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  • 1. THE EFFECTS OF MOTHER TONGUELITERACY ON SOUTH AFRICA ADULT’SACQUISITION OF ENGLISH LITERACY Presenter: Yin Jin Apple Lin Instructor: Dr. Pi-Ying Teresa Hsu October 22, 2012 1
  • 2. CitationNurss, J.(1998).The effects of mother tongueliteracy on South African adult’s acquisitionof English literacy. Adult Basic Education,8(2),111-119. 2
  • 3. CONTENTS I Introduction II Research QuestionsIII Literature reviewIV MethodologyV Results & DiscussionVI Reflection 3
  • 4. Introduction South Africa has 11 official languages. The official policy is for adults to attain v functional literacy in their mother tongue before enrolling in English classes. 4
  • 5. Introduction A large number adults are illiterate or have a very low level of literacy (18.5%). Many adults don’t live and work in a highly literate environment. 5
  • 6. Background Adults Basic Education and Training (ABET).ABET assumed that one master at least level1 and 2 to have attained sustainable literacy(that would take minimum 2 years). 6
  • 7. PurposeShould South African adults who need literacyinstruction be taught to read first in theirmother tongue and then in English or shouldthey go “straight to” English? 7
  • 8. Research Questions How is adult’s acquisition of English literacy affected by their level of mother tongue literacy? How are their understanding of concepts of print and functions of literacy? What are their level of oral English? 8
  • 9. Literature review Many consider South Africa’s multilingualism “a national resource, not a national problem”. (Luckett, 1993, p.74) 9
  • 10. Literature review Streets suggests that using mother tongue literacy simply as a bridge to second language literacy may be “demeaning”. (Streets, 1994, p.12) 10
  • 11. Literature reviewThe advantage is heightened when the teacher isbilingual so the adults can acquire both mothertongue and second language literacysimultaneously. (Gillespie, 1995) 11
  • 12. Methodology Participants: 68 South Africa men and women Average age: 34 78% were employed 12
  • 13. Methodology ABET ExamLevel 1Paper & Oral testLevel 2 Those scoringPaper & Oral test 90% or higherLevel 3, 4, 5Paper & Oral test 13
  • 14. Methodology Class A N=24 Meet twice a week for 1 hour each Class B N=12 Meet once a week for 4 hours per session Class C N=14 Meet 4 times per week for 1 hour per session Class D N=18 Meet twice per week for 2 hours per session 14
  • 15. ResultsZulu literacy Oral English Education(mother tongue) approachedp=0.034 p=0.471 p=0.744 No significant difference. 15
  • 16. Results What are their level of oral English? Zulu literacy Oral English Education (mother tongue) approached p=0.034 p=0.471 p=0.744  No significant difference. 16
  • 17. Results Zulu literacy Oral English Education (mother tongue) approached p=0.034 p=0.471 p=0.744  Subjects scored significantly higher on Zulu literacy. 17
  • 18. Results 18
  • 19. DiscussionMany programs don’t require mother tongueliteracy in order to enroll in an Englishliteracy ABET class.(1) The pressure by the adults themselves.(2) The several programs use prior level as an indicator of mother tongue literacy. 19
  • 20. Reflection ABET assumed that one master that would take minimum 2 years at least, but the author didn’t mention how much time did he spent for the research procedures. This article help me to know about the other country’s mother tongue was related to acquired English. 20
  • 21. THANKS FOR YOURLISTENING. 21