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The North Dakota Department of Corrections and Rehabilitation has developed two methods of working with lowliteracy students. One is testing for accommodations for GED testing. The other is integrating the STAR literacy program for adult readers. [ABSTRACT FROM AUTHOR]

This qualitative study investigated the status of technology integration in Texas adult education and literacy classrooms from the perspective of program directors. Researchers conducted 15 semi-structured interviews to learn about technology integration. The findings revealed that available technology resources, teaching and integrating digital literacy skills, professional development opportunities, and IT support contributed to the success of technology integration. In contrast, limited access to technology resources and the internet, professional development costs, and instructors’ time and skill constraints were barriers to integrating technology into adult education and literacy classrooms. Providing various resources and ongoing support to improve technology integration in adult education and literacy programs is necessary. Recommendations for practice and future research are provided. [ABSTRACT FROM AUTHOR]

Background: The adult reading history questionnaire (ARHQ) is frequently used in research on adult dyslexia and family risk for dyslexia. However, this measure is lengthy (23 items), reducing its applicability in studies with extensive assessment batteries. Methods: We identified the best‐performing ARHQ items in a sample of 396 Finnish adults using exploratory factor analysis and item response theory. Consequently, we validated the brief questionnaire in independent Finnish and Dutch samples by comparing its performance with that of the complete questionnaire. We also evaluated how the scores on the questionnaires related to the scores on direct adult reading assessments in the Finnish samples. Finally, we tested how predictive parental questionnaires were of children's skills in the Dutch and one of the Finnish samples. Results: Five items were selected to construct the short version of ARHQ. All of them relate to childhood/adolescent reading difficulties rather than current adult skills. The scores of the complete ARHQ significantly correlated with those of the abbreviated version in all samples. Moreover, in one of the samples, direct reading assessment scores had a stronger correlation with the short ARHQ than with the full version. Additionally, across all three samples parental scores on the short ARHQ were at least as predictive of children's reading skills as the complete ARHQ. Conclusions: The short ARHQ proved to be on a par with the complete version in its usefulness for identifying adults with dyslexia. Future research should investigate whether the five selected items can effectively serve as a brief screening measure for adults with dyslexia in languages other than Finnish and Dutch. Highlights: What is already known about this topicThe adult reading history questionnaire (ARHQ) is known for its high dyslexia identification accuracy in adult samples.Recently, an abbreviated version of the ARHQ has been developed in the US (Feng et al., 2022) appearing to be a good alternative to the full version. What this paper addsThis study developed and validated a short version of ARHQ using Finnish and Dutch samples; the present short version with five items is very similar to the one recently developed in the US, which suggests the generalisability of the previous findings across contexts. Implications for theory, policy or practiceThe short ARHQ is a more convenient alternative to the complete version: when completed by parents, it is at least as predictive of children's reading skills as the full version and may thus be used to facilitate more targeted early interventions and/or support and more research with at‐risk children.The short ARHQ mostly consists of childhood‐related items, which makes it a useful measure for identifying adults who had early difficulties that resolved over time and can be used in future research focusing on factors predictive of resolving dyslexia. [ABSTRACT FROM AUTHOR]

Based on research completed between 2018 and 2022 in the Republic of Ireland, this article examines how the distinctive ethos and relational pedagogy of adult literacy education have been impacted by broader changes in the field and wider society, with significant impact on its capacity to support learners. The learner-centred ethos, ways of working and webs of relationality between literacy learners and staff are increasingly squeezed by rising pressures from the broader socio-political context which promotes a neoliberal view of education for individual improvement and employability. Drawing on Freirean critical education and relational pedagogy, the consequences of this are considered in the three interconnected themes of i) the learner-centred ethos in adult literacy, ii) learner identities and relationships of learning, iii) creative and responsive pedagogies of literacy. [ABSTRACT FROM AUTHOR]

This qualitative case study presents an investigation on how three adult literacy educators in community-based teaching contexts are using anti-deficit, culturally relevant and critical practices to engage racialised women in learning processes that counter colonial epistemology. These educators work in Ontario, Canada where policy around adult literacy education prioritises learning for employment in ways that reinforce colonial epistemology by reducing the value of human and environment to serve economic growth. Despite the political-economic contexts that structure adult literacy programming, these educators' practices engage racialised women in resources and practices that challenge colonial world views and its reproduction as the normative social practice. An analysis of these educators' practice raises insights into how decolonising pedagogy can be further theorised to speak to the significance of agency in the education process of racialised women and the educator's role as an agent of autonomy. [ABSTRACT FROM AUTHOR]

Using qualitative self-reported and observational evidence combined with a quantitative breakdown of linked administrative justice system data, this before-and-after study demonstrates the beneficial impacts of a First Nations community-controlled adult literacy campaign in six rural and remote communities in New South Wales, Australia. The most significant quantitative finding is a 50% reduction in reported serious offences in a sample of 162 campaign participants. Qualitative data from interviews found an increased use of legal assistance services following the campaign.. These findings are contextualised through the lived experiences and perceptions of First Nations campaign staff and participants, community leaders and government and non-government agency personnel.

Although some of the issues facing adult literacy students are multifarious and answers may seem out of reach, it is important for practitioners of adult literacy programs to initiate strategies and explore viable options that address persistence. The purpose of this discussion is to share best practices of a large adult literacy program and identify elements of the Western Suffolk Board of Cooperative Educational Services (BOCES) Respect and Integrity for Student Excellence (R.I.S.E.) Student Ambassador Program that have improved student persistence and community involvement for adult literacy students. Student Ambassador roles and responsibilities for the Adult Literacy Program include educating new students about agency policies and procedures, conducting tours, supporting new students in classes, participating in peer educational activities, translating, supporting student social events, and offering ongoing feedback toward program improvement. In addition to increased self-esteem, improved English language skills, leadership development, and peer assistance, student ambassadors demonstrate increased persistence and enjoy motivating their peers to do the same. [ABSTRACT FROM AUTHOR]

Introduction: The increase in mobile device users aged > 60 years reflects a transformation in the information and communication technology (ICT) area. Supporting older adults in their digital literacy is a complex task. New skills for the digital age should be developed. Objective: To describe the sociodemographic characteristics of older adults on a digital literacy program, including patterns of use, reasons for learning, in addition to the difficulties and benefits reported regarding the use of technology. Methodology: A quantitative and qualitative study based on a digital literacy program within a U3A context involving professionals in the fields of gerontology and computing was conducted. Result: The program involved 317 older adults, most of whom were women (64.5%). Mean age of participants was 60-74 years (82%). Regarding characteristics, 44.2% were married, 40.7% had finished high school, 77.3% were retired, 65.1% earned ≤ 4 minimum wages, and 74.1% were not engaged in paid employment. Prior to participation, despite the high frequency of smartphone use (87.6%), 77.9% reported having a poor user experience. The most prevalent purposes for using smartphones were “Communication” (93.3%), “Strengthening affectional bonds with family and friends” (66.2%) and “Search for general information” (48.7%). The assessment of selfefficacy revealed that participants lacked competence for complex activities. Conclusion: The interest of older Brazilians in using smartphones is clear. Therefore, understanding previous competencies, as well as the obstacles faced by this group, is pivotal in aiding the process of digital inclusion. [ABSTRACT FROM AUTHOR]

This article is written by two researchers and a teacher involved with the development and implementation of a web-based intelligent tutoring system for adults reading at elementary levels. A description of the tool is provided, followed by some of the challenges faced in designing, developing, and using the tool in adult literacy classrooms. [ABSTRACT FROM AUTHOR]

The benefits of adult literacy programs to socioeconomic development have been well researched and documented. Salient among researchers, organizations, and policymakers is the ability to increase enrollment rates and retain adult learners in the programs. While several African countries have implemented different adult literacy interventions to curb the level of illiteracy, this study specifically examined the factors that motivate adult learners in South Africa and Nigeria and investigated the one that is most prominent. Furthermore, the study ascertained if there is a significant difference in the level of motivation between adult learners in South Africa and Nigeria. The study deployed a survey research design where adult learners from literacy centers in both countries were randomly selected to complete the research instruments. The data collected were analyzed using descriptive statistics of percentage and frequency counts and inferential statistics, that is, a T-Test to test for differences. The findings of the study revealed that adult learners in the two countries have similarities in their motivation to learn. There was, however, no statistical difference in the motivation among adult learners in South Africa and Nigeria. In conclusion, the study established that in planning or implementing any adult literacy program, the factors that should be considered--especially in the African context and this model--can effectively help adult learners respond to classes and increase the level of adult literacy rates in the two countries. [ABSTRACT FROM AUTHOR]

Using qualitative self-reported and observational evidence combined with a quantitative breakdown of linked administrative justice system data, this before-and-after study demonstrates the beneficial impacts of a First Nations community-controlled adult literacy campaign in six rural and remote communities in New South Wales, Australia. The most significant quantitative finding is a 50% reduction in reported serious offences in a sample of 162 campaign participants. Qualitative data from interviews found an increased use of legal assistance services following the campaign. These findings are contextualised through the lived experiences and perceptions of First Nations campaign staff and participants, community leaders and government and non-government agency personnel. [ABSTRACT FROM AUTHOR]

In this study we evaluate the impact of a literacy program for internally displaced female refugees in Afghanistan. The results of the evaluation show that the program was beneficial both for the women who received it and for their children, as participants were 50% points more likely to be able to read and write and 19% points more likely to work. The program also had positive effects on their children who were 2.6% points more likely to be enrolled in secondary school. Overall, the evaluation results suggest that adult literacy programs may mitigate intergenerational poverty traps. [ABSTRACT FROM AUTHOR]

This article outlines the Goodling Institute for Research in Family Literacy’s findings from a William Penn Foundation–funded multiyear evaluation of four family literacy programs in Philadelphia. Drawing from qualitative research findings from 2019 to 2021, the article details the creative ways in which these programs implemented remote instruction during the COVID-19 pandemic to continue providing family literacy services to families in Philadelphia. It describes changes in communication between instructors and families and highlights the increased focus on technology, digital literacy, and mental health concerns that occurred during this unprecedented time. The difficulties that programs, instructors, and families faced and the innovative ways they were handled by family literacy programs are also described. Finally, the article draws on these findings to discuss lessons learned from this sudden shift to remote instruction and describes the inventive practices that can be implemented in other adult and family literacy programs. [ABSTRACT FROM AUTHOR]

This article shares how the Adult Tutoring Program at Literacy Center of West Michigan benefitted from a digital, virtual platform in both tutor training and instructional delivery during the pandemic. It weighs in on the pros and cons of the virtual education experiences and determines why virtual platforms are going to be a permanent feature in their programming. [ABSTRACT FROM AUTHOR]

This document is a thank you message to the reviewers of the Health Literacy Research & Practice journal for their efforts in the past year. The top five reviewers will have a donation made in their honor to an adult literacy program. The document also includes a graph of a puzzle and a list of the reviewers' names. The document is written by Michael K. Paasche-Orlow and Sam Barocas. [Extracted from the article]

This article provides a comparative analysis of the ways in which learners are portrayed in researchers' descriptions of adult literacy education policy. Although adult learners are rarely referred to directly in policy or in policy research, a range of assumptions about them may be inferred through close analysis of related research literature. This analysis draws on an earlier meta-synthesis (prepared by the first author and Amy Pickard) of adult learner portrayals in qualitative research which identified a typology of "learner characters" that were predictably employed in descriptions across a large variety of texts. They argued that these learner types were likely to "drive the action" in terms of further research, policy and practice just like characters drive the plot in literary narratives. Asking "Who are the (imagined) learners in research that describes policy documents pertaining to adult literacy?", this article takes this line of thought further by demonstrating that identifying learner types in policy analysis research can inform thinking about who the policy is really for, what is valued, and who benefits. This, in turn, can provide researchers with a distinctive lens for policy analysis and critique. The authors of this article identify five types of imagined learners: the Problem, the Pawn, the Afterthought, the Competitor, and the Competent Citizen. [ABSTRACT FROM AUTHOR]

This paper examined lifelong education and learning trajectories and issues of policy, ideology and practice that have underpinned the implementation of adult literacy and adult learning education strategies within a lifelong learning perspective in Ghana. Using documentary analysis, the paper noted that although the concept of lifelong education/learning has been used in some national development documents and educational policies, Ghana has no national policy on lifelong learning. The paper found that multilateral and bilateral organisations have influenced the direction and strategies captured in the national development documents and educational policies. The paper found that recommendations from International Conferences on Adult Education have often had very little influence on these national policy texts. For Ghana to be able to provide opportunities for lifelong learning for all there is the need for a vision of lifelong learning that is situated in the present and looks into the future. Ghana must work towards building a culture of lifelong learning. Policymakers need to understand that lifelong learning cannot be achieved when there are no clear-cut policies on adult literacy and adult learning and education, which are all critical components of lifelong learning. The learning needs of the youth and adults have to be given recognition in national development documents and educational policies. [ABSTRACT FROM AUTHOR]

This special section examines the enactment of participatory action research (PAR) across three distinct educational contexts: a public library program for teens, an after‐school program in Japan, and a prison‐based adult language and literacy program. This introduction provides an overview of the principles associated with PAR and outlines potential tensions and challenges associated with partnering with the community as co‐researchers. Building on the interest in anthropology to challenge traditional research approaches, these studies emphasize how PAR can provide opportunities to positively impact the communities that are the focus of the research, including how PAR impacts those community members who become co‐researchers. Additionally, these three studies critically examine the challenges and tensions introduced through PAR, challenging romanticized notions of PAR with the reality of the demands that participating in research placed on community members. [ABSTRACT FROM AUTHOR]

Functional education and human development are not mutually exclusive. To achieve an all-round development, the fourth Sustainable Development Goal partly emphasizes the need to '... promote lifelong learning opportunities for all' by year 2030. This article, therefore, uses a case study approach to analyse the impact of a government funded adult basic education programme in improving literacy level of Sehithwa community in rural, northwestern Botswana. Using a snowball technique and questionnaire/interview schedule survey to sample and interview 30 adult basic education programme participants and 30 non-participants, respectively, and holding other factors constant, the article's main thrust was to determine the difference in literacy attainment between the two groups. Results from the T -test analysis performed showed that there was a significant difference in participants' and non-participants' age, association membership, and household size at p ≤ 0.00 level. Nonetheless, there was no significant difference in literacy attainment between the two groups, perhaps as a result of lack of effectiveness and other challenges associated with the implementation of the literacy programme in the study area. [ABSTRACT FROM AUTHOR]

Education is fundamental to learning and is a pre-requisite for development. It is also imperative for sustained growth and development of a nation. There is still a long way to go for India in achieving Goal 4 and 5 of the UN Sustainable Development Goals quality education and gender equality by 2030. Despite several government initiatives and literacy programmes, a gender gap in literacy of 17% still persists. A collective effort is required to address these gaps, as women constitute two-thirds of the illiterate population in India. The present study has been conducted to assess the outcome of an adult literacy programme 'Each One Enable One' by undergraduate students at a college of the University of Delhi, targeted at women from poor socio-economic backgrounds residing in the neighbourhood of students. The study was conducted across 11 districts of Delhi, the Capital city of India, using a sample of 150 women. The results have revealed that literacy programme led to statistically significant gains in the overall literacy scores of women in Reading, Writing and Arithmetic and enhanced self-confidence of women. The study has highlighted the positive outcome of the Each One Enable One Program and has provided evidence for the need to upscale such initiatives. [ABSTRACT FROM AUTHOR]

• The paper examines the effect of social identity on learning for adults under a hierarchical social setting. • Using primary data from a randomized controlled experiment in India where illiterate adult female learners were randomly assigned to a free technology-based literacy program, we found positive and significant impact of matching an upper caste teacher with a lower caste student on literacy scores. • We find suggestive evidence of an increase in students' confidence measures when matched with an upper caste teacher. The paper examines the effect of social identity on adult learning within a hierarchical social setting— an important yet often understudied issue for effective adult education. We leverage the random matching of students and teachers from a randomized controlled experiment in India, where illiterate adult female learners aged 18–45 were randomly assigned to a literacy program. We find a positive and significant impact of matching an upper caste teacher with a lower caste adult student on literacy scores. We also find suggestive evidence of an increase in students' confidence measures when matched with an upper caste teacher, indicating a plausible impact mechanism. Our findings highlight the need for future research on social identity and its influence on adult learning, particularly in countries with existing deep-rooted hierarchical social constructs. [ABSTRACT FROM AUTHOR]

This commentary urges researchers and readers to rethink definitions of adulthood and its relevance in literacy research by arguing that adult readers are distinct from children and even college students. More specifically, it argues that adult literacy learners (those reading at the 8th‐grade level equivalent or below and those who did not complete high school) have challenges and needs that are distinct yet often ignored. Taking up a focus in this area is antiracist because it seeks to undue the disproportionate impact of inequitable educational opportunities for adult learners of color. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic drastically impacted the Texas Division of Adult Education. As a result, Texas's grant‐funded adult education and literacy (AEL) programs transitioned to remote instruction. There was a need to understand how this unfolded. Thus, the purpose of this case study was to explore how the Texas Division of Adult Education guided AEL programs in the transition to remote services. Several published records were collected and analyzed using document and content analysis. The research findings revealed effective crisis management strategies and professional development interventions implemented by state leadership. This study also highlights the challenges and potential advantages of remote learning. These outcomes are helpful because they could guide other state agencies in incorporating remote learning courses. Ultimately, professional development training evaluations indicated the need for further program support to foster training transfer. This article concludes with implications for AEL programs and suggestions for future research. [ABSTRACT FROM AUTHOR]

The evolving neurobiological and psychological understanding of emotions, specifically positive emotions, provides fascinating insights into how learners' emotions can be evoked, and online learning environments can be crafted to maximize student engagement. Engaged online learners are more active, self-directed, and responsible; they persist and find academic success at higher rates. This article aims to maximize learner outcomes by combining the research and frameworks of online student engagement with the neuroscience and psychology of positive emotions. This research suggests that positive psychology interventions, which have been consistently correlated to positive organizational outcomes when similarly used in business initiatives, also apply to the online adult literacy classroom. The infusion of practical positive psychology principles and the purposeful use of positive emotions in the online setting are presented from three distinct perspectives: creating a positive culture, facilitation, and academic content. [ABSTRACT FROM AUTHOR]

Narratives drawn from a Fulbright study of immigrant women in Chile communicating with their families at-a-distance through information and communication technologies show that they utilized digital visual literacy practices. Digital visual literacy is a combination of digital literacy and visual literacy and even goes beyond these conceptualizations. By manipulating their levels of visibility through platforms on smartphone devices, immigrant women strove to create a sense of co-presence with their families abroad. This paper demonstrates the complexity and relevance of combining visuality with multi-literacies, voice, and gendered narratives of digital communication for immigrants inside and outside of adult literacy classrooms. [ABSTRACT FROM AUTHOR]

The article highlights a report which shows that 87,730 children in Manitoba were growing up in families living in poverty (SPCW 2020)—the highest rate of any province. It discusses that Adult education ought to be an important part of the education continuum, funded equitably with K-12 and post-secondary education; and mentions that there are major parts of the explanation for the fact that adult education is allocated two-thirds of one percent of the total Manitoba education budget.

We investigated the use of mobile-based technology to deliver an evidence-based literacy training program to improve adult literacy proficiency. The training system provides immediate feedback on practice items while periodically offering encouraging messages. We used a mixed methods research approach with a primary focus on fidelity of implementation and learner satisfaction, but also examined the relationship between learner engagement and time on task and knowledge gains. Twenty-three adult learners at a Midwestern community college participated in pre- and postsurveys, literacy assessment, and a focus group. Instructors were also interviewed. Results suggest that both instructors and learners appreciated the standardized literacy assessment feedback. Those learners who engage in and progress through the training demonstrate small literacy gains. Class level and student motivational differences appeared to affect outcomes. Ongoing research is needed to investigate the conditions in which learners use mobile-based technology and the efficacy of this intervention on literacy gains. [ABSTRACT FROM AUTHOR]

This article presents an instrument for measuring the effectiveness of literacy programmes for youth and adults. To assess the impact of participation on individual learners' lives and their environment, the authors developed a structure comprising five main dimensions: (1) "personal sphere" (six sub-dimensions); (2) "social skills" (six sub-dimensions); (3) "life project" (four sub-dimensions); (4) "knowledge" (five sub-dimensions); and (5) "economic situation" ´(five sub-dimensions). Phase 1 of developing this instrument included the definition of dimensional and sub-dimensional features; Phase 2 comprised drafting the design of the measurement scale. During Phase 1, the authors conducted focus group discussions and individual interviews with 15 students, 14 teachers, 10 graduates and 2 former managers of a Colombian second-chance adult education programme called Avancemos [Let's go forward]. The programme was launched in 1993 and has since been further developed by the University of Ibagué. During Phase 2, six specialists in education and psychology validated the survey items in an expert trial. In the third phase of development, the authors finalised a survey questionnaire to test their scale and distributed it among 132 Avancemos graduates, of whom 124 (63 women and 61 men) returned completed forms. In their analysis of the results, the authors found that their instrument, which they named EduIMPACT, had proved useful for evaluating and acting upon the programme's perception among its target group. [ABSTRACT FROM AUTHOR]

Adult literacy and English as an Additional Language (EAL) programs are often challenged to find suitable and authentic reading texts and instructional materials for their students. Newsela PRO, an entirely online resource, provides high-interest fiction, timely news articles, and other nonfiction texts in both English and Spanish that focus on developing reading and critical thinking skills by providing students with five levels of reading difficulty. Although originally designed for younger learners, the use of Newsela PRO has recently expanded into adult literacy programs. This convergent mixed-methods study investigated the usability and instructional use of this educational technology in an intensive, precollege EAL program in a community college in the northeastern United States. This case study found that instructors felt the detailed reports provided by Newsela PRO enhanced their instruction and feedback and enabled them to differentiate instruction more effectively. Regardless of language-proficiency level, students found Newsela "easy to very-easy-to-use." They were motivated to read more extensively and developed more confidence in their academic skills and English-language proficiency. These preliminary findings justify the additional cost of Newsela PRO as well as exploring its expanded use in other adult education, EAL, and literacy programs, especially Spanish-language literacy programs, both in the United States and internationally. As many adult and higher education programs were mandated to transition to distance learning exclusively during the recent COVID-19 pandemic, the effective instructional use of educational technology has become critical. [ABSTRACT FROM AUTHOR]

While the English literacy outcomes of Aboriginal children are constantly measured and debated, attention falls away once they leave school, leading to limited data on English literacy rates among Australia's Aboriginal adults. This paper reports on an investigation into the prevalence of low literacy in adults in eight Aboriginal communities in NSW, Australia, drawing on both self-report data from household surveys and objective professional assessments using the Australian Core Skills Framework (ACSF). The research was conducted in partnership with a national Aboriginal organisation as part of a longitudinal study of the impact of improved adult literacy on the social determinants of health and social wellbeing. Of the participants who were measured to have low or very low English-language literacy level using ACSF, 51% had completed Year 10 or higher. This casts serious doubt on the value of school completion data which is used, for example, in Close the Gap reporting, as an accurate predictor of adult literacy rates. Results further show that while self-reported low literacy was prevalent in the population studied, there was also a significant overestimation, with adults who have completed years 10–11 nearly 30 times more likely to overestimate compared to people who only complete primary school. Given the well-known associations between adult literacy and a range of other outcomes including income, employment and health, national adult literacy surveys such as the Program for International Assessment of Adult Competencies should aim to produce more comprehensive national, regional and local data on Aboriginal adult English literacy. [ABSTRACT FROM AUTHOR]

Low literacy in adulthood can be a powerful barrier to opportunity. Our research explored how participation in a free adult literacy program that provides dyadic support can help participants to build confidence and meet their unique literacy goals. We conducted in-depth interviews with 15 randomly-selected adult literacy learners who participated in the program. Respondents had diverse literacy skill gaps and needs, and the program helped them to begin to address these issues. Respondents' learning goals were more typically directly linked to study or work requirements rather than social needs, and some respondents demonstrated an ongoing commitment to improving their literacy beyond the program, showing an internal locus of control and a lifelong learner orientation. Improvement in literacy for vocational needs had a tangible influence on respondents' working lives. Some respondents showed an ongoing autonomous effort to build their literacy skills that was related to confidence gained through program participation. [ABSTRACT FROM AUTHOR]

This article draws on two studies of language diversity and adult literacy education in Timor-Leste that were conducted in different regions of the country between 2009 and 2013. Its central focus is on the day-to-day language practices and language values of local participants and the way in which these practices and values relate to national language policies. We first outline the views of language and of language policy-making that underpin our article. We then provide a brief overview of language-in-education policy-making in Timor-Leste with respect to provision for adult literacy. After that, we describe the design and conduct of the two studies and we present selected findings, drawing on both quantitative and qualitative data sources. The quantitative data were generated by means of questionnaire-based interviews and the research participants' own accounts of their language repertoires, practices and values. The qualitative data were gathered via: (1) observation of adult literacy classes; (2) analysis of photographs of signage in local linguistic landscapes. We conclude with a discussion of the implications of our findings for language-in-education policy development in the area of adult literacy provision in countries in the global south, such as Timor-Leste. Here we plead for a greater involvement of teachers and learners as actors, not mere bystanders, who can bring new voices into policy-making processes and into research into these processes. [ABSTRACT FROM AUTHOR]

The purpose of the study is to find out and develop a suitable learning model aimed for elementary school learners to ensure a quiet learning environment. This study applied a qualitative and quantitative method and further employed research and development methods. The study was carried out in two different stages; exploration and experimental studies. Meanwhile, through purposive sampling, the subjects chosen for the analysis included 50 learners, thirteen educational tutors, and six people from the literacy program management. The study's result indicated that problembased learning contributed to the increase in literacy rate in an entrepreneurship literacy program. [ABSTRACT FROM AUTHOR]