Drawn from the Research and Practice in Adult Literacy (RaPAL) journals and bulletins from 1986 to 2004, the contents of this book present a compilation of information intended to assist educators and practitioners in adult literacy, numeracy and ESOL (English as a second language). With changes to the field occurring rapidly throughout England and Wales, the authors wished to link past experience explicitly to the present policy context. Divided into three sections, the book begins with an introduction followed by Part 1, 'Building knowledge and enhancing expertise through research in/and pra
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Drawn from the Research and Practice in Adult Literacy (RaPAL) journals and bulletins from 1986 to 2004, the contents of this book present a compilation of information intended to assist educators and practitioners in adult literacy, numeracy and ESOL (English as a second language). With changes to the field occurring rapidly throughout England and Wales, the authors wished to link past experience explicitly to the present policy context. Divided into three sections, the book begins with an introduction followed by Part 1, 'Building knowledge and enhancing expertise through research in/and practice'. Part 3, 'Learning about dyslexia through research and practice: a longitudinal research and practice case study in professional development', is authored by Margaret Herrington. Part 2, 'Relevant examples from the RaPAL collection', forms the bulk of this publication, being comprised of over 70 papers previously published in the RaPAL journals and bulletins. These papers are divided under the main headings of 'General themes' and 'Specific issues, contexts and themes'.
The contents of Part A, 'General themes', are as follows: Section 1, 'Perspectives', contains the following chapters: Situating literacies / David Barton; An interview with Paolo Freire / Sean Taylor; Putting literacies on the political agenda / Brian Street; The futures of literacy / Gunther Kress. Section 2, 'Policy': Keeping alive alternative visions / Mary Hamilton; Response to Moser / RaPAL Working Group; The Millennium Dome approach to adult literacy: a practical and theoretical approach to the recent adult literacy strategy / Sue Erlewyn-Lajeunesse and Zoe Fowler; The contribution of the mass media to adult literacy, numeracy and ESOL policy in England, 1970-2000 / Iffat Shahnaz and Mary Hamilton. Section 3, 'Practitioner roles and identity': Talk into text: reflections on the relationship between author and scribe in writing through language experience / Wendy Moss; The literacy teacher as model writer / Annette Green; Struggling with authority: texts, power and the curriculum / Catherine Macrae; Some reflections on current literacy teaching / Susan Taylor; Myths and realities in adult education / Stephen Brookfield; Walking the tightrope: experiences of women part-time tutors / Jan Sellars; Literacy, community and citizenship: what do we teach, how do we teach it?: reflections from US experiences / Juliet Merrifield. Section 4, 'Literacy, numeracy and ESOL learners': Student control or student responsibility? / Blackfriars Literacy Scheme; Autonomy and dependence in adult basic education / Julia Clarke; Learning in open learning / Michael Grey and Wendy Moss; New writers research their own writing processes / Denise Roach and Peter Goode. Section 5, 'Managing provision': Issues in management of literacy programs / Charles Lusthaus and Marie-Helene Adrien; 'Management is not a one way street' / Julian Clissold. Section 6, 'Curriculum content and process': Clearing away the debris: learning and researching academic writing / Roz Ivanic and John Simpson; The significance of student writing / Jane Mace; Exegesis Book Club: adult basic education students write books for other students to read / Celia Drummond; 'It started off as a joke!': women learning in a workplace Internet cafe / Julia Clarke and Sandra Southee; Hawkwood rhythms / Kate Tomlinson; Releasing potential in the dyslexic writer (using voice recognition software) / Ellen Morgan; Some challenges posed by reading research / Ann Finlay; Writing for change / Jane Pinner, Val Watkinson and Sue Bergin; Two workshops on critical literacy practice / Margaret Jessop, Gillian Lawrence and Kathy Pitt; Shake, rattle and write / Mary Wolfe; Who says so? ...Who?: can their views be challenged? / Gaye Houghton; Student status and the question of choice in academic writing / Theresa Lillis and Melanie Ramsey. Section 7, 'Assessment and accreditation': Pieces of paper: a survey of student attitudes towards accreditation in adult literacy and English classes in Southwark / Tanya Whitty; Wordpower and the publishing of student writing / Rebecca O'Rourke, Josie Pearse, Jill Ross and Adele Tinman; For whose benefit is accreditation?: an investigation into perceptions of basic skills accreditation amongst tutors, students and employers / Jill Kibble; Talk this way: an exchange of views on the assessment of speaking and listening / John Arnett.
The contents of Part B, 'Specific issues, contexts and themes', are as follows: Section 1, 'Numeracy', contains the following chapters: What is this thing called numeracy? / Joy Joseph; Numeracy in parent literacy sessions / Jean Milloy; Who asks the questions? / Alison Tomlin; Time for 'a great numeracy debate' / Dave Tout; Numeracy, literacy and mathematics / Richard Barwell. Section 2, 'ESOL': Gujarati literacies in Leicester / Arvind Bhatt; The literacy practices of Welsh speakers / Kathryn Jones; Teaching English literacy using bilingual approaches / Monica Lucero and Jan Thompson; ESOL through sport / Barbara Hately-Broad. Section 3, 'Dyslexia': Dyslexia: the continuing exploration: insights for literacy educators / Margaret Herrington; Dyslexia: moving forward in further education / Doreen Chappell; Dyslexia and higher education / Chris Rishworth; I'm learning to read again / John Karlik. Section 4, 'Disability': A silent minority: Deaf people and literacy / Crissie Laugeson; Lost for words: Aphasia and literacy / Susie Parr; Developing literacies within ABE to promote self advocacy work alongside adults with learning disabilities / Catherine Jamieson and the 'Sticking Up For Your Rights' Group. Section 5, 'International literacy': The challenge of literacy in Latin America / David Archer and Alan Murdoch; Bilingual-bicultural education in Nicaragua / Jane Freeland; Critical language awareness in adult literacy classrooms / Guilherme Rios; Growing into Europe: a report of a writing weekend in Belgium, June 1993 / Kate Tomlinson; One world: one vision? / Linda Kirkham and Chris Wild. Section 6, 'Family literacy': Exploring family literacy / David Barton; Initiatives in Southwark with parents and children / Foufou and Helen Sunderland. Section 7, 'Contexts: workplace': Love, literacy and labour / Jane Mace; Inspecting the consequences of virtual and virtuous realities of workplace literacy / Geraldine Castleton; Literacy and the capitalist workplace / Rob Peutrell; Built-in or bolted-on: literacy practices in the civil construction industry / Jean Searle and Ann Kelly. Section 8, 'Prisons': The illiteracy myth: a comparative study of prisoner literacy abilities / Stephen Black, Rosemary Rouse and Rosie Wickert; Literacies within prison settings: a fourth space? / Margaret Herrington and Tom Joseph; Third space theory: a response / Anita Wilson; Response to Anita Wilson / Tom Joseph and Margaret Herrington. Section 9, Literacy and gender': Snatched time: mothers and literacy / Jane Mace; Stitches in time / Tricia Hegarty; Gender-specific images in reading and writing / Fie van Dijk.
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