Basic Literacy Education Research Articles

(Im)mobility, literacies and second language education for adults and adolescents with limited previous education

This special issue draws attention to literacy and basic literacy education for adult and adolescent migrants with limited or no previous school background, who are learning a second language. This introduction addresses issues closely related to literacy education for this group of migrants, namely human mobility and immobility, including both horizontal (geographical and spatial) and vertical (social) mobility, as well as the interrelation between the two. Whereas some people’s mobility is considered a threat that must be regulated and restricted, other people’s mobility is encouraged. While mobility and diversity have always been intrinsic aspects of human societies, it can be concluded that social, economic and technological changes have intensified migration, the movement of artifacts and communication between people over vast distances. As mobility and diversity have increased, theoretical perspectives and research in applied linguistics and education have emerged. In this special issue, we bring together seven studies of second language and literacy education for adolescent and adult second language learners in different contexts, illustrating both similarities and differences between educational domains. The studies were conducted in Canada, Norway and Sweden. We are happy to say that the authors’ efforts have resulted in a body of work that contributes to research on literacies and literacy education for adults and adolescents with limited previous education. It is also our hope that the articles will inspire additional research in the area in the coming years.

Multiliteracies and translanguaging pedagogy in the adult L2-classroom

In this article, we study space for multiliteracies in basic literacy education for adult second language learners of Swedish for Immigrants (SFI). The teaching observed was categorised as translanguaging pedagogy, and the study was part of an action research project with Linguistic Ethnography as the methodological framework. The material used comes from classroom observations in three schools and consists of fieldnotes, recordings of teaching, photographs, handouts and other artefacts. Hornberger’s (2003) continua of biliteracy was used for the analysis. Findings show there to be space for multiliteracies in these classrooms; however, since most students in these classes have limited literacy skills in their earlier languages, the written texts used in class are mainly in Swedish. Findings also show that teaching includes practices from all points on the continua, which Hornberger (1989) highlights as important for biliterate development, in this case to a lesser extent for written language. The shuttling between the ends of all continua is particularly important for students in SFI, Study Path One, who tend to have low status in, for example, the workforce and society. Findings also show that images tend to be used as tools rather than as objects for interpretation. Our conclusion is that space for multiliteracies varies depending on the earlier literacy skills of students, the number of students in a group who understood a particular language and the availability of study guidance assistants in the students’ mother tongues.

Korean assessment of adult basic literacy: Instrument development

This study describes the development of a Korean assessment instrument measuring adults’ basic literacy ability. Instrument items were generated from a literature review, inputs from experts through the Delphi method, and focus group interviews. Items and measurement procedures were tested and confirmed through three steps of pilot implementations. As a result, three sets of test items measuring up to level 4 of the Korean basic literacy ability for adults were successfully developed. This assessment is simple, fast, and inexpensive and reflects the distinctive characteristics of the Korean language and Korean contexts. The instrument’s practicality will contribute to its further utilization in identifying and supporting adults in need of basic literacy education.

Ethical dilemmas of translanguaging pedagogy in L2 and basic literacy education for adults: social justice and ethics of care

ABSTRACT This paper explores the ethical challenges and possibilities of conducting responsible and transformative translanguaging pedagogy in adult education for second language learners with limited previous experience of schooling. We identify and explore ethical dilemmas in teachers’ interaction and multilingual teaching practices. The data was produced in a linguistic ethnography and action research project. It consists of classroom observations and interviews with teachers who teach in the programme Swedish for Immigrants (SFI). The teachers express and embody ambivalence in relation to the students’ use of their whole linguistic repertoires and the students are not always treated as competent to make informed decisions about their own use of linguistic repertoires. This touches on issues of citizenship and democracy and here the framework ethics of care offers context-specific ways of understanding and responding to the ethical challenges of multilingual teaching.

부산 사하 미래교육지구의 현황 및 개선 방향 탐색

In this study, we seek to understand the current status of the future education district project in Saha-gu, Busan and explore directions for improvement through the activities of the Ministry of Education’s Future Education District Growth Support Group. The Future Education District is a project promoted by the Ministry of Education to make a qualitative leap in the innovative education district. To achieve this research purpose, we provided consulting support to sympathize with the narratives of Saha Future Education District staff in the Busan region and collaboratively explore issues. As a result of the study, the Saha Future Education District was experiencing difficulties in securing the self-reliance of the people, connecting upper-level schools with community-based education, supporting basic academic skills and literacy education, and communicating and educational cooperation with school members. In response to this, it was agreed that it was necessary to strengthen solidarity and cooperation among local-communities of education, strengthen communication with school members, and improve local-community education programs in line with the philosophy and vision of local-community education. Based on these research results, we discussed the need for activating schools’ voluntary participation, establishing the role and identity of village instructors, strengthening the local education ecosystem model in which the office of education and local governments cooperate, and providing professional education support for those in charge.

2022 개정 초등영어 교육과정의 변화 및 적용상의 쟁점 분석

This study aimed to analyze major changes in the 2022 Revised Elementary English Curriculum, identify the challenges that in-service teachers might encounter in its implementation, and explore ways to address these challenges. To accomplish this, the curriculum document was examined for changes in its overall structure as well as for detailed changes in four major components to identify the main direction of the revision. Subsequently, to identify any implementation challenges, this study conducted a content analysis of opinion documents from in-service teachers collected during the curriculum development process, along with related research reports and journal articles. The major changes in the new curriculum can be broadly summarized as follows: 1) the notion of a competency-based curriculum was fully realized, with subject competencies explicitly presented, and a framework of learning contents and achievement standards aligned with them; 2) in order to strengthen basic literacy education, the achievement standards for grades 3-4 were adjusted upwards, and the continuity between grade groups was enhanced; 3) there was an emphasis on the use of various educational technologies and artificial intelligence in teaching and assessment, as well as individually tailored learning and assessment. In relation to these changes, three implementation issues emerged from the content analysis: difficulties with teaching and assessing competencies, particularly regarding strategies, attitudes, and values; interpreting and applying the revised achievement standards; and dealing with an increased level of written language in grades 3-4 and providing support for struggling learners.

Pengentasan Buta Aksara melalui Program Keaksaraan Dasar di Desa Selebung Ketangga Lombok Timur

Basic Literacy Education (KD) is an important program to resolve the problem of illiteracy in Selebung Ketangga Village. The KD program is one of the educational services outside of school to develop community members' reading, writing and arithmetic skills in Indonesian. Therefore, it is important to know the motivation and benefits of the KD program for society. This research uses a descriptive qualitative approach. Through observation, interviews and documentation. The researcher looked at how the illiteracy eradication program was in Selebung Ketangga Village. Data collection was carried out using purposive sampling, namely the researcher interviewed research informants. The observation results show that in the process of mastering basic understanding the participants routinely participate in learning activities for three hours from 14:00-16:00 and every day the participants have learning goals that must be achieved. Meanwhile, during the activity which lasted for several days, participants had different memory abilities, such as participants' memory which was very low and there were also some participants who had quite good memory, this was due to the age of the participants and the inhibiting factors found by The researcher said that some participants were unable to take part in learning activities because they were busy with other things, namely work. Based on the results of interviews and document analysis, it is known that there is a development of abilities that take part in KD activities, especially in daily activities and active participation in learning activities.

고령자 디지털 리터러시 교육에 대한 인식

This study aimed to examine the perception of digital literacy education for the elderly and to examine policy implications for practitioners. To this end, 8 practitioners in charge of education at a local lifelong learning institution were selected as research participants and a qualitative study was conducted. The concept was derived through open coding, and it was categorized as a basis for differentiated educational support considering diversity, increasing need for education by level, realization of basic learning rights, infinite usefulness of education, and improvement of quality of life. As a result of the analysis, considering the stratification by generation, policy implications of establishing an educational perspective for active participation in a changed life, including digital citizenship and professional vocational education, educational support in the form of learning clubs, and a shift in the basic literacy education paradigm were suggested.

Teachers’ perceptions of letter learning among adults: The case of basic literacy education in Swedish for immigrants

This article sets out to examine teacher perceptions of letter learning in literacy programmes for L2-adults with limited earlier schooling, as demonstrated in their teaching. The theoretical frame is taken from New Literacy Studies, with literacy perceived as socially shared and organised. The study draws on occasions during lesson observations where teachers addressed the issue of coding and decoding of letters. Findings suggest that these teachers follow patterns that build on assumptions and traditions with roots in the teaching of L1 children and use the material that they have at hand. The teachers’ prosodic knowledge in relation to letters and spelling was insufficient. We argue that when teachers are not aware of the phonetic and phonological challenges facing adult L2 learners, they may not give students enough support in their development of early literacy skills. Although explicit letter teaching represents only a small part of overall teaching, if teachers miss out on phonetic and phonological knowledge, they may not be able to identify difficulties for students and may even create unnecessary stumbling blocks for them. We conclude that there is a strong need for the development of basic literacy education for L2-adults to include both teacher knowledge and teaching aids.

Evaluation of the Implementation of the Kampus Mengajar Program Based on the CIPP Model

This study discussed the evaluation of the implementation of the Kampus Mengajar program, which was carried out after the first batch of Kampus Mengajar programs finished. This research took place at SDIT Al-Karimah, Jakarta, with a six- month program. This program used the CIPP model, which includes Context, Input, Process, and Product. The results of this study showed that in context, there was a frequent reference to the technical instructions for the Kampus Mengajar program, the objectives of the Kampus Mengajar program, and obtaining initial school mapping information. Input was carried out with initial plans and observations as well as strategies and goals to be achieved by students on student literacy and numeracy, an adaptation of technology, and administrative disciplines. In the process, the implementation of education guided the basic literacy education program. Finally, the product showed progress in student learning outcomes and achievement of student reporting in participating in Kampus Mengajar programs with various assessments of teaching outcomes that focused on literacy and numeracy, developments in technology adaptation, administrative management, and assessment of Kampus Mengajar.

Language norms in L2 education for adult migrants – translanguaging pedagogy in the age of mobility

Abstract International mobility has caused a need for language education where adults can learn the language(s) used in their new country. In Sweden, the language programme SFI (Swedish for immigrants) provides basic second language education for adult immigrants. For those learners who are not yet functionally literate, basic literacy education is included. This article aims to explore the concept translanguaging pedagogy in relation to the articulated and embodied language norms of one SFI teacher. The empirical data, produced by ethnographic methodology, consists of classroom observations and semi-structural interviews. The method of analysis comprises a set of sociolinguistic questions, three categories of language norms (double monolingualism, integrated bilingualism and polylingualism) and discourse analysis, centering on deictics, indexical signs and reported speech. Findings show that although the teacher does engage in translanguaging practices, her teaching practices cannot be referred to as translanguaging pedagogy because she has made no deliberate decision to include the students’ full linguistic repertoires and there are contradictions both within and between her articulated and embodied language norms. It is concluded that it is crucial for educational development in contexts characterised by mobility that teachers in linguistically heterogeneous classrooms increase their awareness of their language norms and the students’ linguistic resources.

Analysis on the Perfection Of My Country’s Juvenile Legal Education System Based on Computer

From the process of campus violence to juvenile delinquency, we can observe that contemporary juvenile legal education is very lacking. As an indispensable content in the basic literacy education system of all citizens of our country. The rule of law education seems to be no longer applicable in the field of young people. It is also because of the increasing probability of juvenile criminal accidents. And the lower limit of the current criminal’s age is getting smaller[1]. This phenomenon is absolutely not allowed for a country under the rule of law like our country. In order to strengthen our country’s youth legal education, we should use school resources to improve the basic youth legal education system. While the current computer skills are going deep into the realm of life, what we need to do is to use computer teaching methods for youth legal education.

Integrating Creativity in the Facilitation of Adult Learning through Analytic and Synthetic Methods: Study of Adult Basic Literacy Education Program in Enugu State, Nigeria

Adult basic literacy education program requires the integration of creativity into learning activities to increase the rate of adult learning in adult basic literacy education program. The study assessed the extent of integrating creativity in facilitating adult learners in adult basic literacy education program. The study adopted a descriptive survey design. The instrument titled, Integrating Creativity in the Facilitation of Adult Learning through Analytic and Synthetic Methods Questionnaire was administered to 880 adult education administrators, adult literacy facilitators and adult learners. Data were presented through the use of mean, standard deviation and ANOVA. The results of the study revealed that integrating analytic and synthetic methods to a moderate extent facilitated the learning of adults in an adult basic literacy education program. The study recommended that state agency for mass literacy, adult and non-formal education should encourage adult literacy facilitators to create personalized programs of instruction and lesson plans that are based on the adult learners’ skill level and learning styles.

Evaluasi Proses Program Pendidikan Keaksaraan Dasar Perspektif Discrepancy Evaluation Model

The purpose of this study is to find out how to evaluate the process of literacy education programs from the perspective of the discrepancy evaluation model. The method used in this research is qualitative method. The results of this study indicate that there are gaps in the aspects of the program process which have three gaps including the preparation of learning tools (syllabus and lesson plans), improvement of reading culture, assessment of learning processes and assessment of final results. The achievements and impacts of the basic literacy education program have not been maximal in meeting basic literacy education program standards. In conclusion, the program analyzed its gaps and provided problem solving in every aspect based on the stage of the discrepancy evaluation model. 
 Keywords: Process Evaluation, Basic Literacy, Discrepancy Evaluation Model

The implementation of community development participation (KKN) based literacy education in Central Lombok

This study aimed at analyzing the implementation of Thematic Community Service Program (KKN)-based basic literacy education of IKIP Mataram in the Central Lombok District which included registration, debriefing, implementation, monitoring, evaluation, and identification of the obstacles to implementation in the field. The research method used in this research was a descriptive method by combining quantitative and qualitative approaches. The subjects of this study were the Chairperson of Institute for Research and Community Service (LPPM) IKIP Mataram, the Organizing Committee, Community Service Students, Field Counseling Lecturers, Village Heads, and Literacy Education Students. Data collection instruments used were questionnaires, interviews, observation, and documentation guidelines. The data analysis technique used was qualitative and quantitative descriptive analysis. The results of this study showed that; (1) the implementation of basic literacy education based Thematic Community Service (KKN) Program at IKIP Mataram has been carried out through the stages of registration, debriefing, implementation, monitoring, and evaluation; (2) The results of the evaluation of the implementation of Basic Literacy Education learning have succeeded in teaching 802 illiterate people in Central Lombok district with data on the results of the basic literacy tests that have been carried out as many as 552 people have learned and declared passed and as many as 250 people declared not passed or do not yet meet the Minimum Completeness Criterion (KKM) of Basic Literacy Assessment; and (3) The main obstacle of the implementation of the Thematic KKN program is the earthquake disaster that struck the island of Lombok and has implications on the minimum residents basic literacy learning implementation in the field. However, Community Service (KKN) students with DPL assistance, the Village Head, and the LPPM Team have made an optimal effort so that the implementation of the Thematic KKN can continue to run in the community.

Pembelajaran Multikeaksaraan

Multiliteracy Education as one of Literacy Education parts is developed in terms of eradicating illiteracy of adults and as community empowerment based on their own potential. The literacy education program is developed in basic and advanced literacy services. The advanced literacy education comprised independent business literacy education and multiliteracy education. The multiliteracy education aims to develop the competence of community after having basic literacy education, and it emphasizes the improvement of literacy diversity in all aspects of life.
 The research was conducted due to the presence of a problem regarding workable effort to optimize learning management to advance the learning quality of students. The research objective was to find out the objective condition of learning management and to depict efforts of optimizing learning quality which could affect competence achievement of attitude, knowledge, and skill of students. The research site was in Tabongo Sub-district, Gorontalo District, Gorontalo Province. It was qualitative descriptive research with a phenomenological approach. The data sources of research were teachers and students. The data were collected through techniques of observation, questionnaire, interview, and documentation. The technique of data analysis used data reduction, data display, and conclusion drawing.
 The findings of research revealed that the objective condition of learning management was not performed optimally yet which affected the learning productivity. In addition, there was a necessary to develop teachers’ (tutor) competence well to be qualified and a relatively adequate facility for the implementation. To optimize the multiliteracy learning, it was necessary to develop learning structure which referring to strengthening ability, use of multiple intelligence, and using varied ways that have been trained in a study group to understand reality outside or at work environment.

Evaluation of the Implementation of Basic Literacy Education Program in Bogor Regency, Indonesia

The purpose of this research is to evaluate the implementation of basic literacy educational program in Bogor regency. This research used discrepancy evaluation model which includes four aspects: (1) design, (2) installation, (3) process, and (4) product. The data werecollected through interview, observation, and documentation. The interviewwas conducted to the chief of development division for non-formal education, implementing officer of curriculum and assessment for nonformal education, head of curriculum and assessmentsection for non-formal education, head of community learning center, tutors and illiterate learners. The data wereanalyzed qualitatively, displayed in narrative text, reducing data, and drawing conclusion. The results showed that all aspects of basic literacy educationprogram were less appropriate than the standard evaluation. Thus,the collaboration among the government, local government, and society are needed to support the development of basic literacy education program next year, in order to bring Indonesia to lifelong literacy.

Improving Youth and Adult Multilingual Basic Literacy Education in the North Central Geopolitical Zone of Nigeria

Improving Youth and Adult Multilingual Basic Literacy Education in the North Central Geopolitical Zone of Nigeria

EVALUATION OF BASIC LITERACY EDUCATOR AS SOCIAL CHANGE AGENT

Literacy is not limited to the ability to read, write, and arithmetic, but also the application of that ability to enhance the quality of life. The purpose of this study is to evaluate the role of literacy educators as agents of social change. This research is based on evaluation model with Change Model approach. The population of this study are the educators in the two institutes of basic literacy education program in Cirebon Regency. The results of this study showed that basic literacy educators have not received appropriate compensation so that their paradigm as an agent of social change has not yet been arised. Researchers recommend to reorganize the training system that has been implemented so that they get recognition from the government.

국가 수상구조사 자격제도 문제점 분석을 통한 개선방안에 관한 질적연구

This study was conducted to analyze the problems of the Lifeguard qualifications system, propose improvement points, and provide basic data for the study on the Lifeguard qualifications system. As a research method, participants were selected using non - probability sampling method. In-depth interviews were conducted with 20 lifeguard qualifiers and the following conclusions were obtained. First, the problem of the qualification system of Lifeguard was the problem of lack of qualification name and lack of purpose, and related to qualifications system and law, there were problems of non - institutionalization, inefficiency, inefficiency, superposition of law, age restriction, There was an opposite reason. Regarding the qualification procedure, there were redundancy of prior education, inadequate systemization, ineffectiveness of long time, education about focus on the law, lack of opportunities and experiences for specific subjects, and there was the problem of non -. Regarding the qualification test, there were non standardization of the test site, subjective evaluation of the test committee, the victims suicide, the issue of whether the winner was decided according to the test time, the scorecard not considering sex and age and lack of consideration for safety. Second, the improvement points of the life guard qualification system include classification and watering of qualification definition, nationalization of private qualifications, mandatory employment, legalization, professionalization and remuneration systemization, age restriction, In the qualification process, institutionalization of prior education exemption system, reinforcement of basic literacy education, reduction of preliminary education time, entrustment to private educational institution, improvement of qualification test is the standardization of place, Increase in frequency, guarantee of warm - up and stretch time, and use of outdoor space.