Creating Learning Partners: A facilitator’s guide for training effective adult literacy tutors

Third component: Following Directions (Comprehension Check - Physical Response)
- Lay all six pieces of paper on the table.
- Pick up a black piece of paper, saying “Nongá pepa demá.”
- Repeat this for all black pieces of paper.
- Pick up a red piece of paper, saying “Nongá pepa dzwukú.”
- Repeat for all red pieces of paper.
- Holding all six pieces of paper in your hand, put one black piece of paper down on the table, saying “Ísa pepa demá pasí .”
- Alternate with red paper saying “Ísa pepa dzwukú pasí ”
- Give tutors each a piece of red and a piece of black paper.
- Encourage tutors to follow your directions.
- While encouraging them to pick up and put down appropriate papers, say “Nongá pepa demá (dzwukú)” and “Ísa pepa demá (dzwukú) pasí.”
Fourth component: Speaking, Repetition and Substitution
- Using “come on” gestures, indicate that tutors repeat after you.
- Using the words with appropriate actions, say:
  pepa
  pepa dzwukú
  pepa demá
  Nongá pepa demá.
  Nongá pepa dzwukú.
  Ísa pepa demá pasí.
  Ísa pepa dzwukú pasí
- Ask tutors to say the words and do the corresponding actions either individually or together.
- Pair up tutors. Have tutors repeat the action sentences to each other. Comprehension is demonstrated by having correct action follow the directions.
Fifth component (optional, to extend the experience): Reading
- Write the words you have introduced through this exercise on the flip
  chart, repeating the words as you write them.
- Ask tutors to read the words they now understand and have spoken.
Sixth component (optional, to extend the experience): Writing
- Indicate that tutors should write, copying the words they now know.
- Tell them that a learner’s writing could go into their portfolios.
Ask if there are any questions.

Option 2 Demonstration using another language
Why choose this option? You will find it easier to do the activity if you use a language that you know but tutors do not know. Be sure to choose a language that tutors will not know to better reflect what a beginner ESL learner would experience. This means that, at the very least, you should not use English or French. The activity comes from English as a Second Language Trainer’s Guide: 18-Hour Core Tutor Training by V. K. Lawson ( 995), published by New Readers Press, a division of ProLiteracy Worldwide, and used with permission.

Option 2 Demonstration using another language

Why choose this option?

You will find it easier to do the activity if you use a language that you know but tutors do not know. Be sure to choose a language that tutors will not know to better reflect what a beginner ESL learner would experience. This means that, at the very least, you should not use English or French.

The activity comes from English as a Second Language Trainer’s Guide: 18-Hour Core Tutor Training by V. K. Lawson ( 995), published by New Readers Press, a division of ProLiteracy Worldwide, and used with permission.