Search results

In 1994, the National Languages and Literacy Institute of Australia (NLLIA) together with the University of Tasmania's Department of Education collaborated on a research project where scholarships were offered to Tasmanian students (who were all adult language, literacy and numeracy practitioners) to engage in and write up a piece of research in the field of adult language and literacy. This book reports on the eight research reports. They are: How do power relationships, within an adult literacy initial assessment for CES-referred clients, influence the assessment discourse?/ Maree Watts; Which agenda?: the dilemma for ALBE program planners / Ann Brooks; Institutional language and power: a critical analysis of hospital language / Steve Holden; Does educational kinesiology provide cognitive outcomes - and is it accepted by adult literacy and basic education students? / Rees Campbell; How does the government's special intervention program for the unemployed differ from what tutors consider 'best practice' within adult literacy and basic education?: a philosophical enquiry / Fay Forbes; How can language reshape the mathematical knowledge of the adult learner from the informal to the formal? / Toni-Anne Carroll; Diagrams and text: report on recent research, 1994 - 1995 / Stephen Coull.