Getting Started: (Advice for New Adult and Family Literacy Programs)

Building Caring Learning Communities in
Adult Literacy Education Programs

Gloria is a student in an adult literacy education program. As her former teacher, I was pleased to hear from her on Thanksgiving. She wished me a joyful season, but even more joyous was to hear how clearly she expressed herself. Gloria asked when classes would start and whether I would continue to teach as, in her own words, I treated students "con cariòo y respeto" (with care and respect). She told me about her feeling safe in the classroom. She could not read or write in Spanish, but the kinds of class activities promoted her understanding of English.

Many adult literacy programs focus on reading and writing only. However, students who have not developed these skills may feel disconnected from class. Literacy's definition should not be reduced to isolated skills, but to how these come together and help students learn to create meaning. A plurality of literacies that is used depending on context should be recognized. Literacy classes' content must be meaningful to the population served. This can be accomplished by incorporating the following: (a) a safe environment that is conducive to learning; (b) a focus on the strengths and experiences students bring into the classroom; and (c) a diversity of instructional strategies to address students' needs.

A safe environment that is conducive to learning. Students learn best when they are in an environment in which they feel accepted. Validating students' experiences makes them feel safe and free to take risks in experimenting with the new learning experiences. Krashen (1988) emphasizes the importance of maintaining a low-anxiety level in the language classroom. Differing levels of student proficiency may cause discomfort in expressing ideas. An environment of trust increases students' class participation and willingness to ask questions.

Along with a classroom setting in which students feel safe, it is important to focus on "what" students are saying versus "how" they are saying it. Practice improves English pronunciation and teachers must provide opportunities for student interaction. Focusing on the meaning of students' messages contri-butes to developing a safe environment that is conducive to learning. In getting to know students and utilizing examples from their own lives, one can motivate them to participate and speak up, ask questions, and use the language in meaningful ways.

A focus on students' strengths and experiences. Adult literacy programs must take into account the experiences that people involved in the process bring with them into the classroom. Incorporating students' voices into teaching and sharing experiences, promotes dialogue and interaction that extends one's knowledge. The relevance of educational experiences may determine whether students apply their knowledge and skills beyond the classroom boundaries. Theme-centered lessons, based on students' experiences, will spark interest and provide opportunities for authentic learning. For example, talking about store visits may lead to discussing how to make requests or identifying differences between the United States and students' home countries.

Community input is also critical in adult literacy programs. As Freire (1998) stated, successful educational programs are those created with input of everyone involved. Students' communities are a learning resource because they provide assets that can be incorporated into literacy lessons. As Tharp, Estrada, Dalton, and Yamauchi (2000) have advised, pedagogy should build on the sociocultural resources that students and teachers bring into the classroom. Adult educators should be reminded of the "funds of knowledge," (Moll, 1988, 1992; Moll, Amanti, Neff, & González, 1992) many life experiences, and resources that students bring to school, such as an already fully developed language system. These lead us to consider the development of more creative, alternative ways of presenting information and facilitating student learning.

A diversity of instructional strategies to address students' needs. Students' prior knowledge allows them to make connections to new learning. Teachers may assist adult students to see these connections by utilizing strategies that meet students' needs and move them to the next language learning level. Following John Dewey's concept of experiential learning for example, opportunities for engaged activities in and outside the classroom are recommended. Examples may include field trips and hands-on experiences. Addressing different learning styles in the classroom also increases students' understanding and learning. Information can be presented orally, along with the use of visual aids such as overhead projectors, charts, drawings, maps, etc. Providing these, and utilizing books, songs, and poetry, can also expose students to the richness of print and the English language.

Adult literacy students' knowledge can increase when instruction tailored to meet their specific needs is provided. In order to do this however, teachers must understand students' backgrounds and be willing to become learners themselves. In getting to know more about students' experiences and communities, avenues for making classes relevant for students are created. It also provides them with a sense of belonging, feeling safe, and cared for by the teacher. Students like Gloria will be motivated to come to class next semester or, better yet, to call and let you know about the importance of building caring learning communities in adult literacy education programs.

Rocio Delgado is a doctoral student in the Multicultural Special Education department at The University of Texas at Austin. Her research interests are in the area of bilingual education and instructional strategies in working with culturally and linguistically diverse students. Her work is informed by experiences working with English language learners as an elementary, adult, and community educator.