These principles fall in line with the transactional and transformative intent of the Literacy Benchmarks. Learning outcomes in all four quadrants of The Circle of Learning model - Communication, Numeracy, Lifelong Learning, and Interpersonal Skills - ask adult learners to reflect on their past experiences and knowledge. Learners and instructors then use this knowledge to develop collaborative learning plans that accommodate the learners’ interests/needs and incorporate a variety of Benchmarks and learning outcomes. The adult learners become more self-directed in their learning as they develop skills, and they have the potential to transform their lives as they engage in critical reflection. Using contextualized approaches to planning, moreover, cultivates an inclusive learning environment that affirms all participants, regardless of individual differences such as skill levels or cultural affiliations. (See Appendix B for suggestions to integrate learning outcomes within a theme).

3. valuing biculturalism

Biculturalism is a key foundation of Levels 1 and 2 Literacy Benchmarks. Darder (1991) defines biculturalism as “a process where inindividuals learn to function in two distinct sociocultural environments: their primary culture, and that of the dominant mainstream culture of the society in which they live” (p. 48). Many Saskatchewan adult learners adapt to mainstream society, but live within a different primary culture at home (Cree, Dené, Métis, Francophone, Sudanese, etc.). Valuing biculturalism opens ways of learning about the second culture and shares ways of operating effectively within it, without requiring changes in a learner’s cultural identity and loyalty. The instructional goal is not, therefore, to assimilate learners into mainstream language and values, but rather to:

• become aware of the learner’s primary culture, and
• find ways to integrate learners’ personal experiences and knowledge into meaningful lessons.

Cultural awareness is a valuable beginning place for learners and instructors to become bicultural. Each student brings his or her unique experiences and a cultural richness and resourcefulness that can be used to launch meaningful interaction and lessons. To value biculturalism is to help learners develop positive feelings about both cultures. The Literacy Benchmarks acknowledge this frame of reference and ask learners and instructors to reflect on their place in society through transactional and transformational perspectives.