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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.

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LESLLA in Timor-Leste: Progress in adult literacy

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  1. 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

  2. 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 Cabral study 1 Danielle Boon study 2 Edegar da Conceição Savio study 3

  3. 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

  4. 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.

  5. Where is Timor-Leste?

  6. Map Timor-Leste

  7. 13 districts

  8. Until 1975: Portuguese colony 1975-1999: Indonesian occupation 1999-2002: Interim government UN May 2002: independent History of Timor-Leste

  9. 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

  10. 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.

  11. Local dialect National language Tetum (lingua franca) Portuguese Bahasa Indonesia English L1, L2, L3, L4…

  12. 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

  13. “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?

  14. Socio-cultural perspective Cognitive-linguistic perspective Perspectives on literacy:

  15. 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

  16. 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.

  17. 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

  18. 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

  19. 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

  20. 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

  21. 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 …”).

  22. Reading & writing after 3 months: (means, n=205) • Grapheme recognition: 15 • Word reading: 15 • Form filling: 4.2 • Word writing: 3.8

  23. Problems in tasks: (1) Grapheme recognition:

  24. 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

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

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

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

  28. Progress learners after 3 months

  29. 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.

  30. Obrigadu barak! d.a.b.boon@uvt.nl

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