Barton's Literacy- chap 13 and 14

• I really enjoyed the chapter on adult literacy. Having taught adults English as a Second Language, I can relate to a lot of what was discussed in this chapter. Often there was a struggle to find resources that taught basic skills but weren’t directed for children. As an instructor in my early 20s teaching students more than twice my age, I was very conscious of finding exercises that were focused on the right skill level but wouldn’t be insulting to the adult students. This was a challenge, but led to some great exercises and some really fascinating discussions. “Adult education can be marginalized, or can be a vibrant area of education in its own right” (188).

• Also, having the experience teaching English to individuals who were not literate in their first language presented unique situations. Because of my experience with these students, I was already aware that people with low literacy “hold down jobs, have families, participate in society, pursue hobbies and, crucially, do not see themselves as dependent or needing assistance” (197). I was very happy with the way Baron addressed the issue of low literacy without being demeaning. I think he is completely accurate when he states that in an attempt to raise awareness, literacy campaigns have “creating a public image which stigmatizes people with difficulties” (198).

• “It depends on the social situation, on the value of the language to the speakers, on the motivations for learning to read and write, on the other languages in the area, and on many other things” (201). Motivation is the key to teaching and learning any subject. For me, the discussion of the economic impact of literacy as well as the control of language and power relationships was new and I wish Barton went into more detail. I think these could be hugely motivating factors if these relationships and power factors were more openly discussed and shared with students. Along these lines, it was interesting to know that while many individuals don’t feel “fully literate,” they also “do not see themselves as dependent or needing assistance” (193, 197). Perhaps if discussions of literacy stressed the ties between literacy and economic/power relations, as wells as literacy’s role in enable adults and children “to learn how to learn,” there would be more personal motivation to improve literacy on the students end (212). I always begin a new writing course with a discussion of how the basic skills they learn in the class will impact the students’ future lives, i.e. resume writing, cover letters, business emails, web-copy, etc.

• Finally, the section on moribund languages made me feel so sad. It was like watching a special on endangered and disappearing animals—- you don’t want it to continue, but you feel helpless to stop it. In fact, helping to preserve it may cause more damage. I was sad not only for the lost of language diversity, but also the loss of culture and perspective. “Preserving a language for a museum-like archive is one step, but the language and the culture it embodies may still become extinct” (203). =(