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East Timor: history & languages

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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East Timor: history & languages

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  1. 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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  3. 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

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  5. 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

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  7. 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

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  9. 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

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  11. 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

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  13. Social-cultural perspective Cognitive-linguistic perspective Perspectives on literacy: LESLLA Sept. 2007 Newcastle

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  17. 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

  18. 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

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  20. PilotPortuguese as a second language in 2 adult literacy groups April-August 2007 LESLLA Sept. 2007 Newcastle

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  22. Portuguese according to: • Seymour (2005) • Ziegler & Goswami (2005) LESLLA Sept. 2007 Newcastle

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  24. 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

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  26. 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

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  28. 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

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  30. 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

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  32. Results / Findings in general Reading: - Correct/false - Strategies - Types of mistakes Writing: - Product - Quality LESLLA Sept. 2007 Newcastle

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  34. Group statistics LESLLA Sept. 2007 Newcastle

  35. Some individual strategies and scores LESLLA Sept. 2007 Newcastle

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  37. 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

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  39. Reading mistakes Problems with v (Port.), often pronounced as b (Tetum) vem, uvas Problems with j (Port.) often pronounced as z (Tetum) já 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

  40. 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

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  42. 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

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  46. 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

  47. 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

  48. Obrigadabarak baatensaun!!! LESLLA Sept. 2007 Newcastle

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