Leslla in timor leste progress in adult literacy
This presentation is the property of its rightful owner.
Sponsored Links
1 / 31

LESLLA in Timor-Leste: Progress in adult literacy PowerPoint PPT Presentation


  • 83 Views
  • Uploaded on
  • Presentation posted in: General

LESLLA in Timor-Leste: Progress in adult literacy. Danielle Boon Department of Culture Studies Babylon – Centre for Studies of the Multicultural Society. 27-08-2010 LESLLA 2010 Cologne, Germany. BECOMING A NATION OF READERS: Adult Literacy Past and Present in Multilingual Timor-Leste.

Download Presentation

LESLLA in Timor-Leste: Progress in adult literacy

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Leslla in timor leste progress in adult literacy

LESLLA in Timor-Leste: Progress in adult literacy

Danielle Boon

Department of Culture Studies

Babylon – Centre for Studies of the Multicultural Society

27-08-2010

LESLLA 2010

Cologne, Germany


Becoming a nation of readers adult literacy past and present in multilingual timor leste

BECOMING A NATION OF READERS: Adult Literacy Past and Present in Multilingual Timor-Leste

Sjaak Kroon, Jeanne Kurvers (Tilburg University)

Marilyn Martin-Jones (University of Birmingham)

Aone Van Engelenhoven (Leiden University)

Estêvão Cabralstudy 1

Danielle Boonstudy 2

Edegar da Conceição Savio study 3


Leslla in timor leste progress in adult literacy

Research plan 4/2009-4/2014

Study 1:

critical historical study on adult literacy in TL

Study 2:

adult literacy in TL in Tetum and Portuguese

Study 3:

Fataluku language development and adult literacy


Funding and collaboration

Funding and collaboration

This project is funded by NWO/WOTRO

Science for Global Development, under file number W 01.65.315.00.

  • Research takes place in collaboration with:

  • National Institute of Linguistics (INL) at the National University of Timor-Lorosa’e (UNTL)

  • Timor-Leste’s Ministry of Education, Directorate of Non-Formal Education

  • Various local NGOs, UNICEF, ILO, etc.


Where is timor leste

Where is Timor-Leste?


Map timor leste

Map Timor-Leste


13 districts

13 districts


History of timor leste

Until 1975: Portuguese colony

1975-1999: Indonesian occupation

1999-2002: Interim government UN

May 2002:independent

History of Timor-Leste


Constitution 2002 multilingual timor leste

2 official languages:

Portuguese and Tetum

15 national languages

‘to be further developed by the state’

English and Bahasa Indonesia

accepted as ‘working languages’

Constitution 2002: multilingual Timor-Leste


15 national languages

Austronesian group:

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

Papua group:

Bunak, Makasai, Makalero, Fataluku

15 national languages

Source: “Mai Kolia Tetun”, Geoffrey Hull,

4th edition, 2003, SASP.


L1 l2 l3 l4

Local dialect

National language

Tetum (lingua franca)

Portuguese

Bahasa Indonesia

English

L1, L2, L3, L4…


Adult literacy rates

50.1% of 15 years and older

women: 43.9 %

men: 56.3 %

Source:

TL HDR 2006, pop. census 2004

Ambition in the

National Development Plan 2002:

Literate population in 2020

Adult literacy rates


Leslla in timor leste progress in adult literacy

“Adult literacy in TL in Tetum and Portuguese”

research questions

1. How effective is learning to read and write in Tetum and Portuguese in the available adult literacy programmes and what factors are most important in this respect? What is the impact of learning to read and write on the daily lives of the learners?2. What classroom-based literacy teaching-learning processes are adult literacy learners in Tetum and Portuguese involved in and what ideas guide teachers’ practices?3. What literacy practices and values in Tetum and Portuguese do adult learners draw on in social domains such as work (agriculture, health, shop-keeping etc.), leisure time, church and home?


Perspectives on literacy

Socio-cultural perspective

Cognitive-linguistic perspective

Perspectives on literacy:


Study includes

Study includes:

SURVEY with 400 learners and 50 teachers (11/2009-3/2011)

  • Reading and writing tests

  • Questionnaires and (in depth) interviews

    CASE STUDY on 4 sites (T & P, urban & rural) (2011)

  • Observation, video/audio-recording, still photography, field notes, diaries, document analysis


Literacy programs for adults in timor leste

By:

Ministry of Education

ILO - UNICEF

various NGOs

Literacy programs for adults in Timor-Leste

  • Mostly in Tetum,

  • sometimes in Portuguese,

  • sometimes in Tetum and a national language.


Methods materials

Methods & Materials

‘Los Hau Bele’ (Cub.)

  • 3 months

  • 65 lessons on DvD, 1 st. manual 16p, 1 t. manual

  • Letters & sounds, letter combinations, words & short phrases

  • Linking of letters with numbers

    ‘Hakat ba Oin’ & ‘Iha Dalan’

  • 6 months & 6 months

  • Beg.: 4 st. manuals (400p) & 1 t. manual Adv.: 2 st. manuals (300p) & 1 t. manual

  • Letters & sounds, analysis-synthesis

  • Words > phrases > texts - thematic


Teachers 353 questionnaires

Teachers (353 questionnaires)

Relatively low educated

Relatively little experience

Lack of teacher training

First language mostly one of the national languages

Weak proficiency in (st.) Tetum writing and in Portuguese


Teaching circumstances

Teaching circumstances

Mostly no classroom available

Often no electricity

Often not enough chairs

Mostly not enough tables

Sometimes not enough notebooks, pencils, etc.

Hardly any reading materials


Learners

Learners

225 tested in Nov.-Dec. 2009,

(of whom 76 tested again in Feb.-March 2010)

359 tested in July-Aug. 2010

584 in total

------------------------------------------------------------------

322 never had any education and never did a literacy course before

Age: from 7 to 76, 40% younger than 30

Sex: 216 women, 106 men

L1:9x Tetum, rest another national language

Tetum speaker? 111 no, 211 yes


Reading and writing tasks

Reading and writing tasks

  • Grapheme recognition: 30 graphemes, of which 23 used in Tetum and Portuguese, 3 only in Tetum, 3 only in Portuguese, 1 in neither T nor P but frequently in Indonesian.

  • Word reading: 3 minutes, 80 words max., first 10 occur in all basic literacy courses, next 60 seleced from newspapers and a widely read magazine, last 10 loanwords from Portuguese spelled according to Standard Tetum rules.

  • Word writing: 10 words read out loud: uma (house), paun (bread), ka (or), sei (will), iha (there is/are), hotu (all), hanoin (think), dadauk (at present, continuous action marker), tarutu (noise), bainhira (when).

  • Filling out forms: name, birth date, village, sub district, district, first language, second language, signature, complete the sentence (“I want to learn to read and write because …”).


Reading writing after 3 months means n 205

Reading & writing after 3 months: (means, n=205)

  • Grapheme recognition:15

  • Word reading:15

  • Form filling:4.2

  • Word writing:3.8


Problems in tasks 1

Problems in tasks: (1)

Grapheme recognition:


Problems in tasks 2

Problems in tasks: (2)

Word reading:

  • lakleur (soon), kria (make)

  • joven (young), serve (useful)

  • hakilar, hateten, hanesan (shout, tell, same)

  • bainhira (when), nakfakar (spill)

    Filling forms: birth date

    Writing words:

  • paun/pão (bread),

  • sei (will) > cei

  • dadauk (now) > dadaku


Pearson correlations literacy abilities n 322 p 05 p 01

Pearson Correlations literacy abilities (n=322, *=p<.05, **=p<.01)


Pearson correlations literacy abilities with learner and teacher characteristics n 322 p 05 p 01

Pearson Correlations literacy abilities with learner and teacher characteristics (n=322) *=p<.05, **=p<.01


Leslla in timor leste progress in adult literacy

Means and standard deviations scores literacy tasks for learners speaking Tetum (n = 137 ) and not speaking Tetum (n = 67 )


Progress learners after 3 months

Progress learners after 3 months


Conclusions

Conclusions

  • The four reading and writing tasks correlate highly with one another; all contribute to the image of beginning literacy, technical and functional tasks are interrelated.

  • Task results show large individual differences in literacy level; adult literacy groups are very heterogeneous.

  • There’s a correlation between literacy results and: - learner characteristics like age; - teachers characteristics.

  • The learners tested twice show progress in 3 months time on all four tasks.

  • Learning to read and write in a language that learners already speak/know (Tetum) seems to be an important indicator of success.


Leslla in timor leste progress in adult literacy

Obrigadu barak!

[email protected]


  • Login