Family Literacy in French in Newfoundland and Labrador
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2013
Based first and foremost on internal and family resources; the child plays a teaching role
The primary target of the interventions is the family unit, and in this regard, both parents and children are actors in the learning process. The parents are seeking to increase their capacity for performing their parenting tasks and functions in order to effectively fulfil their roles as the first educators of their children. The children, meanwhile, may occasionally play a teaching role to their parents in certain contexts (e.g., development of French-language skills in exogamous families). 
Non-formal, informal method
By nature, this model is non-formal. The delivery methods used are configured and organized in the form of structured workshops and/or labs but do not necessarily lead to any formal certification or other recognition. The learning activities must also support self-validation by the participants of the changes occurring within them. This method can also be classified as informal. Although its purpose is to assist in the development of parenting tasks and functions, it is also hoped that participants will gain confidence and awareness in relation to their worth and abilities and that they will be successful in transposing their newly acquired skills into other parts of their personal, social and professional lives. 
Andragogical approach promoting transfer of learning
This component proposes an andragogical approach designed to include teaching through workshops and/or projects, thereby aiming to facilitate the transfer of learning in the family setting. This practice enables the real-time acquisition and development of skills, but on a more practical basis. This component highlights the fact that the use of hands-on workshops, simulations and scenarios places greater focus on transfer of the learning achieved with a view to supporting development of the target skills in real, interactive contexts within the family. This component promotes the development of skills through action and through interaction between the participants, who can see the relevant practices and skills in action and supporting the ongoing improvement of their parenting tasks and functions. The interventions target the strategic development of parenting skills through the use of projects, labs and workshops relating directly to parenting functions. In this manner, the approach builds on andragogical methods focused first on developing parenting and generic skills before addressing essential and second-language skills more indirectly.
Needs Assessment and Recommended Models
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