ERIC Number: ED356685
Record Type: RIE
Publication Date: 1992-Oct
Reference Count: N/A
The New Illiteracy: A Study of the Pedagogic Principles of Teaching English as a Second Language to Non-Literate Adults.
Huntley, Helen S.
The emerging field of literacy education for speakers of English as a Second Language (ESL) is examined. First, four general goals of ESL literacy education are outlined: practical reading/writing skills; reading skills for building further learning; second language training when needed; and orientation to print as a source of meaning. Four kinds of ESL literacy learners are distinguished: pre-literate; non-literate or illiterate; semi-literate; and non-roman alphabetic. Seven functions served by literacy are noted, reflecting the culture of the United States and the uses to which literacy is put by a less educated, non-scholarly segment of society, and useful for organizing appropriate instruction. These functions include: instrumental; social-interactional; news-related; memory-supportive; substitute for oral messages; provision of a permanent record; and confirmation of attitudes or ideas. The relationship between orality and literacy is then discussed, and progress toward a theoretical foundation for ESL literacy education is reviewed. It is concluded that while the problem of illiteracy appears to be increasing and programs to remedy that situation are still inadequate, circumstances and current efforts hold promise. Appended materials include immigration and world literacy statistics, a proposed progression of literacy skills, references and selected bibliography, and a brief list of relevant commercial instructional materials. (Adjunct ERIC Clearinghouse on Literacy Education) (MSE)
Descriptors: Adult Basic Education, Educational Objectives, Educational Strategies, Educational Theories, Educational Trends, English (Second Language), Illiteracy, Immigrants, Instructional Materials, Language Role, Literacy Education, Migration Patterns, Oral Language, Second Language Instruction, Skill Development, Trend Analysis, Written Language
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: N/A