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Lookup NU author(s): Dr Nikhat Shameem
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This study was undertaken jointly by the School of English and Applied Linguistics at UNITEC, Auckland University of Technology, and the National Home Tutors Association with the primary aim of determining literacy gains on a one-semester literacy programme for low-level and pre-literate ESOL students. A majority of the students were refugees and the remainder new immigrants. The students were from seven different source countries. One hundred and eighteen students started the programme at the beginning of Semester 2, 2001. Sixty-two students completed most of the tasks and tests associated with the project. The research involved various methodologies. These were the use of tutor and student profiles, use of self-assessments at the beginning, mid-point and end of the project, the design and administration of parallel performance tests at the beginning and end of the programme, the use of case studies, classroom observations and personal interviews. The results of the study found that the students had made significant gains. Gains were measured through the use of test descriptors which represented eight levels of literacy ability as defined by the programme curriculum. This scale was used for both self-assessment and performance tests. The gains were clearer on the tests than on the self-assessments, signalling that testing, even if students from this background are unused to it, is a worthwhile exercise. Tests, however, need to allow for some student collaboration. It is felt that by allowing learners to work in groups of similar ability anxiety would be significantly reduced. Variances in test results between the classes taught by native speakers of English and those taught by bilingual tutors were not significant, thus indicating that both types of instruction are valuable at this level. Two thirds of the students at the beginning of the programme indicated that they preferred to be taught by a bilingual tutor therefore it is clearly important, especially in the early stages of a course for students to have access to a tutor who understands their language and background. Results also indicated the significant benefits of the 12-hour weekly classes over the 2-hour ones. However, even those students in the 2-hour weekly classes had made significant progress over the 16-week programme. Hence, any instruction is better than none, although clearly the more intensive a programme, the greater the potential gains.
Author(s): Shameem N, McDermott K, Martin-Blaker J, Carryer J
Publication type: Report
Publication status: Published
Series Title:
Type: Collaborative report
Year: 2002
Print publication date: 31/12/2022
Institution: Ministry of Education
Place Published: Wellington, New Zealand
Notes: A Collaborative Project: Center for Refugee Education, Auckland University of Technology, School of English and Applied Linguistics, UNITEC, National Association of Home Tutor Schemes.
