III.   INTRODUCTION

What Is Metacognition?

Metacognition is literally knowing about knowing. It includes recognizing when you know something or, when you do not, being able to choose when and how to use a different strategy to learn. For example, when you read a text, you may recognize that you do not understand part or all of what you are reading. You then make a decision to employ a strategy that will help your understanding. One technique may be to re-read the text. If the problem is one of vocabulary, you may look up a word in the dictionary. Perhaps, as a preventative strategy you might decide to stop periodically throughout the text and ask yourself questions about it to check your understanding. All these are examples of metacognitive strategies a reader applies to monitor her cognitive processes, in this case reading. We use metacognition in all areas of our life whenever we make an effort to learn, study or solve problems.

Both researchers and practitioners in the field of ESL Literacy point to the relationship between a learner's ability to employ metacognitive strategies and her overall confidence in learning. Understanding how, why and when one learns best is a powerful, portable tool. Metacognition is an area that underscores the connection between classroom learning and life and learning. The tools and skills that one learns in the classroom can be applied to real life, and the knowledge and skills one brings from other learning experiences can be transferred for use in the classroom.

In ESL Literacy we need to ensure that learners know how to monitor their own learning as they learn to read and write. We also need to encourage learners to think about how they learn.

Debate in the little research that has been done on metacognition in adult learners concerns whether adult learners without formal education bring metacognitive strategies to their new learning. Some researchers claim that when an adult learns something for the first time, she must learn the accompanying metacognitive strategies. Others insist that adults can and do transfer metacognitive skills developed for use in a non-educational environment to the classroom.

There is truth on both sides of the debate. Certainly an adult's previous learning cannot be discounted. It often serves as a solid foundation upon which to build new skills. But we also see gaps in literacy learners' metacognitive abilities. They often do not possess the learning strategies needed to succeed in the classroom or

they may not recognize a strategy they already know when it is suggested by the instructor. Our task then, is to identify which strategies the learner brings and work with her to transfer the skills for classroom use.

J.    What Are Some Suggestions For ESL         Literacy Methodology

We learn from each other: learners from instructors, instructors from learners and learners from learners. By getting to know learners, encouraging self-expression, listening actively and joining discussions, the instructor is truly more a facilitator than an ultimate authority in the classroom. This is especially important in an ESL Literacy class where you may need to reinforce learners' confidence, given their lack of experience in formal educational settings.

Overview

Many ESL Literacy learners prefer "experiential" learning and so the connection to real life in both content and skills developed in the classroom is important. As much as possible, think about the real-life applications of any skills you plan to cover.

Timelines are often a source of frustration in the ESL Literacy class. If learners are consistently unable to accomplish objectives set within timelines, then it may be time to reconsider the timelines and closely examine the program content and delivery.

One general caution is not to make assumptions about what a learner knows or does not know. ESL Literacy instruction is based on building a body of knowledge and skills that includes but is not limited to reading and writing. Learners may be unfamiliar with concepts the instructor considers common knowledge, or may not have a sub-skill required to complete a larger task. For example, a learner cannot acquire the language skills related to telling time if he has not yet learned to "read" a clock. It is important that we check the learner's understanding of what we teach and not make quick assumptions about why someone is not learning.

Remember to teach each skill within a meaningful context. This reflects the thinking behind the interactive reading theories and brain-based learning.

Teaching Reading

We know a great deal about how children learn to read in their first language and we know a fair amount about how adults learn to speak a second language. Very little has been done, however, on second language acquisition in adults who are also learning to read and write for the first time. We suggest that you teach reading skills as laid out in the Benchmarks. A learner will not be able to derive meaning from print until she has solid word recognition skills. She cannot develop word recognition skills until oral vocabulary in English has been developed.

A learner's confidence is integral to the learning process. This may mean having the confidence to speak or write, to work with others in achieving a task, or to choose the topic to be covered next class. There are many ways of fostering this kind of confidence, and it is essential for the instructor to keep it foremost in mind when planning and delivering the literacy program.

Teaching Listening and Speaking

An ESL Literacy learner may have difficulty learning oral language because he cannot reinforce what he is learning in print. He may also never have thought about language as a system that can be broken down and classified. Therefore, he may have trouble learning common grammatical concepts such as sentences or parts of speech. Take a lot of time developing oral vocabulary (particularly survival words) before proceeding to reading and writing.

Teaching Writing

The Benchmarks include the progression of mechanical skills as well as the types of text appropriate for production at the various phases. As with reading, learners need to understand the mechanical skills before they attempt to write for meaning. This might mean spending time just holding a pencil, or drawing shapes to increase comfort level. When learners are comfortable with the mechanics, they can progress to word and then sentence production, and finally to longer text production. The literacy learner must also become familiar with the differences between written language and oral language. Again, early writing should not emphasize writing words outside of a meaningful context. Once comfortable at this level of expression, however, class work should progress to addressing writing conventions and formalities.

Teaching Numeracy

Basic numeracy should be taught sequentially. As much as possible, the skill you are teaching should be incorporated into the development of language skills including reading and writing. For example, themes of shopping, looking for accommodation and even telling time assume some knowledge of basic numeracy. Check to ensure that your learners know the numeracy concepts before trying to teach them the language for covering these themes.

Canadian Language Benchmarks www.language.ca



Previous Table of Contents Next