Comparing literate and oral cultures with a view to improving understanding of students from oral traditions: an autoethnographic approach

<p>In his book Orality and Literacy, Walter Ong describes the difference between cultures that have never been exposed to literature and those that have been highly influenced by literature and literacy. He suggests that such learners have a different “consciousness” as a result of their life experience. This notion is later confirmed by research on brain structures that shows preliterate people having developed very different structures from those of highly literate people. In this paper, I describe my own process of becoming literate in a highly literate culture. By comparison, I cite my 34-year experience living with a people group in Papua New Guinea from the time they had no exposure to literature to their present literate state. The research on teaching literacy to people labeled non-literate suggests that a greater understanding of the values and traditions of these people is necessary to help them, not only to learn English, but to learn the culture and values of education in their new environment. My conclusions discuss the need for teachers of English to be aware of the values, learning models, process of learning, and even potential brain structures found in people from non-literate cultures. Adjustments need to be made accordingly when teaching English to students with no formal education.</p>

Name thesis:degree_name

Master of Arts (MA) in English: Teaching English as a Second Language

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

English

Year

2018

Author dc:creator

• Anderson, Carol Lee

• Bilingual, Multilingual, and Multicultural Education
• Other Teacher Education and Professional Development

Statement dc:rights

• Access is available to all users

Repository record dc:identifier

https://dc.ewu.edu/theses/482

OAI identifier oai:identifier

oai:dc.ewu.edu:theses-1486