Learning Objectives 

This project allows learners to explore the school neighbourhood while learning literacy, numeracy and digital skills. The LINC (Language Instruction for Newcomers to Canada) program’s objectives are twofold: language training and settlement.

Literacy refers to reading and writing skills, and the focus of this project is these two skills. Listening (hearing the language on the signs) and speaking (saying the words out loud) will not be targeted since the real-world application is to understand signs. Literacy is often taught with an integrated approach. The topic will be introduced orally as students listen and often, say the words. Next written text will be introduced, along with images and other supports such as acting out meaning and showing videos. Kang and Dennis (1995) write, "Any attempt to treat vocabulary learning as learning of isolated facts certainly will not promote real vocabulary knowledge". Students need to learn vocabulary in context and with visual clues to help them understand. Copying is a first step in writing. While the real world application will be reading/understanding signs, the vocabulary will copied and spelled as students become familiar with the spelling of the words. While this is a simple exercise in a literate culture, it is very complex for the low-literacy LESLLA learner. Using a task analysis by the author, the following skills are required to read the flashcard: 1. Recognize the line formation as a letter, distinguishing it from all other possible combinations of lines used to create symbols 2. Recognize the lines as A 3. Associate the name A with the symbol used to form the letter A 4. Identify the picture on the card 5. Recall the English word “apple” 6. Correctly pronounce the word “apple” 7. Use phonemic segmentation to pull the initial sound from the word apple to say /ă/ 8. Recite the sound /ă/ in isolation from the word 9. Associate /ă/ with the letter representation A

https://jyx.jyu.fi/bitstream/handle/123456789/41929/1/what-doesn-t-work-for-the-lowest-level-literacy-learners-and-why.pdf

10. Associate /ă/ with “apple” 11. Understand that “apple” begins with the letter A 12. Eventually, memorize /ă/, apple, A for instant recall

McClanahan (2014) states that using a smartphone for ESL learning is an excellent tool because it is familiar and available to learners. These factors are important, as learners need to adapt to a new alphabet, keyboard and even direction of text.  CLB 1 ESL literacy learners have needs which are different from other adult ESL learner groups. As such, learning supports such as images and other (experiential) support aid in learning new vocabulary. Linguistic objectives include reading English found on signs, copying and writing words found on signs and understanding visuals and simple text.