서브메뉴
검색
상세정보
The Freirean Approach to Adult Literacy Education. NCLE QA : Spener, David - [microform]
![The Freirean Approach to Adult Literacy Education. NCLE QA : Spener, David - [microform]](/Sponge/Images/bookDefaults/NNbookdefaultsmall.png)
The Freirean Approach to Adult Literacy Education. NCLE QA : Spener, David - [microform]
상세정보
- 자료유형
- 마이크로피시
- 언어부호
- 본문언어 - English
- 보고서번호
- RI8916601
- 청구기호
- 서명/저자
- The Freirean Approach to Adult Literacy Education. NCLE QA : Spener, David - [microform]
- 발행사항
- 형태사항
- 5; 1
- 총서명
- ERIC Reports
- 주기사항
- 5p.
- 초록/해제
- 요약The Freirean approach to adult literacy education bases the content of language lessons on learners cultures and personal experiences. This approach has been used in the developing world in successful native and second language literacy projects sponsored by governments and voluntary organizations in both urban and rural settings. The two most distinct features of the Freirean approach are dialogue and problem-posing. Dialogue is used as a means in which two parties confront each other as knowledgeable equals in a situation of genuine two-way communication. In Problem-posing, cultural themes in the form of open-ended problems are incorporated into materials (e.g., pictures, songs, short stories) that are used to gnerate discussion. This questioning process leads students to define the real-life problem being represented, discuss its causes, and propose actions to solve it. The Freirean approach can be used in native language literacy education and adapted for use in English-as-a-Second-Language literacy education. (VWL)
- 복제주기
- Microfiche. . Springfield, VA : ERIC Document Reproduction Service. . microfiches ; 11×15 cm.
- 기금정보
- Office of Educational Research and Improvement (ED), Washington, DC.ED
- 일반주제명
- 키워드
- 기타저자
MARC
008980914s1990 us b 000 0 eng d■0010000376838
■001PCUL00302916
■002ED321615
■00520020727012436
■007heuumu---buua
■008980914s1990 us b 000 0 eng d
■040 ▼apcul
■0410 ▼aEnglish
■088 ▼aRI8916601
■090 ▼a370.78▼bE68
■24500▼aThe Freirean Approach to Adult Literacy Education. NCLE QA▼cSpener, David▼h[microform]
■260 ▼aU.S.; District of Columbia▼bAdjunct ERIC Clearinghouse on Literacy Education for Limited-English-Proficient Adults, Washington, DC.; Center for Applied Linguistics, Washington, D.C.; National Clearinghouse on Literacy Education, Washington, DC.▼cApr 90
■300 ▼a5; 1
■350 ▼a▼1.00
■440 0▼aERIC Reports
■500 ▼a5p.
■520 ▼aThe Freirean approach to adult literacy education bases the content of language lessons on learners cultures and personal experiences. This approach has been used in the developing world in successful native and second language literacy projects sponsored by governments and voluntary organizations in both urban and rural settings. The two most distinct features of the Freirean approach are dialogue and problem-posing. Dialogue is used as a means in which two parties confront each other as knowledgeable equals in a situation of genuine two-way communication. In Problem-posing, cultural themes in the form of open-ended problems are incorporated into materials (e.g., pictures, songs, short stories) that are used to gnerate discussion. This questioning process leads students to define the real-life problem being represented, discuss its causes, and propose actions to solve it. The Freirean approach can be used in native language literacy education and adapted for use in English-as-a-Second-Language literacy education. (VWL)
■533 ▼aMicrofiche.▼bSpringfield, VA▼cERIC Document Reproduction Service.▼emicrofiches ; 11×15 cm.
■536 ▼aOffice of Educational Research and Improvement (ED), Washington, DC.ED
■650 4▼xEducation
■653 ▼aAdult Literacy▼aCompetency Based Education▼aCurriculum Design▼aEnglish (Second Language)▼aLiteracy Education▼aNative Language Instruction▼aProgram Design▼aTeaching Methods▼aFreire (Paulo)▼aProblem Posing Method
■7001 ▼aSpener, David
■999 ▼a071
