Breakthrough to Literacy (BTL)

| | This is a Moltenos unique mother-tongue literacy course for primary schools, based on learner-centred and language-experience approaches. The Breakthrough to Literacy course systematizes the Language Experience Approach1 to the mother-tongue enliteration process utilizing the oral/aural skills2 the child brings from the home into the classroom as the basis for learning to read and write. These two skills, namely aural and oral or listening and speaking, are basic to successful learning, and they constitute a starting point in the teaching of literacy through the Breakthrough methodology. Breakthrough to Literacy builds on these skills to develop the writing and reading skills. Thus it uses the language experience approach. Apart from its uniqueness in terms of the Language Experience Approach, which makes it directly relevant to all socio-linguistic contexts, Breakthrough has a number of characteristics through which we transform the process of literacy learning and also the target classrooms in this Institute. Teachers are trained and mentored by qualified Molteno facilitators, and they are able to accomplish the following:

Utilize individual, pair, small group and whole class approaches. This is also called differential learning through which all learners are treated as unique individuals, but also as a group. Be a learner-centred practitioner. The learner-centred education approach is a paradigm shift from the traditional view of education where learning is upheld as a result of, and a response to the transmission of authoritarian and coded knowledge. The learner-centred approach legitimizes learners' experiences by allowing the space for the learners to participate in the process of knowledge construction. However, the learner-centred approach does not involve a diminished role for the teacher, rather it affirms his/her position as a facilitator of the learning process. Integrate the development of language skills with other language-dependent subjects e.g. maths and life skills. Focus their teaching on measurable outcomes for learner performance Understand and utilize strategies for continuous assessment, both formative and summative Competently combine Phonics, Look-and-Say and Whole Language methodologies to result in a Balanced Approach to Literacy teaching and Learning. BTL is does not advocate a specific methodology at the expense of others. Rather it takes the best of all credible methodologies. Familiar pictures are presented to learners and they thus develop oral skills and vocabulary. They then progress naturally and logically to the written expression of the words that the children themselves have spoken. Likewise, phonics teaching takes place in the context of pictures and meaningful discussion around them. Thus Breakthrough converts mindless traditional ma me mi mo mu chorusing into empowering learning-through-generalizing and meaningful, motivating, and contextualized instruction.

Breakthrough does not negate the value of additional languages like English, Afrikaans, French or Spanish. Rather it provides the ideal foundation upon which English or any other additional language skills can be built.

Through the use of this programme, teachers develop knowledge and skills in initial literacy teaching and in learner-centred class management, both of which are applicable and transferable to other areas of the curriculum. It should be noted that unless learners gain literacy competence, they are unable to access and understand any other subject like Mathematics, Science and Technology. Learning first in their mother tongue enables them to master literacy and to transfer that mastery to an additional language. Thus `good Breakthrough teachers are helped to become good teachers of maths and other curriculum subjects. Breakthrough is now available and used in all official South African languages plus the San languages of the Northern Cape Province and Namibia. To date it is available in 9 African countries (Angola, Botswana, Ghana, Lesotho, Malawi, Namibia, South Africa, Uganda and Zambia) and 51 indigenous African languages. It has been extensively evaluated and found to be peerless as a mother-tongue literacy course for both children and adults, e.g. testing in Zambia in 1999 revealed that Grade One children were reading and writing at levels equivalent to Grade Four and higher.

1 The Language Experience Approach is an approach to reading instruction based on activities and stories developed from personal experiences of the learner. The stories about personal experiences are written down by a teacher and read together until the learner associates the written form of the word with the spoken. 2 The two most basic language skills, listening and speaking, sound exactly alike when we describe them as oral and aural skills. Aural language, of course, refers to language as we hear it. Oral language is what we say. 3 A summary of evaluation reports on the Breakthrough to literacy have been included in this proposal as an appendix.

Breakthrough to Literacy (BTL)

| | This is a Moltenos unique mother-tongue literacy course for primary schools, based on learner-centred and language-experience approaches. The Breakthrough to Literacy course systematizes the Language Experience Approach1 to the mother-tongue enliteration process utilizing the oral/aural skills2 the child brings from the home into the classroom as the basis for learning to read and write. These two skills, namely aural and oral or listening and speaking, are basic to successful learning, and they constitute a starting point in the teaching of literacy through the Breakthrough methodology. Breakthrough to Literacy builds on these skills to develop the writing and reading skills. Thus it uses the language experience approach. Apart from its uniqueness in terms of the Language Experience Approach, which makes it directly relevant to all socio-linguistic contexts, Breakthrough has a number of characteristics through which we transform the process of literacy learning and also the target classrooms in

this Institute. Teachers are trained and mentored by qualified Molteno facilitators, and they are able to accomplish the following:

Utilize individual, pair, small group and whole class approaches. This is also called differential learning through which all learners are treated as unique individuals, but also as a group. Be a learner-centred practitioner. The learner-centred education approach is a paradigm shift from the traditional view of education where learning is upheld as a result of, and a response to the transmission of authoritarian and coded knowledge. The learner-centred approach legitimizes learners' experiences by allowing the space for the learners to participate in the process of knowledge construction. However, the learner-centred approach does not involve a diminished role for the teacher, rather it affirms his/her position as a facilitator of the learning process. Integrate the development of language skills with other language-dependent subjects e.g. maths and life skills. Focus their teaching on measurable outcomes for learner performance Understand and utilize strategies for continuous assessment, both formative and summative Competently combine Phonics, Look-and-Say and Whole Language methodologies to result in a Balanced Approach to Literacy teaching and Learning. BTL is does not advocate a specific methodology at the expense of others. Rather it takes the best of all credible methodologies. Familiar pictures are presented to learners and they thus develop oral skills and vocabulary. They then progress naturally and logically to the written expression of the words that the children themselves have spoken. Likewise, phonics teaching takes place in the context of pictures and meaningful discussion around them. Thus Breakthrough converts mindless traditional ma me mi mo mu chorusing into empowering learning-through-generalizing and meaningful, motivating, and contextualized instruction.

Breakthrough does not negate the value of additional languages like English, Afrikaans, French or Spanish. Rather it provides the ideal foundation upon which English or any other additional language skills can be built. Through the use of this programme, teachers develop knowledge and skills in initial literacy teaching and in learner-centred class management, both of which are applicable and transferable to other areas of the curriculum. It should be noted that unless learners gain literacy competence, they are unable to access and understand any other subject like Mathematics, Science and Technology. Learning first in their mother tongue enables them to master literacy and to transfer that mastery to an additional language. Thus `good Breakthrough teachers are helped to become good teachers of maths and other curriculum subjects. Breakthrough is now available and used in all official South African languages plus the San languages of the Northern Cape Province and Namibia. To date it is available in 9 African countries (Angola, Botswana, Ghana, Lesotho, Malawi, Namibia, South Africa, Uganda and Zambia) and 51 indigenous African languages. It has been extensively evaluated and found to be peerless as a mother-tongue literacy course for both children and adults, e.g. testing in Zambia in 1999 revealed that Grade One children were reading and writing at levels equivalent to Grade Four and higher.

1 The Language Experience Approach is an approach to reading instruction based on activities and stories developed from personal experiences of the learner. The stories about personal experiences are written down by a teacher and read together until the learner associates the written form of the word with the spoken. 2 The two most basic language skills, listening and speaking, sound exactly alike when we describe them as oral and aural skills. Aural language, of course, refers to language as we hear it. Oral language is what we say. 3 A summary of evaluation reports on the Breakthrough to literacy have been included in this proposal as an appendix.

In Their Own Words

The Language Experience Approach: A Method to Reach Reluctant or Struggling Readers

What should you do when your student just can't get the hang of reading or writing? And what should you do when he or she balks at reading the books you have available? The "language experience approach" is a wonderful way to get ALL students eager to read and write. Tutors using the language experience approach take dictation from their students, (or have the students do their own writing) then use the students' own words as reading material. Sometimes tutors will engage their students in some activity beforehand to provide a topic that students will want to talk about. Here's an example of how you might use this effective approach: Ask about a subject (be it a television show, video game or a recent experience) that your student enjoys. Encourage your student to talk about what interests him most, in whatever manner is comfortable for him. As your student speaks, neatly write down his experience IN HIS OWN WORDS. If he says "don't" where you would say "doesn't", you should still write "don't." This is the time for your student to express his own thoughts in his own way. Of course, you'll want to write with printed letters, not cursive. When your student has finished his description or narration, review his "writing" and read it together. You may be surprised how easily your student can read his own words--even words that might otherwise be considered difficult. Your student's creation will be important to him and should be treated as such. Encourage him or her to illustrate it and/or staple it into the form of a book. (Although older students may not be interested in this last step, the language experience approach is useful at any age.)

Many teachers and tutors find that the language experience approach is enjoyable as well as effective. What could be more interesting for a student than reading his own words about a subject that he knows and cares about? Or a story that he has created all by himself?

Former teacher and volunteer tutor Jean Katzenberg writes about how she turned her reluctant tutee into an eager reader by appealing to what most interested her student. Her sensitive approach also created an emotional bond with her student, which always is an important ingredient for success. In addition to providing enthusiasm for reading and writing, the language experience approach helps students make the connection that words on paper are really just "talk written down." When Professor Roach Van Allen first described this approach in the 1960's, he showed how it creates a most natural bridge between spoken language and written language: " What I can think about, I can talk about." " What I can say, I can write." " What I can write, I can read." " I can read what I can write and what other people can write for me to read."

See our other articles on the language experience approach