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An exploration of diversity in the adult basic education literacy classroom

University of British Columbia

A narrative inquiry study was conducted to explore the educational experiences and perceptions of literacy of a small group of adult literacy learners from various language backgrounds. The purpose of the study was to identify the common experiences of this representative group of adult literacy learners in order to explore some implications for practice in the literacy classroom. The four groups represented included: (a) Canadian born whose only language is English, (b) immigrant from a country where English is the official language, but it is nonstandard English, (c) EASL immigrant, and (d) Canadian born, but whose initial language acquisition was in a language other than English. The questions for the study were developed through input from members of the Provincial Fundamental Articulation Committee and Academic and Career Preparation English faculty from the institution where the study was conducted. In addition, a pilot study was conducted to further refine the questions for the study prior to the actual study. The study was conducted over a five month period, with the subjects chosen from the researcher's classroom. A number of common themes were identified. Previous school experience had been a struggle, and didn't meet the literacy skill expectations of the subjects. All were comfortable with their native spoken language, but all reported problems with reading or writing. Although, everyone saw reading as gaining meaning from print, primarily passive strategies for meaning acquisition were reported. A supportive environment was identified as important for optimum learning to occur. All had a pragmatic approach to learning. All learned best by doing. Improved literacy skills were perceived as necessary for improved employment opportunities and a better life. The implications for instruction identified by the researcher included awareness of the learning gaps that may have hindered the subjects' acquisition of literacy skills (including mastery of basic English decoding), a metacognitive approach to learning, a caring sensitive, flexible instructor, and a supportive learning environment.

Thesis/Dissertation

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2009-03-16

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http://hdl.handle.net/2429/6107

Language and Literacy Education

University of British Columbia

UBCV

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