In highly textualized societies, individuals with low alphabetic literacy are at risk of being left out. This paper reports findings from a European project which explored coaching to promote independence in alphabetically low literate learners acquiring a second language. Findings suggest that coaching played a role in increasing autonomy, though in unexpected ways.
This paper reports findings from a European project which explored coaching to promote independence in alphabetically low literate learners acquiring a second language. The rationale for the project drew on the understanding that while most European countries achieve high levels of literacy, an increasing number of individuals lack the literacy needed to fully participate in the economic and social lives of the countries they live in. These individuals require extended and extensive instruction in the main language of their country of residence. At the same time, adult education budgets are being cut across Europe. Improving and sustaining literacy skills is therefore a challenge. The project set out to conduct pilots in the Netherlands, UK and Germany to explore the use of coaching to promote learner autonomy in adults becoming literate in L1 and L2. This paper presents the context and procedure for the pilot in Leeds, UK. The pilot was conducted with a small group of multilingual, alphabetically low literate learners and bilingual coaches. Coach training consisted of reading materials and videos to explore coaching and a workshop which focused on the practical skills of coaching low literate learners. Coaching sessions were offered to learners over 12 weeks. All sessions were audio recorded and written records were kept as well. Coaches and coachees were interviewed at the beginning and end of the 12 week programme. Findings from this data suggest that coaching played a role in increasing autonomy, though in unexpected ways.
