Language, Linguistics, and Literacy, Part 3
Question 1: Discuss building oral language as an approach to literacy.
Answer 1: Almost all children develop spoken language without any type of formal instruction. Developing oral language requires that students not only form speech but also that they be aware of how the language is used, develop an ability to think and play with the language and judge when and where various forms of language are used. Students with disabilities may have difficulty developing the needed literacy skills of listening, speaking and oral expression, yet oral language development is crucial for developing literacy as well as progressing successfully in school and life. Also, much of what takes place in classrooms involves oral transmission of academic matter.
Question 2: Describe a volunteer literacy program approach.
Answer 2: A number of different approaches can be used for volunteer literacy programs which will benefit both adults and children. Many operate under the premise that well-supported and well-trained volunteers can be effective tutors and that mobilizing the talents of large numbers of diverse types of people can make significant impacts on the problem of illiteracy. Some volunteer groups use learner-centered approaches and whole language philosophies in individualized reading and writing tutoring. This is done both in one-on-one and small group settings. Approaches may be promoted which allow learners to practice with materials from different formats such as moving from controlled activities and responses to more spontaneous situations which allow real communication and self-expression.
Question 3: Discuss options for workforce-related approaches to literacy that might aid parents in helping their children academically achieve.
Answer 3: Dislocated workers have grappled with marginal literacy in their own language as well as with limited English proficiency for years. A number of literacy opportunities have taken place with often successful but different approaches:1) The English as a Second Language (ESL) approach is usually a pre-employment activity that focuses on learning for an employment or vocational context. Instruction would largely be job related. 2) A Vocational ESL approach includes programs in a vocational setting, offering training in specific occupations and language skill related to a particular occupation. 3) The ESL work experience approach combines workplace experience with classwork in vocational ESL and in combination with vocational skills training. 4) The workplace ESL approach gives customized training for the employee for particular jobs and stresses language skills related to particular job areas. 5) The bilingual vocational approach uses the learners' native language to facilitate ESL instruction and/or vocational training.
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