I wrote this paper for “Issues and Trends in ESL Instruction.” I chose it because it was the beginning of my understanding of how our education system impacts working with adults who have low literacy skills. I chose this paper to represent evidence of scholarly writing because I think it is well researched and well written. I backed up my opinions with facts that I had researched and I used reliable and current sources. This paper is a reflection of some issues that I think are key when dealing with people who are part of a disadvantaged and under-represented population, therefore the information contained in the paper adds value to understanding some of the issues related to adult education in general. I have thought about the issues critically and reflected on them so I was able to articulate my opinions intelligently. I think the issues that I wrote about are presented logically and this paper is written concisely.
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Part of my job as an Adult Base Education (ABE)/ General Education Diploma (GED) Instructor is to help students understand the value of reading, writing and speaking well and the part these skills play in students’ lives regardless of whether they are native English speakers or ESL speakers. Reading, writing and speaking are not isolated skills but rather activities that help determine the quality of their personal, professional and academic lives. Having a good command of the English language provides students with the power they need to get beyond the barriers they have in succeeding and leading a more fulfilling life. I believe in the power that language can give.
I also feel very strongly that students need to feel that what they are learning is useful in their daily lives. I strive to provide them with the opportunity they need to apply their new knowledge or skills so they are confident in what they know and can apply this knowledge outside of the classroom. I feel that students learn best when they are able to apply what they know to something that is relevant to their lives. It gives them more confidence when they interact with the real world. Language can be empowering, and learning should connect to something that is known and valued (Kordalewski, 1999).
This past year, I have discovered the writings of Paulo Freire and his theory, “Pedagogy of the Oppressed” (Freire, 1987). In this theory, personal empowerment and social transformation are symbiotic processes that contribute to learning. Students are freed, through education, from the things that oppress them because of their race, gender or social class. He argues for a system of education that emphasizes learning as an act of providing freedom. This is at the core of what I do as an Instructor of Basic Skills. This idea has helped me to form the basis of this research project and is at the heart of my philosophy of teaching.
At the center of Freire’s philosophy is that traditional education has a “banking” approach. This metaphor is used by Freire to suggest that students are like empty bank accounts where the teacher makes the deposits. In this approach Freire argues that instruction undermines both the student and the teacher. The banking method perpetuates oppressive attitudes and practices because both teacher and student are not allowed to think. Freire prefers a more mutual approach to education where the classroom becomes student centered thereby creating a more authentic learning opportunity so both the student and the teacher learn from each other. In this context, content that is relevant to the student’s world is important.
When education is viewed like this, it becomes a set of practices that function to empower people (Kordalewski, 1999). Does what takes place in the classroom reproduce the existing social norms or does the classroom provide a means for producing emancipatory change? This is the important question in Freire’s theory. Learning becomes a domain that is not mechanical. It is not just the management of “material” and “content” but learning becomes the relationship of the students to each other, to the teacher, the teacher to the students and the students and teacher to the rest of the world Crowther & Tett, 1998).
I agree with Freire that what occurs in traditional schools at all levels sometimes limits the possibility for teaching and learning. School administrations not only regulate what is to be taught (through curriculum design etc.) but also through how it is to be taught and evaluated (through testing and grading) (Graff, 1987). A school voice is produced (Crowther & Tett, 1998). This is the voice of unquestioned authority which regulates the way students learn, speak, write, act and present themselves and what they are required to learn. Freire’s idea is that knowledge is not just developed in the heads of the experts, administrators and teachers. For teachers, this means being sensitive to the historical, cultural and social conditions that contribute to the knowledge and worldview that is brought to the classroom. However, schools are a mass of conflicting cultures and struggles; a place where the dominant and subordinate cultures in particular collide and where teachers, students and school administrators have differences regarding how experiences and practices within a school are to be defined and understood (Graff, 1987). To carry out the task of emancipatory instruction is not an easy task.
Freire’s philosophy pays particular attention to literacy and the idea that literacy is both a concept and a social practice (Freire, 1987). This interests me because of the demographic of my students. Literacy, according to Freire, has been historically associated with knowledge and power. What this means is that literacy is a double-edged sword. It can be wielded for the purpose of the self and social empowerment or for the perpetuation of relations of repression and domination (Kordalewski, 1999). Developing an emancipatory literacy that transforms, is what ABE/GED education strives to do for native English speakers and ESL students. This starting point for literacy is important for enabling those who have been silenced or marginalized because of their lack of skills in speaking, reading and writing in English.
However, it is one thing to talk about how literacy creates an opportunity for emancipation but what exactly does it mean to be “literate”? As teachers, we all want our students to be literate in the English language. But after reading a number of books to gain more knowledge about a practical application of Freire’s ideas, I have discovered that there are a number of points of view regarding what constitutes “being literate.” There is also a lot of disagreement regarding Freire’s ideas that literacy and education in general should be a place for emancipating the learner (Kordalewski, 1999). Literacy is considered by some as a sort of “missionary activity” where literacy education is seen as a welfare activity promoted for disadvantaged populations (Kordalewski, 1999). This idea links illiteracy with unemployment, and antisocial and criminal activity (Kordalewski, 1999). Literacy is also seen as a way to maintain social control (Crowther & Tett, 1998). That is, education should produce moral and economically productive citizens (Crowther & Tett,1998). Freire’s literacy for emancipation involves a radical criticism of the culture that is considered elite (Freire, 1993). State controlled curriculum and unequal power relations in the classroom are thought of as hindering real education (Freire, 1987).
The first two philosophies reflect the practices of the dominant societal groups and don’t consider the needs of the disadvantaged populations. When literacy is viewed this way it becomes a set of technical skills to be learned (Freire, 1993). This is the banking system all over again. When education is viewed in Freire’s way, the curriculum can be shaped by the interests and experiences of the participants.
Another idea that is relevant to Freire’s philosophy is that culture and language are rooted in each other. Powerful cultures are in competition with subordinate ones (Freire, 1987). In this country, we can see this struggle in the history of the Native American, African-American and Hispanic populations (Kordalewski, 1999). Dominant ideas about the “right” or “correct” way to speak and write constitute the “truth” and “the way”. Dialects and language that deviate from what is considered the normal or standard pattern is considered incorrect. In our educational system, the teaching of language can marginalize the patterns of speech of subordinate groups. Having a standard way of speaking, reading and writing however does create a condition of being absorbed into the dominant culture where there is a way for everyone to be understood (Graff, 1987). However in this scenario, to succeed, one needs to reject ones’ own language (Kordalewski, 1999). The advantage of having language legitimated by educational institutions has been studied (Kordalewski, 1999). When dominant groups establish their knowledge priorities, their ways of representing truth, their ways of establishing correctness, and their logics, there is a real challenge to find ways of valuing the issues and conditions of the subordinate groups while not disadvantaging them (Kordalewski, 1999).
As a result, there are different literacies for different purposes and these literacies have different values (Kordalewski, 1999). Dominant literacies originate from the dominant institutions of the society. Other literacies have their roots in the needs of the people. If the richness of the required literacies is unacknowledged, then the education that is intended won’t take place. Freire’s ideas create a particular kind of citizen with a particular kind of identity and a particular worldview that is apart from the dominant worldview but is still valued and relevant (Freire, 1993).
Freire’s idea about literacy here is that it can’t be culturally neutral with a “one size fits all” point of view. ABE/GED education strives to focus on the process of learning and thinking. The GED tests measure six abilities included in all of the tests (McKeachie, 2006). These are cognitive skills, comprehension, application, analysis, synthesis and evaluation. Cognitive skills measure knowledge gained through perception, reasoning and intuition. Comprehension requires being able to understand the meaning of a passage, graph or diagram. Comprehension also tests the ability to summarize or restate ideas and draw conclusions. Application tests the ability to use ideas that have been presented and applying them to new circumstances. Analysis requires that information be broken down so that a distinction can be made between facts and opinions, cause and effect relationships or comparing and contrasting, inferring and recognizing assumptions that are unstated. Synthesis requires the student to make new information out of hypothesis, stories or theories. Evaluation requires making judgments regarding accuracy of information so that testers can use information given to defend conclusions, determine flaws in arguments and understand that values and beliefs have a role in decisions. GED tests are process oriented. The material also includes content that is relevant to disadvantaged populations and their needs and makes room for new lessons and required knowledge that may be needed from time to time depending on the group of students. This fits with Freire’s philosophy because even though certain skills are required, the content can frequently be altered to fit the needs of a particular group.
ABE/GED education has been developed so that ESL and under educated native English speakers can approach our dominant language of English critically and in a way that incorporates the subordinate cultures without discarding what is useful in the dominant one. The idea is that students “learn to learn” outside of the classroom apart from the ABE/GED credential. When students have learned how to learn, the beginning of their liberation can occur (Freire, 1987).
Another valuable component of ABE/GED education is that it focuses on the needs of the individual. The curriculum is shaped by the experiences and social contexts of the students enrolled in any given class. Students are encouraged to bring their real life problems to class. For example, they may be a tenant living in substandard housing. Rather than turning the lesson into a writing activity where the focus is on the skill of letter writing, the activity becomes a lesson in how to successfully challenge the landlord by collectively organizing and approaching the landlord. The writing is still part of the exercise but the more important lesson is in the approach toward the landlord. In a traditional setting, the assumption might be that the letter writing is the appropriate response but collectively organizing the tenants is not part of the lesson plan. This lesson is an example of not focusing on the technical skills so much but rather focusing on the critical thinking and the social action that should occur in this kind of situation (McKeachie, 2006). This contributes to the self-worth of the students as well as to their competence in handling the situations they might encounter in their life that are unjust. ABE/GED programs help people to be true collaborators in their own learning, paying attention to what is truly productive.
Freire is very clear in saying however, that literacy is not the equivalent to emancipation (Freire, 1987). Literacy is the precondition for being able to involve oneself in the struggles that relate to this issue. Being literate is not being free. Literacy enables the opportunity to be present to claim one’s past, present and future (Freire, 1987). Literacy also does not necessarily explain the causes of oppressive action. Literacy provides the precondition for understanding the nature of experiences and evaluating knowledge, power and social practices rather than just giving into the wishes of the rich and powerful.
This philosophy of teaching is all well and good when there is freedom present to alter the curriculum. How do teachers incorporate student voice into prescribed curriculum (Kordalewski, 1999)? It is not just a matter of asking students for feedback or comments (McKeachie, 2006). Students are given the opportunity in sharing the decision-making in the classroom processes. The teacher then becomes a source of knowledge, co-learner and a facilitator (McKeachie, 2006). If content cannot be negotiated, students can negotiate the way they will learn. This can involve choosing specific topics to study under a broader category and how they will learn the topics. Giving students this opportunity promotes involvement, reflection and discovery by the students with the teacher guiding the way. This also helps teachers by meeting students where they are and building on what they already know.
I think that both beginning and advanced level ESL and native learners who are not ready for or interested in participating in ABE/GED preparation can participate in activities where they can develop emancipating literacy skills. For example, articles in the daily newspaper can be read and studied. Letters to the editor can be read and commented on. Political cartoons can be analyzed. The teacher can ask questions such as, “How would this kind of article be written in your country”? Students can discuss what these articles say about their new culture and how this influences who reads the articles and what it says about the people who read them. Advertising is a good discussion generator for opinions and impressions. Learners are not only required to ask questions about the information they are offered but they are also required to relate their observations to their own perceptions.
Activities for ESL students who are reading and understanding English at lower levels can be involved in things like learning a dialogue between a child’s teacher and parent where the teacher tells the parent that the family should speak English at home. The students can work through who the different people are, what they are talking about, how the parent feels, how the teacher feels, etc. An extension could be a discussion on whether students spoke with their children’s teachers in their home country. Or a discussion on what language they speak at home and whether the students agree or disagree with the teacher’s suggestion. Children who are learning ESL can learn to participate in discussions in their new language that gives them the opportunity to reflect and express opinions also.
An emancipatory literacy is a way of interacting with information that goes beyond the decoding of letters and words (Freire, 1993). It encourages learners to engage with information sources and to question the social contexts, purposes, and possible effects that they have on their lives. It also asks them to look at their own opinions, biases, and perceptions of reality, and to consider those of others. For adult and children ESL learners, this is a means of comprehensively exploring the new language and culture in which they find themselves.
Understanding the value of reading, writing, and speaking well and incorporating the voice of the students in classroom instruction by determining what their needs and wants are is at the heart of providing a genuine opportunity for learning and a life change to occur. Working with disadvantaged and under-represented populations in basic skills presents ongoing challenges but an emancipatory approach to education can provide opportunities for significant life changes.
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Brown, Douglas. Principles of Language Learning and Teaching. White Plains, NY: Pearson Education, 2007.
Crowther, Jim, and Lynn Tett, comps. Developing Critical Literacy on the Context of Democratic Renewal in Scotland. 01 July-Aug. 1998. Moray House Institute. 14 Mar. 2007 .
Freire, Paolo, and Donaldo Macedo. Literacy: Reading the Word and the World. South Hadley, MA: Bergin & Garvey, Inc., 1987.
Freire, Paolo. Pedagogy of the Oppressed. 2nd ed. New York, NY: Continuum International Group Inc., 1993.
Graff, Harvey J. The Labyrinths of Literacy. Pittsburgh, PA: University of Pittsburgh P, 1987.
Kordalewski, John. “Incorporating Student Voice Into Teaching Practice.” Eric Digest (1999). ERIC Clearinghouse. .
McKeachie, Wilbert J., and Marilla Svinicki. Teaching Tips. Boston, MA: Houghton Mifflin, 2006.
Unknown, ed. “Pedagogy of the Oppressed.” Wikipedia. 2007. Wikipedia. 13 Mar. 2007 .
Van Duzer, Carol, and Maryann Florez-Cunningham. “Critical Literacy for Adult Literacy in Language Learners.” ERIC Digests (1999). ERIC Clearinghouse. 14 Mar. 2007 .
