Real world practice
Role-play
Total Physical Response (TPR) – example of how a cup of tea is made.

RAP Conference Breakout #12: Programming for Illiterate Clientele (cont’d)

Wednesday, February 21, 2007

Verify – do they understand?

Can they translate back?
Re-tell
TPR (Total Physical Response)
Role-play
Complete real-life action

Suggestions to Assist Implementation:

Share with other practitioners, share with other agencies, share materials - checklists, illustrated hand-outs and successful techniques. Create video clips and file photos, exchange ideas, blog, chat and email.
Use volunteers/mentors from the community
Language support groups
ESP literacy teachers in local area
Boy scouts, girl guides
Secondary school students
Seniors groups
Church groups

Conclusions:

Recognize signs of literacy difficulties
Provide information management systems
Format information to minimize print.
Encourage development of support network
Develop questions/guidelines for yourself.

Discussion and remarks from the audience:

Colour coding each page per section allows the client to more easily navigate through the binders.

Question: How do you teach someone who can’t read about hazardous products and where they belong in the house?

Answer: Member of workshop speaks about how she leads her newcomers through the supermarket, then goes home and shows them where to store certain items and how to use them. A suggestion is made to utilize certain symbols or photos then place them on the cupboard of where the item is stored - oven cleaner under sink and put photo on the door of the cupboard so people remember where the item is stored and what the dangers are.

Audience member encourages people to contact local developmental disability organizations who are adept at using pictures and other tools for communicating points for illiterate non-English speakers.

Question: Any tips on how to make school more relevant and interesting for teens/children?

Answer: Use reward systems to keep people engaged. Competition can work. Using the media and what is current and interesting for teens at large.

National RAP Conference (Feb.19-23, 2007 – Vancouver B.C.)