Integrated approaches to teaching adult literacy in Australia: a snapshot of practice in community services

The aim of this project was to examine and document the integrated approach to delivering language, literacy and numeracy skills in the community services industry. This study combines an overview of the Australian literature tracking the influences leading to the 'building in' of language, literacy and numeracy to vocational education and training (VET), with some observations of practices in three training sites in this industry in Victoria, through interviews with trainers/facilitators at the case study sites and analysis of teaching processes using the 'video stimulus recall' methodology, a methodology previously used in educational contexts where participants are replayed the videotape after the lesson to assist discussion about the events recorded. The research project addressed the following key questions: (1) How is literacy conceptualised in practice by registered training organisations and personnel in the VET system? (2) What literacy practices are developed in an integrated approach? (3) What teaching and learning strategies are employed? (4) What are the key factors that might describe the 'integrated model' of adult literacy delivery?

A qualitative research approach was used. The research proposal covered an investigation of three sites representative of common delivery modes in vocational education and training. Observations at the three training sites in Victoria suggest that a generalist vocational facilitator is equipped to deliver an integrated approach, provided there is a framework for conceptualising linguistic practices in the workplace context and within the training package, and strategies and activities to develop critical workplace communication can be facilitated. The literature review and the case studies demonstrated that the following features are central to successful integrated approaches to language, literacy and numeracy teaching within vocational programs: using a constructivist approach which acknowledges that learning is affected by the context in which it is taught, as well as by students' beliefs and attitudes; developing an explicit model of language appropriate to the context of the industry; using a multi-disciplinary approach to teaching; providing a framework for describing language, literacy and numeracy; conducting an analysis of the specific training package and workplace context; ensuring there is capacity to identify critical points of intervention; and considering the needs of learners. Show less