Authentic Contexts

Resources for Policymakers

Introduction

The use of authentic materials contributes to the use of increased and new literacy practices outside the classroom. The Literacy Practices of Adult Learners Study (LPALS) examines the use of authentic materials and collaborative learning in adult literacy programs.

Suggested Readings

Affecting Change in Literacy Practices of Adult Learners: Impact of Two Dimensions of Instruction. Victoria Purcell-Gates with Sophie Degener, Erik Jacobson, and Marta Soler, NCSALL Report #17, November 2000.
In this empirical study, the researchers investigate how the use of authentic materials and collaborative learning contribute to the use of increased and new literacy practices outside of the adult literacy classroom. The authors argue that this has implications for improving the emergent literacy of students’ children. In making this argument, they cite research that demonstrates the link between the frequency of literacy practices in the home and the types of texts read and written by parents, and the development of their children's reading skills.

Questions to Consider

Specifically related to the articles:

• How can programs be designed to promote dialogic, contextual learning?

Generally related to policy:

• What policy issues does this research raise for you? How would you structure policy to address the challenges raised in the studies?
• What are the implications of this research for assessment polices in adult education and literacy programs?
• What are the implications of this research for program design?
• What are the implication of this research for teacher training and professional development?