How long does it take to learn to read and write?
A good question, but impossible to answer. There are many contributing factors that impinge on a learner’s ability to learn to read and write, such as motivation, ability, other commitments and health. When you have been working with your learner for a while, you will begin to have a clearer picture of how long it is going to take.
What is it like to have problems reading and writing?
Some learners have compared it to being blind. As they learn to read, new windows on the world open for them. They have often lived with poor esteem and feelings of failure. They may have hidden their weak reading from friends, co-workers and even their families with excuses (“I forgot my glasses”). On the other hand, many compensate by developing keen listening, observation and memory skills.
If adults admit their reading and writing problems because they want access to the printed word, then the people who act as their eyes have access to much of their personal information – information that they might want to keep confidential. They are living part of their lives through someone else. This can be demoralizing and a burden to others, especially when it is a parent relying on a child.
Is there a typical learner?
There is no typical learner! They range in age from late teens to seniors. Some are employed and some are not. Some have completed only elementary school but many have completed Grade 12, especially in high schools that emphasized vocational training. Many learners who have a Grade 12 education function at a much lower level. Some deaf learners have been to residential schools; others may not have had formal schooling. Some learners have learning disabilities but did not get the help they needed when they were young.
All learners will be used to communicating orally in English, with the exception of some deaf and deaf/blind people. Of course, there are varying degrees of fluency. Many learners will continue to refine their English language skills as they learn to read and write.
Because learners enter programs voluntarily, they are often highly motivated to make changes in their lives. They know that their weak literacy skills are holding them back from reaching their goals.
What do I need to consider when I am working with someone whose first language is not English?
How do I help to build my learner’s self-confidence?
People are usually frightened of change. Your learner is about to start something that will make a big impact on her life and on the lives of those around her. Relationships based on dependency will change as she discovers her increased independence. She needs to take an active part in deciding how to make and deal with those changes.
Recognize the fear that confronts people when they contemplate change. Work together to reduce and overcome that fear. Give your learner the opportunity to write about her feelings. She will probably feel vulnerable and lack confidence. As a tutor, you should accept that these feelings exist. Trust and open communication will help pave the way for change. You are in a position to provide support and encouragement. Believe in your learner.
Past failures often result in poor self-image, sensitivity to criticism and fear of error. This often has the effect of discouraging learners from wanting to use their initiative. One of the ways you can help is to discuss and list the things your learner has already successfully accomplished in her everyday life. The best way to boost confidence is to document progress and acknowledge success. Make the steps small so that there is lots of success. Encourage her to keep past work in a portfolio so that she can refer back to it and use it to measure progress.
Learners do not always absorb new information as quickly as you would expect. The ability to learn does not deteriorate much with age, but the rate of learning might be slower. Be patient. Use a variety of methods to teach and review. This helps to eliminate boredom for your learner and helps to improve self-esteem.
Your learner will practise a new skill with you, and when she feels sufficiently confident, she will go out and use it in a real-life situation. Each time she uses a new skill successfully, her confidence will grow, and with it her self-esteem and the feeling that she has control of her life.