ERIC Number: ED343449
Record Type: RIE
Publication Date: 1987
Reference Count: N/A
Language and Literacy Learning: The Adult Immigrant's Account.
An approach based on sociolinguistic theory is reported that was devised to describe the way written language operates in the different domains that make up the everyday lives of a given group of people. The approach involves the practices that the people use to deal with written language, and the perceptions (uses, beliefs, attitudes) they have toward the written language they encounter from domain to domain. The focus of this study is on one group, low-education Hispanic adults in Toronto. It is assumed that daily language use realities in both the dominant and the minority language provide essential information for language policy and curriculum related decisions for adult basic education programs that cater to minority language groups. The findings suggest that low-education Hispanic adults do have uses for literacy in both Spanish and English and that those uses help them manage the various domains they encounter on a daily basis. The domain that particularly excludes them because of their lack of Spanish schooled literacy skills is the English-as-a-Second-Language classroom. Difficulty learning English and then acquiring training for credentialling leads to exclusion as well as from good employment situations regardless of work experience. Other domains such as bureaucracies, the home, transportation around the city, and shopping, are usually managed effectively by low-education Hispanics by a variety of strategies that operate primarily in Spanish. Contains approximately 75 references. (LB)
Publication Type: Reports - Research; Dissertations/Theses - Masters Theses
Education Level: N/A
Authoring Institution: Ontario Inst. for Studies in Education, Toronto.
Note: Master's Thesis, University of Toronto.