ERIC ED564015: Learning Families: Intergenerational Approach to Literacy Teaching and Learning

2015·4.9 MB·English

by  ERIC

Learning Families
Intergenerational Approaches
to Literacy Teaching and Learning
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Learning Families – Intergenerational Approaches to Literacy Teaching and Learning
Learning Families
Intergenerational Approaches
to Literacy Teaching and Learning
Selected case studies from
http://www.unesco.org/uil/litbase
Published in 2015 by
UNESCO Institute for
Lifelong Learning
Feldbrunnenstraße 58
20148 Hamburg
Germany
© UIL 2015
This publication is available in Open Access under the Attribution-ShareAlike 3.0
IGO (CC-BY-SA 3.0 IGO) licence (http://creativecommons.org/licenses/by-sa/3.0/
igo/). By using the content of this publication, the users accept to be bound by
the terms of use of the UNESCO Open Access Repository (http://en.unesco.org/
open-access/terms-use-ccbysa-en).
The UNESCO Institute for Lifelong Learning (UIL) is a non-profit international
institute of UNESCO. The Institute undertakes research, capacity-building, net-
working and publication on lifelong learning with a focus on adult and continuing
education, literacy and non-formal basic education. Its publications are a valuable
resource for educational researchers, planners, policymakers and practitioners.
While the programmes of the UIL are established along the lines laid down by the
General Conference of UNESCO, the publications of the Institute are issued under
its sole responsibility. UNESCO is not responsible for their contents.
The points of view, selection of facts and opinions expressed are those of the
authors and do not necessarily coincide with official positions of UNESCO or UIL.
The designations employed and the presentation of material in this publication
do not imply the expression of any opinion whatsoever on the part of UNESCO
or UIL concerning the legal status of any country or territory, or its authorities, or
concerning the delimitations of the frontiers of any country or territory.
Front cover image: UNESCO Nepal, 2015
We would like to thank the following people for their support in developing case
studies during their internships at UIL:
Alena Oberlerchner, Andrea Díaz Hernández, Anne Darmer, Ayda Hagh Talab,
Bo Zhao, Julian Kosh, Justin Jimenez, Kwaku Gyening Owusu, Laura Fox, Lingwei
Shao, Mahmoud Elsayed, Mariana Simoes, Medaldo Runhare, Michelle Viljoen,
Mihika Shah-Wundenberg, Mika Hama, Moussa Gadio, Nisrine Mussaileb,
Rouven Adomat, Ruth Zannis, Sarah Marshall, Seara Moon, Shaima Muhammad,
Stephanie Harvey, Thomas Day, Ulrike Schmidt, Unai Arteaga Taberna.
Edited by Ulrike Hanemann
Graphic design by Jan Kairies
ISBN 978-92-820-1199-7
Table of Contents
Introduction Asia and the Pacific
Page 7
Australia
Reading Together
Page 47
Africa
Nepal
Namibia
Family Literacy Programme
National Literacy Programme
Page 49
Page 11
New Zealand
Nigeria
The Manukau Family Literacy Project
Mother and Child Education
Page 54
Programme (MCEP)
Page 14
Vanuatu
South Africa Vanuatu Literacy Education Programme
The Family Literacy Project (VANLEP)
Page 19 Page 57
South Africa
Europe and North
Run Home to Read
Page 24 America
Uganda Canada
Family Basic Education (FABE) Family Literacy Programmes, Training,
Page 28 and Services
Page 61
Uganda
Germany
Integrated Intergenerational Literacy
Family Literacy Project (FLY)
Project (IILP)
Page 65
Page 34
Ireland
Arab States Clare Family Learning
Page 70
Bahrain
Malta
The Mother-Child Home Education
Hilti Family Literacy Programme
Programme (MOCEP)
Page 75
Page 38
Palestine Netherlands
The Early Childhood, Family and VoorleesExpress
Community Education Programme Page 80
Page 42
Romania
Parent Empowerment for Family
Literacy Project (PEFaL)
Page 84
Turkey
Family Literacy Programmes (FLPs)
Page 89
United Kingdom Of Great Britain
and Northern Ireland
Bookstart Educational Programme
Page 95
United Kingdom Of Great Britain
and Northern Ireland
Prison Family Learning Programme
Page 99
United States of America
Students and Parents In Cooperative
Education (SPICE) Family Literacy
Programme
Page 103
United States of America
The Family and Child Education
Programme (FACE)
Page 107
Latin America and
the Caribbean
Colombia
Integral School Literacy Programme
Page 112
Guatemala
Integral Family Literacy
Page 115
Mexico
Aprendizajes en Familia (Family
Literacy Programme)
Page 121
7
Introduction
Lifelong learning is a key principle experience in family literacy. More Literacy Agency, 2004). The term
of the post-2015 education agenda, recent family literacy programmes ‘literacy’ does not refer just to the ac-
or ‘Education 2030’. It is founded were developed and/ or piloted in quisition of reading and writing skills
in the integration of learning and Belgium, Bulgaria, France, Germany, but also to language, culture and
living, covering learning activities for Greece, Italy, Lithuania and Romania. orality. It is considered a social (inter-)
people of all ages, in all life contexts At the same time, the family literacy action that is developed between
and through formal, non-formal and and learning approach can be found people in different contexts and as a
informal modalities which together in many countries around the world, continuous process. The term ‘family
meet a wide range of learning needs including Australia, Bahrain, Canada, learning’ involves broader learning
and demands (UNESCO, 2014a, p. 2). Colombia, Cuba, Guatemala, Mali, activities beyond literacy in the family
While ‘family literacy’ is a relatively Mexico, Namibia, New Zealand, and in community contexts. Therefore
recent approach to promoting literacy Nigeria, Palestine, Senegal, South family literacy and learning is an
and a culture of learning, particularly Africa, Uganda and Vanuatu. A approach to learning that focuses on
in disadvantaged families; the term number of examples from these intergenerational interactions within
‘family literacy’ was first used by countries of promising programmes the family and community which
the US educator Denny Taylor in using intergenerational approaches promote the development of literacy
1983 to describe literacy learning to literacy teaching and learning are and related life skills. The term ‘family
activities involving both children and showcased in this compilation. literacy and learning’ can be used to
their parents. Yet family literacy is refer to literacy and learning practices
in fact based on the most ancient What all of these examples have within (extended) families as well
of educational traditions: intergen- in common is that they combine as to describe an intergenerational
erational learning. Intergenerational elements of adult and community educational programme with a focus
learning practices are rooted in education with preschool or primary on literacy and learning.
all cultures, and educational pro- education to enhance the literacy,
grammes with literacy components numeracy and language skills of The intergenerational approach to
involving families are found in all both adults and children, and to help literacy is supported by the view that
world regions, although these are teachers and parents prevent school the acquisition and development
not always referred to as ‘family failure and drop-out. If children of literacy is an age-independent
literacy’. Family literacy and learning experience no culture of literacy activity. This means that it is never
presents adults and children with an in their families, if no one in the too early or too late to start literacy
opportunity to become independent, family ever reads a book to them, learning, and so the development
proactive lifelong learners. and if they never see how their family of literacy skills is not limited to and
members use reading and writing completed with formal schooling.
As long ago as 1994, at a time of in everyday life, literacy will not be Ideally, it starts before school, contin-
growing interest in family literacy meaningful to them. As a result, it is ues during and after primary school,
as a field of specialization, UNESCO highly probable that these children and carries on beyond secondary and
organized a World Symposium on will fail at school and struggle with higher education. Many studies over
Family Literacy. The symposium’s aim reading and writing. the past decade have shown that the
was to review the theory and practice early years from birth to age two are
of family literacy in both industrialized crucial for setting strong foundations
and developing countries, as well as Why family literacy for learning. Family literacy pro-
to consider its potential for promoting and intergenerational grammes actually encourage parents
family education and strengthening approaches to learning? to start cultivating their children’s
family ties in a variety of economic, ‘pre-literacy’ skills as early as possible.
social and cultural settings (see There is no single and officially This involves reading books to
UNESCO, 1995). The idea of devel- accepted definition of the term children, building their vocabulary
oping family literacy programmes by ‘family literacy’. Nevertheless, inter- and language skills, and developing
bringing together two components generational approaches to literacy their letter knowledge and phonolog-
of the education system – early and learning share certain aims: they ical awareness as preparatory steps
childhood and/or primary education support the learning that happens in towards learning to read and write.
and adult and community education the home and in communities; they
– spread from the United States seek to break down barriers between However, supporting children’s early
to Europe in the 1990s, becoming learning in different contexts; they cognitive, linguistic and pre-literacy
particularly influential in the United provide vital support to parents development can be challenging
Kingdom over the past decade. A whose own education has been lim- for parents and caregivers who
few other European countries, such ited for various reasons; and they aim themselves experience difficulties
as Ireland, Malta and, most notably, to develop both children’s and adults’ with reading and writing. While
Turkey, also have long-standing literacy learning (National Adult many people never make it to
8 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning
school, or leave school too early Carpentieri et al., 2011; Hayes, 2006; Bahrain, the Family Literacy Project in
to acquire even basic reading and Tuckett, 2004). South Africa, the Mother-to-Mother
writing skills, large-scale national Programme in Palestine, and the
and international test-based literacy Mother-Child Education Programme
surveys (UIL, 2013, pp. 25–33) have How are family literacy (MOCEP) in Turkey, also involve home
shown that even people who have and learning programmes visits.
completed compulsory education are structured and implemented?
not always equipped with adequate The three-pillar approach – parents’
literacy skills. Many children around Many different forms of family litera- sessions, children’s sessions, and
the world attend school but do not cy programmes have been developed joint sessions bringing parents and
learn to read, write or calculate. The over the years. There is no universal children together – is used in the Hilti
outcome is that while the majority of model; a diverse range of policies, Family Literacy Programme in Malta,
young people and adults with literacy strategies and programmes based the Parent Empowerment Literacy
problems have attended at least on the intergenerational learning Programme in Romania, and the
compulsory schooling, they nonethe- approach exists at the international Mother-Child Education Programme
less lack sufficient competencies in level. The extent of this diversity is in (MOCEP) in Turkey, to mention just
reading and writing to fully partici- evidence in the different aims and ob- three examples. The Vanuatu Family
pate in their society. Many of these jectives of such programmes, as well Literacy Programme focuses on
adults experienced such frustration as in the different contexts, target different components: literacy and
as children that they deliberately groups, and institutional settings and the home, parental roles and multi-
avoid literacy-related activities in capacities. Normally, family literacy lingualism. Its strategy is to involve
later life. When they have children programmes target preschool and parents as supporting partners in
of their own, they tend to com- primary school children and their par- the classroom and to thereby bridge
municate (often non-verbally) their ents, relatives or caregivers, and are the gap between home and school.
negative feelings towards literacy based in (pre-)schools or community Other programmes have developed
and schooling to their children, and centres. The most common model of more complex programme designs.
thus perpetuate an intergenerational such programmes has three pillars: For example, the Manukau Family
cycle of illiteracy. There is abundant adults’ sessions; children’s sessions; Literacy Project in New Zealand has
research evidence indicating a and joint sessions bringing adults and four components – adult education,
strong association between parents’ children together. child education, parenting education
education levels and their children’s and parent-and-child-together time
level of literacy acquisition. Several Four fundamental types of approach – taking place in an early childhood
studies stress the importance of can be identified in family literacy and centre, an elementary school and an
involving families in literacy pro- learning programmes and activities: adult education centre. The Family
grammes by using intergenerational Basic Education Programme of LABE
approaches to literacy learning (see ■ Programmes that provide broad (Literacy and Adult Basic Education)
Brooks et al., 2008; Carpentieri et services directly to parents (mothers in Uganda consists of five major
al., 2011). Such approaches should and/or fathers) and children, either components: train-the-trainer (adults
address all aspects of childhood (i.e. together or separately only); classroom-based learning
be ‘childhood-wide’) and focus on ■ Programmes that provide services (children only); classroom-based
‘multiple-life-cycles’ education, in directly to parents (mothers and/or family learning (adults and children);
which children are guaranteed a right fathers) with the aim of developing home-based family learning (adults
to educated and literate parents and their reading and writing skills and and children); and adult basic literacy
grandparents (Hanemann, 2014). indirectly those of their children learning (adults only).
■ Programmes that focus directly
Very often the desire to help their on the development of children’s With regard to aims and objectives,
children with school motivates reading and writing skills by using the some of the programmes – such as
parents to (re-)engage in learning parents (mothers and/or fathers) as Run Home to Read in South Africa,
themselves. By encouraging and ‘instruments’ and indirect receptors Reading Together in Australia, the
valuing all forms of learning (formal, of change Bookstart Educational Programme
non-formal and informal), overcoming ■ Activities that are developed in the in the UK, and the Voorlees Express
artificial barriers between home, community or other spaces without Programme in the Netherlands –
school and community, and breaking directly involving the children and focus mainly on nurturing a culture
down divisions between generations, adults, but that have an indirect of reading and learning in families.
a family literacy and learning ap- impact on both (for example, an Other programmes address a broad
proach can support the development awareness-raising media campaign range of family learning needs. An
of literacy and other skills for all age about domestic violence) example of such a programme is the
groups. Research on the results of Integrated Intergenerational Literacy
family-centred literacy programmes The family literacy and learning Project in Uganda, which seeks to
shows that there are immediate programmes featured in this compi- empower rural families to engage
benefits as well as a longer-term lation are mostly based in schools or in sustainable livelihood activities
impact for both children and adults community learning centres. Some by integrating literacy learning with
(see for example Brooks et al., 2008; programmes, such as the Mother- livelihood and life skills training. The
Child Home Education Programme in Integral School Literacy Programme in
Learning Families – Intergenerational Approaches to Literacy Teaching and Learning 9
Colombia also integrates literacy with Nigeria, the Family Literacy Project in Institute for Lifelong Learning and
life skills training. South Africa and the Family Learning the University of Hamburg in 2009
Programme in Mexico, have included identified the following elements of
With regard to the target groups, the learning of a second language in good practice:
some programmes, such as the their curricula because their target
National Literacy Programme in groups need to master the national ■ Promoting collaboration between
Namibia, focus primarily on adults. language. different institutions and stakeholders
The aim here is to enable these ■ Building on literacy practices and
adults to share the knowledge, skills Whether practised in the home, strengths already present in families
and educational practices gained neighbourhood libraries, community and communities
through the programme with their learning centres or schools, the ■ Responding to the needs and
children and generally to improve impact of the programmes featured interests of participating families
their children’s lives. The Integral in this compilation illustrates that ■ Demonstrating cultural and linguis-
Intra-family Literacy Programme, family literacy as a family-centred and tic sensitivity in the use of resources
meanwhile, which is run by CONALFA community-based intergenerational and learning strategies
(the National Commission for Adult approach to learning offers more ■ Celebrating and emphasizing the
Literacy) in Guatemala, encourages than just educational benefits. joy of learning
primary school students in grades High-quality family literacy and ■ Using sound educational practices
four to six to provide literacy teaching learning programmes prepare adults appropriate for the literacy develop-
to adult family members (usually to succeed as parents and members ment of children and adults
their mothers) at home. The Family of the community; enhance bonds ■ Employing highly dedicated, quali-
Learning Pilot Programme in Mexico and improve relationships between fied and trained staff
takes a different approach towards its children, young people and adults; ■ Providing accessible and welcom-
goal of ‘building a literate commu- strengthen connections between ing locations
nity’: it mobilizes learning resources families, schools and communi- ■ Helping learners to overcome
and tutoring networks consisting of ty-based institutions; and vitalize barriers to participation
volunteers from schools, families and neighbourhood networks, ultimately ■ Establishing ongoing, manageable
communities to improve the literacy leading to social cohesion and monitoring and evaluation process-
and numeracy skills of students who community development. es that produce information useful
have performed poorly in national for programme improvement and
educational achievement tests. accountability
Finally, the Prison Family Learning Success factors and challenges
Programme in the United Kingdom in family literacy programmes Some of the challenges that family
primarily targets imprisoned mothers literacy and learning programmes
and their children in order to enhance There is a sound body of evidence face include:
their literacy skills, relationships and suggesting that successful family
family bonds. literacy programmes respond to the ■ Motivating disadvantaged families
needs and concerns of learners, have to participate and remain in family
With regard to the design of the adequate long-term funding, and are literacy programmes
various programmes, all are run committed to strong partnerships ■ Tackling limited or poor literate
as partnerships between different (National Adult Literacy Agency, environments
institutions and/or organizations 2004). According to the findings ■ Delivering programmes in and for
with the involvement of govern- of a recent study produced for the multilingual contexts
mental or local authorities. Some European Commission, four key ■ Dealing with limited access to
of the programmes, such as the factors shape the long-term success resources
Turkish MOCEP Programme are very of family literacy programmes: 1) pro- ■ Overcoming the predominance
structured and ‘school-like’, whereas gramme quality; 2) partnerships; 3) of traditional pedagogical (‘deficit’)
others, like the Family Literacy project research-based evidence of achieve- approaches
in Germany, have very flexible time ment; and 4) funding (Carpentieri et ■ Improving staff attitudes and pro-
frames and curricula. Family literacy al., 2011). Some programmes have fessional development
programmes in South Africa, Uganda also cited media support as a fifth ■ Developing a sense of ownership
and Nigeria have prioritized learning factor for sustainability. According to among communities and target
from families, while Grandparents’ this study, reading and learning must groups
Stories of READ Nepal is an example be natural and fun, but this requires ■ Ensuring the sustainability of
of a programme that has put the a cultural shift. National programmes interventions
wisdom of older generations at the must be flexible enough to meet local
core of the learning content. Many and individual family needs. Parents Many kinds of barriers related to
programmes work around the need and caregivers have an active role language, distance, gender relations,
to build a reading culture into fami- to play in supporting their children’s cultural traditions and rigid power
lies’ daily lives, to encourage families learning and development, and the relationships can prevent families
to make use of libraries, and to home environment is crucial. from enrolling in programmes and
develop literate environments. Other attending them regularly. Such
programmes, including the Mother An international seminar on barriers are particularly prevalent in
and Child Education Programme in family literacy held by the UNESCO rural areas of countries in the South
10 Learning Families – Intergenerational Approaches to Literacy Teaching and Learning
that have high levels of non-literate Research and Development Centre for
young people and adults and poorly Adult Literacy and Numeracy (NRDC).
developed literate environments. Reading, CfBT Education Trust.
Here, action-research methods should ■ Carpentieri, J., Fairfax-Cholmeley,
be used to analyse and pilot possible K., Litster J. and Vorhaus, J. (2011).
solutions. Family Literacy in Europe: using pa-
rental support initiatives to enhance
early literacy development. London,
Conclusions NRDC, Institute of Education.
■ Elfert, M. & Hanemann, U. (2014).
All of the literacy programmes The collaboration between FLY and
featured in this publication share the UNESCO Institute: the inter-
valuable experiences and lessons. national dimension. In: G. Rabkin
They reflect a view of effective and S. Roche (eds), Learning to FLY:
learning families whereby each child family-oriented literacy education
is a member of a family, and within in schools 2004–2014. Hamburg,
a learning family every member is Landesinstitut für Lehrerbildung und
a lifelong learner. Among disad- Schulentwicklung (LI) and UNESCO
vantaged families and communities Institute for Lifelong Learning (UIL),
in particular, a family literacy and pp. 66–75.
learning approach is more likely to ■ Hanemann, U. (2014). Early
break the intergenerational cycle literacy: a stepping stone for lifelong
of low education and literacy skills learning. In J. Maas, S. Ehmig and C.
and foster a culture of learning than Seelmann, C. (eds), Prepare for Life!
fragmented and isolated measures Raising Awareness for Early Literacy
to address low levels of learning Education. Mainz, Stiftung Lesen, pp.
achievement and the lack of reading, 254–271.
writing and language skills (Elfert ■ Hayes, A. (2006). High-Quali-
and Hanemann, 2014). However, to ty Family Literacy Programs: adult
make such an approach successful, outcomes and impacts. Family literacy
it is necessary to provide sustained research and statistics. Louisville, KY,
teacher training, develop a culture National Center for Family Literacy.
of collaboration among institutions, ■ National Adult Literacy Agency
teachers and parents, and secure (2004). Working Together: approach-
sustainable funding through longer- es to family literacy. National Adult
term policy support. Literacy Agency, Dublin.
■ Taylor, D. (1983). Family Literacy:
More examples of innovative young children learning to read and
literacy programmes can be found write. Portsmouth, Heinemann.
on UNESCO’s Effective Literacy ■ Tuckett, A. (2004). Moving family
and Numeracy Practices database learning forward. Adult Learning and
(LitBase), which is a continuously de- Skills: family learning edition, 4, pp.
veloping database of promising adult 4–6.
literacy and learning programmes ■ UIL (2013). 2nd Global Report
(http://www.unesco.org/uil/litbase/). on Adult Learning and Education:
UNESCO warmly invites providers of rethinking literacy. Hamburg, UIL.
innovative programmes not yet fea- ■ UNESCO (1995). World Symposi-
tured in LitBase to contribute material um: family literacy. Final Report. Paris,
about their literacy initiatives; please UNESCO.
visit the LitBase website for further ■ Lifelong learning. UNESCO Educa-
details. tion Sector Technical Note.
■ UNESCO (2014b). Teaching and
Ulrike Hanemann Learning: achieving quality for all. EFA
Global Monitoring Report 2013/4.
Paris: UNESCO.
References
■ Brooks, G., Pahl, K., Pollard, A.
and Rees, F. (2008). Effective and
Inclusive Practices in Family Literacy,
Language and Numeracy: a review of
programmes and practice in the UK
and internationally. Research paper.
University of Sheffield, National