ERIC Number: EJ961534
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 26
Unforeseen Outcomes: Does Poorly-Resourced Literacy Tutoring Reinforce Apprentices--Low Literacy?
Education & Training, v54 n2-3 p192-203 2012
Purpose: The purpose of this paper is to explore the challenges faced by tutors who were providing remedial literacy support to New Zealand apprentices. Design/methodology/approach: As part of a wider, triangulated study of employers, tutors, apprentices, and industry training coordinators, the author undertook a qualitative analysis of ten in-depth interviews with apprentices' literacy tutors. Findings: It was found that three issues strongly affected what tutors could achieve for their students. First, tutors experienced substantial role ambiguity; second, apprentices were working in oral and experiential modes more than in print-literate modes; and third, tutors found they had to employ an instrumental approach to their teaching in response to the situation they encountered. For example, this often meant serving as a scribe for their student rather than being able to focus on building the apprentice's print literacy. Research limitations/implications: It is possible that the difficult situation faced by these literacy tutors may be replicated in similar situations where funding is insufficient to build competence in literacy. Practical implications: The constraints on what the tutors could actually achieve within tight funding limits meant that most students, while on track to successfully complete their apprenticeship, still remained of low print literacy. Originality/value: The study reveals how tutors' instrumental approach ran counter to their traditional ethical stance associated with building empowered, competent citizens who could participate fully in their civic, social and economic settings. It also shows how this literacy support enhanced the apprentices' confidence, yet they probably became further reinforced in their little-changed, oral work culture.
Descriptors: Role Conflict, Figurative Language, Foreign Countries, Tutors, Tutoring, Apprenticeships, Literacy, Research Methodology, Industrial Training, Employment, Interviews, Remedial Instruction, Numeracy, Adult Literacy, Formative Evaluation, Case Studies
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand