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Adult literacy in East Timor Portuguese as a second language Results of a pilot Danielle Boon, Adult Literacy Advisor - Ministry of Education in East Timor (UNDP) PHD-student at Tilburg University, The Netherlands.

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Adult literacy in East TimorPortuguese as a second languageResults of a pilotDanielle Boon, Adult Literacy Advisor - Ministry of Education in East Timor (UNDP)PHD-student at Tilburg University, The Netherlands

LESLLA Sept. 2007 Newcastle

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Adult literacy in East Timor The research planAim: investigating historical and contemporary aspects of literacy acquisition & use in multilingual East Timor

LESLLA Sept. 2007 Newcastle

east timor history languages
East Timor: history & languages
  • 16 national languages and various dialects
  • Until 1975 Portuguese colony:

Portuguese

  • 1975-1999 Indonesian occupation: Bahasa Indonesia
  • 1999-2002 interim government UN: English as a working language

LESLLA Sept. 2007 Newcastle

language situation 2002 today
Language situation 2002 – today:

20 May 2002:

Independence

  • 2 official languages: Portuguese and Tetum
  • 15 other national languages ‘to be developed by the state’
  • English and Bahasa Indonesia as working languages

LESLLA Sept. 2007 Newcastle

the 16 national languages
Austronesian group:

Tetum, Habun, Galoli, Atauran, Kawaimina, Welaun, Idalaka, Mambai, Kemak, Tokodede, Baikenu, Makuva

Papuan group:

Bunak

Makasai

Makalero

Fataluku

The 16 national languages

LESLLA Sept. 2007 Newcastle

empirical study
Empirical study
  • a multi-site sociolinguistic-ethnographic case study investigating values and uses of languages and literacy, instructional practices and learning in the act of becoming and being literate in Portuguese and Tetum
  • an evaluation study assessing the influence of language choices, methodology and transparency on the effectiveness of adult literacy programs in these two languages

LESLLA Sept. 2007 Newcastle

perspectives on literacy
Social-cultural perspective

Cognitive-linguistic perspective

Perspectives on literacy:

LESLLA Sept. 2007 Newcastle

word recognition strategies j kurvers leslla 2006 proceedings
Word recognition strategies(J. Kurvers, LESLLA 2006 Proceedings)
  • Visual recognition/guessing context cues
  • Letter naming
  • Decoding letter by letter
  • Partial decoding
  • Direct word recognition

LESLLA Sept. 2007 Newcastle

word recognition strategies j kurvers leslla 2006 proceedings18
Word recognition strategies(J. Kurvers, LESLLA 2006 Proceedings)
  • Random letter mentioning
  • Visual recognition/guessing context cues
  • Letter naming
  • Decoding letter by letter
  • Partial decoding
  • Direct word recognition

LESLLA Sept. 2007 Newcastle

pilot portuguese as a second language in 2 adult literacy groups

PilotPortuguese as a second language in 2 adult literacy groups

April-August 2007

LESLLA Sept. 2007 Newcastle

portuguese according to
Portuguese according to:
  • Seymour (2005)
  • Ziegler & Goswami (2005)

LESLLA Sept. 2007 Newcastle

questions
Questions:
  • What stadia of beginning reading do East Timorese adults show while learning to read in Portuguese as a second/third language?

What strategies do they use?

  • What problems do these learners encounter while learning to read and write in Portuguese?

LESLLA Sept. 2007 Newcastle

participants
Participants
  • 21 literacy students
  • all adults
  • 15 women and 6 men
  • from 2 literacy groups
  • mother tongues: Tetum, Fataluku, Tokodede, Makasai, Mambai, Kemak, Rasua, Raclungu
  • no previous education

LESLLA Sept. 2007 Newcastle

instruments
Instruments
  • Reading task:

list of 60 Portuguese words, from 1-5 syllables, audio-recorded

  • Writing task:

form to fill out (name, signature, district, etc., and 1 open question)

LESLLA Sept. 2007 Newcastle

what exactly did we look at
What exactly did we look at?
  • Reading:

- what did they read? (transcript)

- how did they decode? (what steps)

- what strategies did they use for decoding?

  • Writing:

- what did they write?

- how was it written? (fluency, spaces, capitals

and small letters, mistakes)

LESLLA Sept. 2007 Newcastle

results findings in general
Results / Findings in general

Reading:

- Correct/false

- Strategies

- Types of mistakes

Writing:

- Product

- Quality

LESLLA Sept. 2007 Newcastle

group statistics
Group statistics

LESLLA Sept. 2007 Newcastle

some individual strategies and scores
Some individual strategies and scores

LESLLA Sept. 2007 Newcastle

learning to read in portuguese as l2 conclusions
Learning to read in Portuguese as L2 Conclusions

Considerable differences between the 2 groups related to:

  • strategies & stages
  • materials used
  • teacher qualifications & feedback

Learning to read Port. L2 turns out to be a relatively slow process, but there appear to be options to influence this process and make it more efficient.

LESLLA Sept. 2007 Newcastle

reading mistakes
Reading mistakes

Problems with v (Port.), often pronounced as b (Tetum)

vem, uvas

Problems with j (Port.) often pronounced as z (Tetum)

Problems with c (Port), often pronounced as dzj / tsj

zinco, escada

Problems with x (Port) often pronounced as z / s

peixe, xadrez

LESLLA Sept. 2007 Newcastle

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Problem with rr (Port), often seen/read as n

arroz

Problem with consonant clusters (Port.), lead to extra syllables:

flor > felor, folor

centro > centero

LESLLA Sept. 2007 Newcastle

learning to write in portuguese as l2
Learning to write in Portuguese as L2
  • Ler e escrever e muito importante para mim >

muto

min, mien

  • Quero assinar o meu nome > asinar
  • Lopes > Lpes
  • Guterres > Gutrres
  • daCosta > da Cota

LESLLA Sept. 2007 Newcastle

what do these findings results imply for the larger research project on literacy in east timor
What do these findings/results imply for the larger research project on literacy in East Timor?
  • We tested some of our instruments & methods.
  • We learned a bit more about phases and strategies in beginning reading.
  • We found some of the problems that East Timorese learners encounter when they are learning to read and write in Port as L2 (L3, L4).
  • We saw different traditions of teaching that created different results.

LESLLA Sept. 2007 Newcastle

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More knowledge

about phases and strategies in beginning reading,

about these and other problem areas,

and about more/less successful ways of teaching

will lead to:

improved literacy course materials,

improved literacy teacher training,

improved literacy programs & policies

(Portuguese L2 in East Timor) .

LESLLA Sept. 2007 Newcastle

obrigada barak

Obrigadabarak

baatensaun!!!

LESLLA Sept. 2007 Newcastle

ad