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Competencies for an Adult Literacy Teacher for Immigrants

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Competencies for an Adult Literacy
Teacher for Immigrants
the Nordic Alfa Council
Antra Carlsen, NVL
EBSN Conference in Prague
May 30-31, 2012
Basic adult language and literacy programmesin the Nordic countries
= Educational programmes for LESLLA-students
(Low Educated Second Language Learners Acquisition)
In Denmark: Danish Education (DU1)
In Finland: Integration programmes
In Iceland: Labour market activity
In Norway Norwegian for Adult Immigrants (Track 1)
In Sweden: Swedish for Immigrants (sfi) (Track 1)
Why work on a description of competencies for an
adult literacy teacher?
•
•
•
•
•
A neglected educational area
No Teacher training available for this specific purpose
and this target group
A complex educational situation for teachers of low
educated adult second language learners (“LESLLAlearners”)
A complex educational situation for low educated adult
second language learners (“LESLLA-learners”)
No defined knowledge base for Adult literacy teachers
Theoretical - Educational - Methodological
Nordic Mapping study (2010-11)
• ”The Nordic Adult Educator – a mapping of
formal competence requirements of the adult
educators and education and training
opportunities within the field of adult education
in the Nordic countries”
• initiated by the Advisory Group for Nordic Cooperation on Adult Education (SVL)
• Nordic Alfa Council (2011-12): Formal
requirements for teacher competence in literacy
programmes for foreigners and immigrants in the
Nordic countries and the existing teacher training
in literacy education for adults
Denmark
Has formal requirements for teacher qualifications in
literacy programmes. Qualification of Educator in
”Danish as a second language” is required. The teacher
training program includes literacy education as a
theme.
The teacher qualification requirement was introduced
as required by law in 1998, replacing an earlier
mandatory course of 40 hours in literacy.
Access level for the programme to become a teacher of
Danish as a second language is general teacher
training or BA in a language from the university.
Teacher of Danish as a second language has been
accredited to MA level in 2010.
Finland
There are formal requirements to have a general
teacher qualification in order to educate adults.
There are no specific teacher training
programmes targetted for second language
training.
Universities are responsible for the curricula in
the teacher training programmes. No special
recommendations from the Ministries concerning
basic literacy programmes for immigrants.
Iceland
There are formal requirements to have a
general teacher qualification in order to educate
adults. There are no specific teacher training
programmes targetted for second language
training. No special recommendations from the
Ministries concerning basic literacy programmes
for immigrants.
Norway
There are no universal formal requirements to
have a general teacher qualification in order to
educate adults, however the educators are
expected to have pedagogical / didactical
competences.
There are no specific teacher training
programmes targetted for second language
training.
There is a strong recommendation related to the
present curriculum that the educators working
with adults with short or no formal schooling
should have a subject knowledge in Norwegian
as a foreign language and knowledge in basic
Sweden
No specific requirements, imposed by law, for
teacher qualifications to teach literacy to adults:
foreigners and immigrants. It calls for an initial
teacher education, adapted to the second
foreign language teaching.
"Sfi-lärerutbildningen": Swedish for immigrants
and basic adult education proramme
Point of departure
Great frustration among practicing educators due to:
•
Uncertain and not well informed decisions among civil
servants, local and national authorities:
пѓј
пѓј
•
•
Lack (scarcity) of evaluations of best practice
Lack (scarcity) of research on content, outcomes,
assessments and organization of Basic Literacy Education
for Adults
An urge for an elucidation of a professional knowledge base
as a starting point for a continuing professional
development and educational programmes for teachers
An urge for an effective adult language and literacy
education of high quality, built on scientific and
professional knowledge and experience
Why Nordic cooperation ?
• It brings focus to low educated learners´ educational situation
• It gives stimulation and provides exchange room for teachers
• It makes coordination of existing research possible
• It utilizes L2 and Literacy experiences from all countries
• It stimulates the development, new partnerships, new
networks
• It improves and stimulates the Nordic language cooperation
• It makes comparisons of ethnic and linguistic minority groups
possible
• It stimulates production of high quality material
Six steps towards an Adult Language and Literacy
Teacher Education
2010
An outcome of the Nordic mapping of adult education for
low literate second language learners, the KAN report: a project in the
Nordic Alfa Council “Nordic description of a knowledge base/
competencies” is launched
2011 Sept
Draft 1 Response from different experts
2012 March Draft 2 Response from educators and teachers (at the
EU-speak conference)
2012 May
Draft 3 Discussions in the Nordic Alfa Council
2012 Sept
Draft 4 Presentation at ”The Nordic Alfa Conference”;
response from active Nordic Adult Literacy Teachers (the target group)
2012 Dec
Final document is presented
2013
Educational programmes for teachers can be built on the
competencies
Six Competence areas
for adult literacy teachers for immigrants
1. Literacy in a global, local and individual perspective.
Theoretical and educational aspects
2. Prerequisites for formal learning in a creative and critical
learning environment for adults. Based on teacherВґs reflective
practice and students learning processes and goals
3.Oral communicative competence. Linguistic,developmental
and educational aspects
4.Basic literacy learning processes. Focused on adult second
language learners
5.Basic everyday mathematics (numeracy)
6.Learning material with a multi-modal perspective for
adults
Framework: competence
descriptions
For each of the six competence areas the
teacherВґs competence is described in
detail.
The competence is then divided into:
1) the knowledge needed
2) the skills or actions to be performed
Future educational options
The Alfa Council will together with
universities and national
organizations continue to work for a
diverse, professional course supply
for Nordic Adult literacy teachers
The Nordic Alfa Council
is a network consisting of representatives of national agencies and
institutions that have responsibility for the development of education for
adults with no or very short formal schooling and who do not have the
Nordic languages as their mother tongue.
Aims:
• improve the opportunities for this group of adults to actively
participate in community life and democratic processes
• be an expert group for the Nordic Council of Ministers and
the Nordic countries' respective training, integration and
employment services
• be a platform for exchange of experience between the
Nordic authorities, national resource centers, research
institutions and training providers
• collect and coordinate expertise and experience in order to
increase awareness of issues related to the target group and
learning in different social contexts through
Alfa Council contacts
Coordinator: Helga Arnesen, Vox
helga.arnesen@vox.no
Qarin Franker, Gothenburg and Stockholm
university
qarin.franker@svenska.gu.se
Lilly Christensen, VUF, Copenhagen
lilly@humleby.dk
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