Whole of Community Engagement Initiative Adult Literacy and … · 2018-01-16 · Case Study: Adult Literacy and Socio-Cultural Learning at Pina Pina Jarrinjaku, Yuendumu, Nov 2017

Whole of Community Engagement Initiative

Adult Literacy and Socio-Cultural Learning at Pina Pina Jarrinjaku (Yuendumu learning centre)

A CASE STUDY Prepared for the Strategic Priority Project on Aboriginal adult English LLN

November 2017

By Ros Bauer Warlpiri Youth Development Aboriginal Corporation

Co-contributors: Barbara Napanangka Martin, Warlpiri Education Training Trust Enid Nangala Gallagher, Warlpiri Youth Development Aboriginal Corporation

Critical friends: Inge Kral, Australian National University Allison Stewart, Charles Darwin University

‘English language and literacy are key to participation in all learning, training and in many activities in and outside of the community’ (WETT, 2017)

Figure 1: WCE initiative logo

The WCE logo was created at the beginning of the initiative to represent unity and a shared vision. The design was created by Darwin based Indigenous artist Jessica Sariago, who has Djaru heritage from the WA Kimberley region. The narrative on which the design is based, is available on the WCE initiative

website. The logo was co-developed by Dr Lisa Watts, Ms. Donna Stephens and Ms. Aurelie Girard in consultation with other WCE staff.

For more information go to: https://remotengagetoedu.com.au/about/

Funding for this case study has been provided by the Australian Government’s ‘Higher Education Participation and Partnerships Program’ (HEPPP) through the Whole of Community Engagement initiative.

DISCLAIMER

This case study is being provided to further the aims of the Strategic Priority Project (SPP) on Aboriginal adult English LLN and discusses a delivery model and approach which has been identified by the SPP as having significant potential. The case study reflects the views and perspectives of the author, co-contributors and critical friends, and does not necessarily represent the views and opinions of the Whole of Community Engagement initiative or of the Office of the Pro-Vice Chancellor of Indigenous Leadership at Charles Darwin University as a whole.

Contents

Page

Introduction and purpose 4 - 5

Recommendations 6

Background – LLN at Pina Pina Jarrinjaku 6

The four LLN program delivery areas 7 - 8

Learning literacy: a socio-cultural model 9 - 12

Approaches to learning 13 - 18

1. Literacy approach: in the learning centre 13

2. Literacy approach: in the community 13 - 16

2.1 Drawing on the 26TEN model 14

2.2 Literacy and story telling 15

2.3 Access to digital technology 15

3. Literacy approach: intensive and individual 16 - 18

Lessons learnt: what we now know 20

References 21

Case Study: Adult Literacy and Socio-Cultural Learning at Pina Pina Jarrinjaku, Yuendumu, Nov 2017

4

Introduction and purpose

TheWholeofCommunityEngagement(WCE)initiativecommencedinJuly2014,ledbytheOfficeofProViceChancellorofIndigenousLeadershipatCharlesDarwinUniversity(CDU).WCEaimedtobuildtheaspiration,expectationandcapacityofsixremoteandveryremoteIndigenouscommunities inthe Northern Territory to participate and achieve in higher education. Using a place-based,Indigenous-led,communitydevelopmentapproach,theinitiativedevelopedamodelwhichcouldbeapplied by other Australian universities and agencies through engaging closely within Indigenouscommunities and promoting local level management, leadership, decision-making, research andaction.TheWCE includedparticipatoryactionresearchanddevelopmentalevaluationapproaches.Campus-based and remote Indigenous community-based staff worked together to identifyeducational needs, priorities and activities from the ground-up. Some of the main messagescommunitiesemphasizedwerethat:

• Aboriginalleadershipandgovernanceinremoteeducationisessential • EducationandhighereducationareapriorityformanyIndigenouspeople • Aboriginalculturalknowledgeisfoundationaltootherlearning • Educationshouldbe‘both-ways’ • EducationwasviewedholisticallybyIndigenousparticipantsandincludeswellbeing,spirituality

andlivelihood,and • Englishlanguage,literacyandnumeracy(LLN)iscentraltoprogress

Inresponsetothislastpoint,aStrategicPriorityProject(SPP)onAboriginaladultEnglishLanguageLiteracyandNumeracywasputinplace.TheSPPwasaimedatpromotionofpolicydevelopmentandsystems change, increased information sharing and collective action for improved English LLN forAboriginaladultsacrosstheNT,andinthelongterm.

BoththeCommonwealthandNTgovernmentshavemadestatementsabouttheimportanceofNT’sAboriginalpopulationtoeconomicdevelopmentinNorthernAustralia,andhavestrategiesthattargetstronger participation in local community decision making, greater education and employmentsuccessandimprovedhealthandsafety.Indigenouspeoplemakeup30percentoftheNTpopulationandarehighly significant toeconomicdevelopmentand cultural richness. Competency inEnglishLanguage,literacyrelatesstronglytotheabilitytoparticipateinalltheseareas.FiftyfourpercentofAboriginalpeopleintheNTdon’tspeakEnglishastheirfirstlanguage.

Foranyonewithaspirationsforpost-schooleducationoremploymentforthemselves,theirfamilyandcommunity -English isessential.Foranyonewhowishes tounderstandany information issuedbygovernmentorbusiness,readabookoranewspaper,navigatethehealthorlegalsystem,understandthewritingonaprescription,findtheirwayaroundanairport,theabilitytocommunicateinEnglishisvital.

A2017statisticaloverviewreport1revealedthat85%ofasampleof660Aboriginaladultsfromacrossthe Northern Territory lack the English language, literacy and numeracy skills to functionindependentlyinlife,educationandwork,andthatthereisverylittleassistancecurrentlyavailable.DataforthisstatisticaloverviewwasprovidedtoCDUfrommultipleserviceproviders–anindication

1AboriginaladultEnglishLanguage,LiteracyandNumeracyintheNT:AStatisticalOverview,FionaShalleyandAllisonStewart,OfficeofthePVCofIndigenousLeadership,CDUUniprint,Sept.2017


5

ofextentofneedandgoodwill.Aboriginaleldersfrom6remotecommunitiessupportedtheSPPandstatistical research. These leaders spoke about the need for English alongside recognition thatIndigenouslanguageandliteracyarecentraltotheirlivesandthatfirstlanguageliteracyshouldcomefirst.

Purpose of this case study

WCEresearchhasshownthatatthistimethemajorityoftheadultAboriginalpopulationaremissingoutonanyformofassistancewithEnglishLLN–particularlythosewhoareatthelowermeasuresofthescale–andmostpeople–especiallyfromremoteareas,areatthatendofthescale.Amongtheinnovativestrategiestoemergeinthepastdecadesinternationally,is‘familylearning’whichstandsoutasa transformativeapproach thatworksacrossgenerationsandbetween institutions. Familylearning is breaking down barriers between home, school and community. Research evidencesupportsa‘wholefamily’approachtoliteracyandothereducationalchallengesthatdisadvantagedfamilies and communities face. The only COAG indicator for adult literacy in Australia focuses onemploymentandjobs–agoodthing,butmanypeoplearemissingoutgiventhata)thereisno(orminimal)assistanceforpeopleatthelowerendoftheLLNscale,b)therearesomanypeopleareatthelowerendoftheLLNscalec)sofewremoteemploymentopportunitiesandd)somanypeoplenotinthelabourforce)veryfewadultlearningcentresincommunities.

Solutionsarenotsimpleandsustainedeffortofmultipleplayersisrequiredovertime–awiderangingcommitment to Aboriginal-led policy and the implementation of diverse and appropriatemodelsinformedbyLLNspecialistsandlinkedtorelatedpolicyinitiatives.Onemodelwhichhasemergedandissupportedatlocallevelisthecommunity/familylearningcentremodel.Thiscasestudydrawsonthe Yuendumu experience of literacy development and socio-cultural learning and has beencommissioned to inform discussion and debate and inspire action. Literacy provision that isunderpinnedbywhatishappeninginsocialandculturalpractices,ratherthanwhatisnothappening2,and the building of local delivery capacity matched to people’s real-life needs, preferences andrealities. Thisreportstronglysuggeststhatthelocal learningcentreiskeytoimprovement,totheembeddingofliteracyandthemaintenanceofanysuccesses.

AllisonStewartWCEandSPPManager23November2017

2GuentherandKraal2017


6

RECOMMENDATIONS

Background - LLN at Pina Pina Jarrinjaku

TheWarlpiriEducationTrainingTrust (WETT)established in2005 incollaborationwiththeCentralLand Council and Newmont Mining, funds community learning centres in the four Warlpiricommunities of Nyirripi, Willowra, Yuendumu and Lajamanu (Disbray & Bauer, 2016, p. 6). Theestablishmentandoperationofthelearningcentresineachcommunityhasavariedhistory,butinthelastfewyearsBatchelorInstitutehashadthecontractformanagingallfourlearningcentres.

In2017,theWarlpiriYouthDevelopmentAboriginalCorporation(WYDAC)wassuccessfulinobtainingthe contract to manage the learning centre in Yuendumu for a 12 month period (Disbray andGuenther,2016,p.81).ThislearningcentreisnowknownasthePinaPinaJarrinjaku,whichinWarlpirilanguagemeans“tolearn”.WYDAC’saimistoprovideacentrewhichoffersaflexibleandresponsiveapproach to adult learning, integrating individual, family and community priorities. Its realunderpinning strength however is in solid governance and the Aboriginal Board’s commitment toWarlpiriaspirationsforlearningandeducation,particularlywithregardstoadultliteracy.ThiscasestudydescribestheWYDACandWETTmodelandapproachtoimprovingEnglishLLNinYuendumu.

1. AnyEnglishLLNdeliveryforadultsshouldtakeintoaccountsocio-cultural learningpractices,includingnewandoldwaysoflearning,andtheuseofdigitaltechnologies.

2. A family/community capacity building approach is seen as themost beneficial inordertocapitaliseontheexistingskillsandcompetenciesofWarlpiriadults,sothattheyaremoreabletomentorandsupportothersincommunity.

3. Anymodelshouldincludeacomponentfornon-IndigenousworkerstoensurethattheircommunicationisinplainEnglishandthattheyhavesomeskillsinappropriatelysupportingtheneedsoflocallearners.

4. Abi-partisanapproachisrequired,wherebygovernmentrecognisesandaddsvaluetothefinancialcommitmentthattheWarlpiriEducationTrainingTrust(WETT)hasmade in the past ten years, and has committed to in future years. WYDAC isunwavering in its commitment to adult LLN in remote Northern Territory, and issettingastrongprecedentforculturallyresponsiveandrespectfulwaysofsupportingcommunitiestoparticipatefully(throughLLN)atthelocal,nationalandgloballevel.


7

The four LLN program delivery areas

TheWYDACPinaPinaJarrinjakuhasresponsibilityforworkingwithalocaladvisorygroup,providingaccess to computers and the internet, case managing the learning journeys of participants andprovidingmentoringandsupporttolocallearningcentreemployees.Inaddition,therearefourareasofprogramdelivery:

• Informal

• non-formal

• formaland

• Warlpirilanguage&culture


8

Informal Learning

Informal learning is the program area that has the highest participation rates.Warlpiri peopleaccess the Pina Pina jarrinjaku for many purposes, examples of which include using email,searchingtheinternet,readingnewspapers,talkingonFacebook,WarlpiriChatandAirG,accessingmy.gov accounts to checkCentrelink information, fillingoutbirth certificate,driver licenseandOchre Card applications, ringing the bank, faxing documents; and to get help reading andunderstandinglettersfromCourtandothergovernmentservices. PeoplealsoliketoreadlocaltextssuchastheSchoolnewsletter,CentralLandCouncilNews,LandRightsNewsandJungaYimiwhichistheoldYuendumuSchoolmagazine.JungaYimi,whichmeans‘truestory’,isverypopularbecauseitisfullofstoriesaboutthecommunityinthepast30years,withpicturesofpeopleandplacesthathaveagreatdealofmeaningtothereader.

Non-formal learning

Non-formal learning is community driven education sessions that provide information aboutimportant community issues. Some examples of these sessions include domestic violenceawareness,healthyeating,howtosetupmy.govaccountsandunderstandinglegalrights.Oneofthemostpopularcommunityeducationsessionshasbeenaboutcybersafetyandhowtorespondtoonlinebullying.

Formal learning

FormaldeliveryisaccreditedtrainingthatisprovidedbytrainingorganisationswhichtravelintoYuendumuandusuallystayforoneortwoweeks.Mostofthistrainingisorganisedbyworkplacesanddeliveredinworkplaces.OthertrainingdeliveredinthePinaPinaJarrinjaku,suchasSportandRecreation (Charles Darwin University), Education Support (Batchelor Institute),Mental HealthFirstAid(NationalEmploymentServicesAssociation)andDomesticViolence(Lifeline).WYDACPinaPinaJarrinjakuhasfocusedonthedeliveryofCommunityServicesthisyear,becauseitisanentrylevelorpathwayqualificationthatissuitableformanydifferentkindsofjobsandworkplaces.

Warlpiri language and culture

Warlpiri language and culture is determined by the reference group, Board and any otherinterestedcommunitymembers.Someoftheactivitiesincludeartworks,creatingWarlpiriliteracyresources,storyanddesignsforartefactsinthelearningcentrespace,Warlpirisigns,participatinginoff-siteculturalactivitiesandWarlpiriliteracydevelopmentsuchasreading,find-a-wordsandusingonlinelanguageresources.


9

Learning literacy – a socio cultural model

Literacylearningtakesplaceineverypartofourlives,ininformalwayssuchasourpersonal,socialand community practices and in formal ways through school, vocational training and highereducation.Dailyliteracypracticesthatweareallfamiliarwithincludetalkingtootherpeople,usinga key card, writing a text message, checking our bank balance, reading a community poster,listeningtotheradioorattendingameeting.Theliteracyforallofthesetypesoftasksdevelopsoveralifetimeofdifferentexperiencesandusingliteracyindifferentcontexts,itisnotseparatefromwhoweare.Literacyisreal,authentic,andisembeddedornaturaloccurringintheroutinesofourlife.Whenadultslearnliteracyinalloftheseways-fromtheirinteractionsintheirfamilyand interactions in the community, where the learning has real meaning, it is called a socialpractice.

Furthertothis,thewayinwhichpeoplelearnanddevelopthinkingskillsaspartofasocialprocess,through interaction with others, is known as socio cultural learning (Vygotsky, 1978). Thebehavioursofpeopleareinfluencedbytheirsocietyandculture,includinglearningbehaviors.Itisatwo-wayprocesswherebypeoplelearnfromthemselvesandfromeachother.Thisisevidentinthe wayWarlpiri people learn new literacies amongst family, friends and social groups in thecommunityorsocialgroupsinthePinaPinaJarrinjaku.Inotherwords,inmarlpa-tohavecompanyorlearningwithothers.

The following information was presented at the Australian Council for Adult Literacy 2017Symposium‘ActionforChange:Indigenousadult,English,language,literacy,numeracy’byBarbaraNapanangkaMartin,fromYuendumu.Inthispresentation,Napanangkadescribesherviewofsocioculturallearning.

Barbara Napananga’s view of socio cultural learning

Socioculturallearningisaboutpeople’sbehaviors,itisaboutwhatishappeninginthecommunitywithourfamily,sittingdown talking story about what they want to teach theiryoungchildren,olderchildrenandyoungadults.Ifyouhaveabedtimestorytoyourchild,itmeanssittingaroundacampfirewhich isawayofsociocultural learning.Youngpeopleare learning from their elders and are really listening todreaming stories and things around them. It is a form ofliteracy teaching for young people to learn from eldersbecause it is the way we have done things for a very longtime.Readingabookisimportanttooastheyarereadingandlisteningitcanbelikeelderstellingstoryinreallife.Butitisalso playing, making jokes, laughing, and thinking aboutfamily together in a circle. All the family there. No one ismissingoutfromthisbeautifulwayoflearningthroughstory.


10

InKardiyawaytheyreadbookstotheirchildrenbutinYapawayitisoutsidesitting,watchingthestarsandtalkingaboutthingstheycansee.Itisimportantitiscomingfromanelder.Whenwetakethemoutbushwetell themaboutthe land,dreaming,songsandceremonywhich isimportantforthemtolearn.It’sallaboutwhatwebelieve.AlloftheseareimportantforYapapeopletolearnabouttheirjukurrpa.Wealwaysthink,talkandtellstory.Itisanemotionalwayofthinkingofusingourliteracyteaching.Socialandemotionallearningisafeelingthing.Whenpeopleusestorytoteachsomethingitusesmorepartsofthebrain,theemotionpart,thefeelingpartandthememorypartaswell.

Mygrandchildrenbroughtapostertomeandaskedwhatitsaid.Itwasallaboutasbestosontheairstripandhowdangerousitwas,warningpeoplenottogothere.Itoldthemalongstoryaboutwhathappenstopeoplewhentheybreatheinasbestos.Itmakesyousickinandwillhavehealthproblems,probablycancer.Dogswilldietoo.Nobodyisallowedtogointhatarea,notevenforbushbananas.SoImadeitintoastorysotheycouldunderstandthedanger.

ItisimportantforthemtolearnliteracywithsupportfromotherYapabecauseYapawillhavetheopportunitytoteachthemaboutwhattodoforphonicsandsounds.Somepeoplehaveneverlearntsoundsandso theyneedtobreakwords intosinglesoundsandsyllables tohelp themunderstandEnglishsounds.WhenIgoonbushtripsIusethesetimestomakesurethatIteachWarlpiri literacy and English literacy at the same time. Bush trips are good opportunities forteachingandlearningalllanguagebecauselearningtheWarlpirihelpstolearntheEnglish.

Young people connect through Jaru with other Yapa workers and Kardiya workers andvolunteers. They participate in different programs and they increase in self-esteem by beingproudofwhotheyare.TheydeveloppositiveconnectionsbecausetheyarealwaysworkingwitholderJaruworkerswhoarerolemodels.Theyarelearningwiththem.Youngpeopledon’thavealotofknowledgebutiftheyarelearninginJaruthewaywedoinourculture,thishelpsthem.Itisimportantbecausetheyarebeingsupportedandlearningthrougholdermentors.Theylearnbylistening,beingstrongintheiridentity.Itiswhatisinsideyou,notseparate.Thisiswhatsocioculturallearningmeanstome.

ThePinaPinaJarrinjakuhasconsistentlyprovidedaplaceforWarlpiripeopletoengageinlearningin a safe and supported space andwhere their value as learners has been respected throughinformalskillsdevelopment.This is fosteredthroughsocialisationwithpeersandfamily,wherelearninginagrouphasalonghistoryinculturalorigins.Literacyprovisionthatisunderpinnedbywhatishappeninginsocialandculturalpractices,ratherthanwhatisnothappeningiskeytosuccess(KralandSchwab,2012,p.6).

TherecentreviewofthelearningcentresbytheWarlpiriEducationTrainingTrustmadeveryclearthegapinadulteducationpolicyintheNorthernTerritoryandtheneedforEnglishLLNasbeingcriticaltosuccessinallareasoflearning(DisbrayandGuenther,2017,p.87&p.100).ManyoftherecommendationsintheReviewthatrefertomentoringanddevelopmentofYapastaffarehighlydependentonimprovements inEnglishLLN.TrainingandeducationintheNorthernTerritory isdeliveredinEnglishlanguage.Therefore,adultlearnersneedtobecompetentinthelanguageofinstruction(Hanemann,2016,p.9).ItisanimperativeforWarlpiripeopletodevelopcompetencyinEnglishliteracyinordertoprogressalongtheeducationandtrainingpathway.


11

Itisimportantatthispointtonotetwofactors.Firstly,thereisampleevidenceonthevalueoffirstlanguageliteracytosupportsecondlanguageliteracy(Hanemann,2016)andsecondly,thatthemaintenance of Warlpiri language and culture is strong, as evident in the vision andrecommendationsof theWETTReview(2017).Theconsistentmessage is thatEnglishLLN isanadditionalskillandthis isreflectedintheWholeofCommunityEngagementinitiativeacrosssixNorthernTerritorycommunities,whichstatesthat‘Aboriginalpeoplereiteratedthecentralityoftheirownlanguagestotheirculturalpractice,identityandconnectiontocountry,howevermanyunderstoodtheimportanceofsupportingtheirchildrentolearnEnglishandwantedtoimprovetheirown’(ShalleyandStewart,2017,p.3).

AccordingtothestatisticaloverviewoftheAboriginalEnglishLLNintheNorthernTerritory‘Morethan 85% of a sample of 660 NT Aboriginal adults assessed against the Australian Core skillsFramework (adult LLN assessment tool) have English reading, writing, speaking, listening andnumeracy skills below the level needed for independence in theworkplace and for having theconfidencetoparticipate inallaspectsofthebroadestAustraliansociety’ (ShalleyandStewart,2017,p.71).

ThisistypicalofthedatafromWorkplaceEnglishLanguageLiteracyProgramsinYuendumuandassessmentsconductedinthelearningcentrespaceoverthepastfiveyears.Clearly,thereisworktobedoneinaddressingthisinequity,sothatIndigenouspeoplecanparticipatefullyinallaspectsontheirlives.

TheWYDACPinaPinaJarrinjakuhasanew,wholeofcommunityapproachtoliteracythatoccursinsidethelearningcentreandliteracythatoccursoutsideofthelearningcentreinYuendumu.Thishas been informed by our Pina Pina Jarrinjaku data and extensive experience in the historicalchallenges in delivering formal training that is dependent on a classroom approach overconsecutive days and/or weeks. Patterns of engagement whereby incidental, short, discretelearningopportunitiesoccurhavebeenmostsuccessful.ThesechallengesarebestdescribedbyMusharbash(2010),duringheranthropologicalresearchinYuendumu:

Immediacyshapedmyfieldworkeverydayinmultipleways….Icouldnotplanahead…specificdatacollection,languagelessons,everythinghappenedwhenithappened,ratherthanwhenIwantedittohappen.Bigevents(suchasmortuaryritualsinthecaseofdeath)overruledanyotheractivity,butevenwithoutthem,everythinghadtobeslotted inwithwhatwashappeninginthesettlementonthatparticularday….appointmentssimplydidnotwork.

In addition, the WETT Review (2017), in considering models of adult learning opportunities,reviewedthe‘YesICan’adultliteracyprogram(implementedbytheLiteracyforLifeFoundationandwithorigins inCuba),anddeemed itunsuitable forWarlpiricontexts,basedon itsdeliveryrestrictions [classroom based, 74 consecutive lessons] and lack of experience in English as anAdditionalLanguage (ADL)context (pg.154).TheReviewalsonotes that ‘language, literacyarebest learned incrementally and purposefully (p.87), reinforcing the need for socio-culturalapproachesinWarlpiricommunities.

Given the anecdotal and statistical evidence thatWYDAC has gained through service deliveryexperienceinWarlpiricommunitiesinthepasttwodecadesanincreasingnumberofcommunityleaders recognise the value of the fundamental role that socio-cultural learning and socialinteractionplays in thedevelopmentof theway that adults think and learn. This view is alsosupportedbyVygotskycitedinKralandSchwab(inpress).


12

TheapproachthatWYDAChasdevelopedisshowninthefollowingillustration.:


13

Approaches to learning

1. Literacy approach: in the learning centre

All of the delivery by WYDAC Pina Pina Jarrinjaku inside the learning centre is connected toimprovedEnglishlanguage,literacyandnumeracy(LLN)throughincidentallearningopportunities.Forexample:

WhenayoungWarlpiriwomanusesthephonetoringherbank,sheisusingnumeracytoreadnumbersandEnglishlanguagetotalktothebankstaffmembers-whicharebothliteracypractices.

WhenayoungWarlpirimanfillsoutadriverlicenseapplication,heisreadingandwriting-whicharebothliteracypractices.

WhenaWarlpiri grandmother checkshermy.gov account, she is usingnumeracy, reading andtechnology-whichareallliteracypractices.

Whenanoldmancomesintothelearningcentretoreadtheschoolnewsletter,hereadsinEnglishand/orWarlpiri,two-waylearning-whichareliteracypractices.

EverysingletimeayoungpersoncomesintothePinaPinaJarrinjakutouseacomputer,theycouldbe either reading, writing, learning, talking or using numbers; all literacy practiceswhich helpdevelopEnglishLLNcompetency.

IntheperiodJanuarytoAugust2017,therewere1600instancesofinformalsupportprovidedtoWarlpiripeople.Thistranslatesto1600opportunitieswhereWarlpiripeoplehaveeitherengagedindependently ina task that requiredEnglishLLNpracticesorasked forEnglishLLNsupport tocomplete a task. The tasks are usually for either a personal reason such as a birth certificateapplication,acommunityactivitysuchasaposterforafuneralnoticeorperhapsforaneducationalgoalsuchascompletingaboardingschoolenrolmentform.Inalloftheseinstancestheliteracywasembeddedinataskwhichhadmeaningforthelearner.Inalmosteverysituation,thepersonseeking help was with a familymember (older or younger depending on the task) who oftenprovided literacy support, demonstrating the effectiveness and strength of intergenerationallearning.Thisencouragingandscaffolding (providingsupportandthenreducing theamountofsupport as the learner acquiresmore confidence), is very typical of theway inwhichWarlpirilearnerssupporteachother.

2. Literacy approach: in the community

ThereisalsoagreatdealofliteracysupportprovidedtolocalWarlpiripeoplethatoccursoutsideof the learning centre. This support is providedby familymembers, Yapaworkers andKardiyaworkers(Walpiriandnon-Aboriginal).Everyonebecomesateacherwhentheyareaskedforhelpthatisaboutliteracy,theyarepinangkalpa-wati–thosewhohavelearnedandwhoareteachingothers.WYDACPinaPinaJarrinjakuisplanningaprogramtoprovidesomespecializedsupportforthose helpers in partnership with its existing community engagement program, JintangkuMardarni-‘ComingtogethertoLearn’.


14

TheDepartmentofPrimeMinisterandCabinet(PM&C)recognisestheneedtoaddressthelowlevelsofadultLLNinremotecommunities.However,evaluationofthe‘SkillsforEducationandEmployment’ (SEE),program (theprimaryLLNdeliveryprogramof theAustralianGovernment)clearly demonstrated that overlaying this mainstream national program has not worked forAboriginalpeopleintheNT.ThisviewpointwassupportedbySEEmanagementattheNovember2016 Aboriginal English LLN workshop at Charles Darwin University where the Australiangovernmentacknowledgedkeystakeholderfeedbackandinvitedideasforpositivechange.

WYDAChasrecentlybeeninnegotiationswiththeDepartmentforsomeadditionalsupportwithapplicationofthelearningcentremodel.Somelevelofrecognitionandacknowledgementoftheissuehasbeenformallyexpressed(forexampleattheNovember2016LLNworkshopatCDU)andinformallyexpressed,seebelow:

During my time in Central Australia, I have become more aware of the importance ofEnglishliteracyandnumeracyforFirstNationsadultstobetterparticipateandtakemorecontroloftheireconomicandsocialfutures.Thereisvalueinapproachesthatcomefromthecommunity, forthecommunity,andthatarecontextualisedto localorganisations.So,forexample,inrelevantpartsofCentralAustralia,Warlpiriadultsengageinlearningdrawing on their resources and organisations and Arrernte adults engage in learningusingtheirorganisations(G.Powell,September,27,2017).

2.1 Drawing on the 26TEN model

ThenewpilotprograminYuendumuwillformallycommenceimplementationduring2018.Thedesign of the program has drawn on ideas from the Tasmanian Government’s adult literacycampaign,called26TEN.The26standsforthelettersoftheEnglishalphabetand10standsforthenumberswhichmakeuptheEnglishcountingsystem.26TEN’scollectiveapproachsupportsandencourages everyone in the community, and across different sectors to take an active roleincluding:variousgovernmentdepartments,libraries,businesses,communitygroups,volunteers,educators, training organisations and individuals; all working together to improve the literacylevelsofadultsinTasmania(www.26TEN.tas.gov.au)withclearlyarticulatedjoint-goalsandlong-termfundingarrangementsfirmlyinplace.The26TENprogramgoalsarethat:

1.EveryoneknowsaboutadultLLN

2.EveryoneissupportedtoimprovetheirLLN&helpothers

3.Everyonecommunicatesclearly

26TENstrategiesarebroadandinclude:

• plainEnglishandliteracyawareness-raisingworkshopsfororganisationsandthegeneralpublic

• referralservicesandawebsite

• publicaccesstoahotlineandsocialmediamessagesandinteraction

• ongoingsupportforliteracyworkersincludingthoseemployedintrainingorganisations

• trainingandsupportforvolunteertutors

• fundingtoworkplacesandcommunitieswhichneedLLNsupport

• advicetobusinessesandindustry;and

• partnerswiththestatewidelibrarynetworkcalledLINCtodeliverembeddedliteracy


15

TheWYDACPinaPinaJarrinjakuYuendumupilotwillusesomeoftheideasfromtheTasmanianmodel.TheseincludediscussionsonraisingcommunityawarenessandunderstandingofEnglishLLN,workshopsonhowtocommunicateinplainEnglishandtraininginstrategiestosupportlocalWarlpiripeoplewithliteracytasks. Forthefirstpartofthepilot,WYDACPinaPinaJarrinjakuisfocusingonraisingawarenessandsupportingreadinginEnglish.Theseworkshopsanddiscussionsare being developedwith two different target groups.One groupwill be Kardiyaworkers andKardiya community members, with all services agencies e.g. CDP supervisors, youth workers,mediaworkers,schoolstaff,shirestaff,invitedandwelcometoparticipate.

2.2 Literacy and story-telling

Inadditiontothosenamedabove,otheractivitieswillbeaimedatlocalYapa(Walpiripeople)whohavehighlevelsofEnglishLLNandwhoareconsistentlycalledupontosupportfamilyinEnglishLLNtasks.ThereallyuniqueaspectofdeliverytoYapaliteracyleadersisthatdeliverywilloccurineachoftheWalpiricampsinYuendumuandthatthelearningwillbedonethroughnarrative.StorytellinghassustainedWarlpiriknowledgetransmissionforgenerations.Asanexample,considerthewaysinwhichworldfaithsystemsusestory-tellingtoexplainthecreationandthebeginningoftimeandtosetdownrulestoestablishandmoderatecodesofbehaviourandtoprovidecomfortintimesofgriefandchaos.Thereisprobablynotabetterexampleofsocioculturallearning,asinthewaythatreligioussystemsareembeddedinstory.ForIndigenouspeoples,culturalheritage,identityandknowledgeispassedthrougheachgenerationbylanguageanditisintegralinaffirmingandmaintainingwellbeing,self-esteemandastrongsenseofidentity.3

Furthermore, the importance of story-telling can now be explained in brain research. Whenlearningisconstructedintostory,ratherthanjustfacts,itactivatesmoreneuralpartsofthebrainincludingsensation,emotionandmemory.Researchhasshownthat learnershavemuchbetterrecallwhentheylearnnewthingsinnarrative,andtheyareabletotransferorusethisinformationmoreeffectively.(ScienceofLearningResearchCentre,2014-2017). Apapercalled 'Communityreadingprogramsusingnarrative'(Bauer,R)validatingtheWYDACapproachfromaneuroscienceperspective,willbeavailableonlineduringearly2018.

ReadingissoimportantinunderstandingwritingandinlearninganadditionallanguagebutaccesstohardcopybasedtextsinYuendumuislimitedandtheyarenotreadilyavailableinhomesorin‘camps’.EnglishandWarlpiribooksareprimarilyhousedintheYuendumuSchool,theBilingualResourceDevelopmentUnitandthePinaPinaJarrinjaku.Newspapersandpamphletsareavailablein various other service organisations but in all cases access to these texts is during school orbusinesshours.Apartofthewholeofcommunityapproachwillincludethedistributionoflocallyproducedtextssuchastheschoolnewsletter,LandRightsNews,CentralLandCouncilNews,JungaYimiandKooriMailtoeverycamponaregularbasis.

2.3 Access to digital technology

Accesstotechnologyisadifferentstory.Thereisalsoalotofevidenceaboutthewayinwhichyoung people from remote communities are using digital technology and the way that this is

3FromtheHouseStandingCommitteeonAboriginalandTorresStraitIslanderAffairsinquiryintolanguagelearninginIndigenouscommunities–OurLandOurLanguages,2012.


16

transforming learningand literacypractices (Kral&Schwab,2012), includingEnglishalphabeticawareness(Kral&Schwab,inpress).ThisuptakeandinterestintechnologyisevidentinthedatafromPinaPinaJarrinjaku.Ofthe1600learningincidencesmentionedearlier,themajorityinvolvedtheuseoftechnologyanditseemsthatalmosteveryonehasaccesstosomesortofmobiledevice.The use of digital technologies has contributed to the skills of reading andwriting have beenenhancedovertimebecausethisapproachisbothmeaningfultothelearnersanddeterminedbythelearners(Kral&Schwab,2017,p.11-12).

Furthermore, there is a certain amount of freedom, and reduced risk, in using technology forwriting.Errorsinwritingusingtraditionalpenandpapercanbeconsideredasfailuretotheadultlearnerwholacksconfidence,ratherthananunderstandingthatthisispartofthewritingprocess.Writingatextmessageoranemailenablesthelearnertoexperimentwithideas,drafting,spellingandself-correction(allgoodwritingstrategies)whichencouragestheriskinwritingwithoutthethreatoffailureorimpactonconfidence.

3. Literacy Approach: intensive and individual

There is an increasing need to providemore intensive support toWarlpiri learners who havesignificant English LLN challenges. This is usually about developing alphabetic skills andletter/sound relationships, spelling strategies and understanding how language can be used tomeet individual needs. Learning the different sounds of a second language can be difficult foryoungadultlearners,whoalsomaynothaveliteracyintheirfirstlanguage.Buildingconfidenceinlearnerswhoareatthisstageoflearningisalsoveryimportant.

During2017WYDACPinaPinaJarrinjakienlistedthesupportofvolunteerswhohavebeeninvolvedininavarietyofrolesinthelearningcentre.AnewfocusforfuturevolunteersisplannedtoprovidethisintensiveEnglishLLNsupporttolearners.Localtextsandotherreadingandwritingmaterialsthataremeaningfultothelearnerswillbeutilisedwhiledigitaltechnologyandmulti-mediawillplayanimportantrole.Familymemberswillbeencouragedtobepartofthisactivitytoobserve,providebilingualsupportanddeveloptheirowncompetencyinliteracytutoring.Thisisanotherway inwhichsocio-cultural learningstrengthensandreinforcestheskillsofthe learnerandtheskillsofotherfamilymembers.Asbedtimereadingandotherfamilyliteracypracticesarenotpartofeverydaypractice, itaddsvalue to the literacypracticesof thebroader familygroup, raisingawarenessofliteracy.TheBoardalsohopethatthisreinforcestheimportantrolesofplaygroupandearlychildhoodparticipationwhicharecriticalinacquiringnewliteracypractices,whichfallswithinthescopeofWYDACsbroadercommitmenttocaringforyoungpeople.

The national ‘Reading and Writing Hotline’ will be partnering with Pina Pina Jarrinjaki on thisinitiativebycirculatingvolunteeropportunitiestospecialistsandorganisationsintheirdatabase.TheaimistocapturetheinterestofsuitableLLNpractitionerswhohavetheskillsandexpertisetodevelopphonicsandspellingincontextwithlearnerneeds.

The following is an extract from a presentation given at the Symposium, Action for change:Indigenousadult,English, language, literacy,numeracy,Symposium,byEnidNangalaGallagher,fromYuendumu. In this presentation,Nangala described her niece Kaylisha’s learning journey,embeddingEnglishLLNinherdaytodaysocioculturalpractices.


17

An example of socio-cultural / individual learning by Enid Nangala Gallagher

This is a story about Kaylisha, who is my niece.Before, when she was a Jaru participant, shewould look at the older Jaru about how theywouldrunactivities.Shewouldlistenandseehowthingsareworking.ShehasbeenlookingatolderJaru,watchingandseeinghowtolearnandhowthings are working so that she can join in theactivities.Forher,Jaruisasafeplaceandaplacethatshewantedtogetsociallyinvolvedwithotherpeople.Itwasgoodthatshestayedoutoftroublewhen she was younger and Jaru was the bestplaceforhertogo.Shehadlotsofencouragement

fromtheolderJaruworkersto join in.Shewasquitehappystayingathomeplayingwiththeyoungonesandhelpingherotherauntieandwhenshewas15shestartedgoingtoworkwithJaru.

Afewtimesshewasshyandtheyouthworkerswouldsaytome“Napaljarri isabitshy’.ButwhenIwentbackhomeIkeptencouraginghertobestrong.Itoldhertokeepgoing,theyneedyoutobeJaruworkerandbeconfidentinyourwork.Today,byhearingaboutherandseeinghershemakesmefeelproud.ShehasbeentoaconferenceinCanberraandoneinDarwintotalkabouttheJaruPirrdijiprogram.SheisastrongJaruworkerandaleaderaswell.Sheisateacherforotheryoungpeople.

ByusingEnglishintheworkplaceandusingEnglishinthelearningcentreKaylisha’sliteracyandnumeracy has become stronger. She worked on a cyber bullying program with other youngpeople.Shedidn’tunderstandallthosewordsbecauseshehadn’tusedthembefore.OneoftheolderJaruexplainedtoherwhatthosewordsmeant.Wordslikecyberandfraudandserver.

Gettinginvolvedwiththeyouthworkers,planningtheprogram,settingoutsportsequipment,workingoutwhichareascanbeusedandhow longactivitiesshouldgofor–that is learningliteracyoflanguage,timeandspace.Napaljarritextsandemailsmessagewhilesheisatworkand downloads things from the computer. That means she is reading, writing and usingtechnologyintheworkplace.WhenJarucookformovienightshecountsthecarrotsandpotatoestomakesuretheyhaveenoughfoodandreadsrecipestocookittherightway.Shetransfersthoseliteracyskillstowhatshedoesathomehelpingherauntiecookforthelittleones.KaylishaknowsallofherbankingdetailsandhowmuchshereceivesfromCentrelink.SheknowsallthetimessheworksandreportsthistoCentrelink.Sheknowshowlongsheworksfor,whichdays,thestartandfinishtimeandsosheknowshowmuchshewillbepaid.There’slotsofnumeracyandreadinginthoseskills.WhenKaylishahelpsgetreadyforbushtrips,sheteachestheyounggirls how to pack the boxes foreach camp, working out how much food anddividingup thenumberofutensilstogoineachbox.Morenumeracy,languageandplanningskills.

KaylishaalsoworkssomedaysattheOutbackStoreusingalltheskillsshehaslearntthroughJaru.Shewenttotheshopsandaskediftherewereanyjobsthere.Themanagertoldherthe


18

days,hoursandtimesshewouldwork.ShelearntaboutWorkHealth&Safety,readwarningsigns

aboutelectricityandreadtheshoppoliciesandprotocols.Shecanreadandwriteherhoursinthetimesheet,usethetill,theeftposmachine,processpowercardsandhelppeoplewhentheybuy phones and ipads. In this job she is reading, writing, using numbers, speaking, listening,learningandusingtechnology.Shehelps familymembersactivatephonesandrechargetheircreditbecauseshecanreadtheinstructionsonthebox.Asshecontinuestowork,sheimprovesher English literacy and numeracy to help herself and then helps others in the family andcommunity.

IknowthatifIaskedKaylishatogotoaliteracyclasseverydayandsitinaclassroomforweeksandweekswithpeopleshewasnotcomfortablewith,thenshewouldn’tgo.Soyousee,itishardforustotalkaboutEnglishliteracyandnumeracyunlesswecantalkaboutthethingsthatwedo in our community and the things that matter to us, and then the literacy and numeracybecome a part of all that. Kaylisha is a leader for younggirls and that is what socio-culturallearningmeanstome.

EnidNangalaGallagher,2017

Kaylisha(R)workingontheJaruPirrdijiyouthprogram


19

Kaylishaat‘RespectfulRelationships’trainingwithJeanNapanangkaBrown(L)andGeraldineNupurrurlaDixon(R)

Kaylisha(L)inCanberrapresentingontheSocialReturnonInvestmentreport‘LittleIslandsofHope’withNangalaEgan,JupurrurlaKennedyandJacksonFitzpatrick


20

LESSONS LEARNT: WHAT WE NOW KNOW

1. LearningcentredatashowsthatWarlpiriadultsdemonstratestrongengagementthroughembeddedincidental(onthespot)learningopportunities,incontrasttoflyin,flyoutdeliverymodels

2. Informallearningissignificantforsocializationintoliteracy,asusingeverydayactivitiesgrowsapersons’identityasasuccessfullearner,andincreasesconfidence

3. OncepeopleareinemploymentthereisincreasedopportunityforcontextualizedandongoingEnglishLLNsupport

4. Learningandknowledgethatisdevelopedthroughhumaninteraction(sociallyconstructedlearning)significantlyenhancestherelevanceofEnglishLLN

5. Traditionalclassroomtrainingmodelsarehighrisk,likelytofail,anddonotreflectWarlpiripatternsofengagementinlearning

6. ThereisanincreasingawarenessoftheimportanceofEnglishLLN,asavalueaddtoliteracycompetencies,butnotattheexpenseofWarlpirilanguageandliteracy

7. Thereisastronguptakeofdigitaltechnologies,increasesconfidenceinwritingskills,problemsolvingmorethantraditionalpenandpaperapproaches

8. CulturalobligationsofWarlpirilifetakepriorityaboveallelse


21

References

1. A place to learn and work: Yuendumu learning centre. Learning Communities: InternationalJournal of Learning in Social Contexts, Disbray S. and Bauer R. [Special Issue: synthesis andIntegration],19,26-45.DOI:http://doi.org/10.18793/LCJ2016.19.03(2016)

2. Review,assessmentanddevelopmentoffutureoptionsfortheWarlpiriEducationTrainingTrust(WETT)anditsprograms,DisbrayS.andGuentherJ.AliceSprings:CentralLandsCouncil(2017)

3. Socio–cultural learning.GallagherE.PaperpresentedatAction for change: Indigenousadult,English,language,literacy,numeracy,CharlesDarwinUniversity,Darwin,NT(2017)

4. Empowering through culture and language: Literacy in multilingual and multicultural context,HanemannU. inU.HanemannandC.Scarpino(Eds.),Literacy inmulticulturalandmultilingualcontexts:Effectiveapproachestoadult learningandeducation.Germany:UNESCOInstituteforlifelonglearning.(2016)http://unesdoc.unesco.org/images/0024/002455/245513E.pdf

5. Aspacetolearn:Acommunity-basedapproachtomeaningfuladultlearningandliteracyinremoteIndigenousAustralia.Kral,I.andSchwab.R.G.(inpress).Prospects,QuarterlyReviewofComparativeEducation.UNESCOInternationalBureauofEducation

6. Learningspaces:Youth,literacyandnewmediainremoteIndigenousAustralia.Press.Kral,I.andSchwabR.Canberra:ANU(2012)

7. Socio–cultural learning, Martin B. (Paper presented at Action for change: Indigenousadult, English, language, literacy, numeracy, September) Charles Darwin University,Darwin,NT(2017)

8. Yuendumueveryday:ContemporarylifeinremoteAboriginalAustralia.MusharbashY.Canberra:AboriginalStudiesPress(2010)

9. PEN principle #11 find the story behind the facts,Scienceof LearningResearchCentre. (2014-2017).RetrievedAugust2,2017,fromhttps://www.slrc.org.au/pen-principle-11/

10. Aboriginal adult English language literacy and numeracy in the Northern Territory: Astatisticaloverview,ShalleyF.andStewartA.CharlesDarwinUniversity(2017)

11. About26TEN,RetrievedSeptember1,2017,fromwww.26TEN.tas.gov.au

12. Mindinsociety:Thedevelopmentofhigherpsychologicalprocesses,Vygotsky,L.S.Cambridge:HarvardUniversityPress(1978)

Whole of CommunityEngagement

Initiative

Funding for this project provided by the Australian Government’s Higher Education Participation and Partnerships Programme

www.remotengagetoedu.com.au

Documents

Whole of Community Engagement Initiative Adult Literacy and … · 2018-01-16 · Case Study: Adult Literacy and Socio-Cultural Learning at Pina Pina Jarrinjaku, Yuendumu, Nov 2017