Virtual Symposium - Videos

Abstract: LESLLA researchers and teachers are united by their drive to support learners in their linguistic development and to navigate the numerous barriers they face in the classroom and beyond. Despite this common aim, the “gap” between research and practice in second language learning shows little sign of diminishing (Hall, 2023; Sato et al., 2022). While the reasons for this gap are many and varied, some barriers relate to teachers’ lack of access and time to read research (Sato & Loewen, 2018). Due to the scarcity and globally scattered empirical work with LESLLA learners, these issues are compounded and, in fact, frequently apply to many researchers in the field, as well. This inspired the creation of the LESLLA research database, which aims to help both academics and practitioners locate and compile LESLLA-focused research within a crowdsourced, searchable database. 

Those attending this symposium will undoubtedly be aware that LESLLA learners are often marginalised in their host countries and underrepresented in applied linguistics research. Calls to action in recent decades have resulted in a research base that has grown year on year (Bigelow & Tarone, 2004; Young-Scholten, 2013), including over 200 open-access articles in conference proceedings from the annual symposium. Building on this work and the shared knowledge of the growing research community, the LESLLA research database aspires to offer a comprehensive collection of relevant research, as well as the opportunity for anyone to search or disseminate research, in any language. 

This presentation demonstrates the design and functionality of the website, including a quick guide to searching and submitting research on the platform. Opportunities and challenges related to monitoring, maintenance and multilingual contributions are then highlighted. Finally, the opportunities that this database opens up for further research accessibility are outlined, and an opportunity is provided for feedback and discussion around next steps. 

References:

Bigelow, M., & Tarone, E. (2004). The Role of Literacy Level in Second Language Acquisition: Doesn’t Who We Study Determine What We Know? TESOL Quarterly, 38(4), 689-700. 

Hall, G. (2023). Teachers’ engagement with published research: how do teachers who read research navigate the field, what do they read, and why? British Council. https://doi.org/10.57884/B04W-E417 

Sato, M., & Loewen, S. (2018). Do teachers care about research? The research–pedagogy dialogue. ELT Journal, 73(1), 1–10. 

Sato, M., Loewen, S., & Pastushenkov, D. (2022). “who is my research for?”: Researcher perceptions of the research–practice relationship. Applied Linguistics, 43(4), 625–652. 

Young-Scholten, M. (2013). Low-educated immigrants and the social relevance of second language acquisition research. Second Language Research, 29(4), 441–454 

Abstract: The OECD considers inadequate knowledge of the language of the country of immigration (L2) as a primary cause for the unsatisfactory employment outcomes of migrants in Europe. Many adult migrants with limited or interrupted formal education work in low-skilled jobs, like cleaning, meat-processing with precarious contracts. For them, learning wwork-related L2 is necessary for secure and better jobs, but it is an enormous challenge. In most European countries L2 support ends when migrants find work. In Germany state-funded vocational L2 courses target literate, skilled employees. The most vulnerable ones including low literate remain trapped by poor language and literacy skills in low-paid, low-skilled, insecure jobs severely limiting their opportunity to develop L2 and thus progress at work. Improving work-related L2 is for many of them the only possibility for better outcomes, including economic benefits for individuals, employers, and wider society. L2 is learnt in and for the context in which it is used and is of immediate relevance; the learning tasks are based on the learners’ sociocultural experience. The presentation includes two case studies. One addresses representatives of workers’ councils (wocos) raising awareness, how to support their migrant co-workers, particularly low-literate learning German for and at work. In Germany wocos have legal instruments to promote vocational training. The other reflects key insights from L2 courses and coaching in food industry. The presenters reflect their practice inspired by an understanding of literacy as instrument for action in the context of work, constructing and giving meaning to workers’ activities and enabling them to act upon their world. Such an understanding requires literacy approaches embedding learning in the context in which it is used and gets its meaning: in our case the workplace. Central to such approaches are structural factors such as partnerships among different actors like employers, wocos, labour market administrators, L2 providers and teachers. 

References:

Baethge, M.; Baethge-Kinsky, V. (2004). Der ungleiche Kampf um das lebenslange Lernen. Münster. 

Braddell, A.; Miller, L. (2017). Supporting migrants in low‐paid, low‐skilled employment in London to improve their English. In Beacco, J-C. et al. (Eds), The Linguistic Integration of Adult Migrants, Some lessons from research / L’intégration linguistique des migrants adultes, Les enseignements de la recherche (pp.309-314). Berlin. 

Pulinx, R.; Van Avermaet, P. (2017). The impact of language and integration policies on the social participation of adult migrants. In Beacco, J-C. et al. (Eds), The Linguistic Integration of Adult Migrants, Some lessons from research / L’intégration linguistique des migrants adultes, Les enseignements de la recherche (pp.59-65). Berlin. 

Stirling, A. (2015). Employment outcomes for migrants in European labour markets. IPPR. Available at http://www.ippr.org/publications/migrant-employment-outcomes-in-european-labour-markets 

Abstract: Digital equity and inclusion for LESLLA (Literacy Education and Second Language Learning for Adults) or adult learners with limited education and print literacy skills require more than just access to technological resources or familiarising themselves with the basic operation of digital technologies. The challenge lies in finding meaningful ways for LESLLA learners to participate in the creation and dissemination of digital content, which requires the support of educators knowledgeable about relevant digital tools and resources and high-quality research on the application of how digital technologies can be effectively applied to enhance learning outcomes (Resta et al., 2018). Challenging the stereotypes of limited capacity for online learning due to their basic digital, language and literacy skills (Tour et al., 2021), this presentation showcases digital poetry as an impactful tool for enhancing language learning, literacy development and interculturality with adult English language learners. I will outline the process of this digital literacy project conducted during the COVID-19 pandemic in Australia and show how LESLLA learners engaged with poetry writing and various technological tools, including an online book creator app. As the learners recalled significant people, events, and places from their past and personal histories, the digital poetry project underscored the importance of meaningful human connections in language learning and digital skills development (Guillén et al., 2020). Through digital poetry writing, adult learners could apply their full range of linguistic repertoire for communication and develop skills in the operational, cultural and critical elements of literacy (Green & Beavis, 2012). 

References: 

Green, B., & Beavis, C. (Eds.). (2012). Literacy in 3D: An integrated perspective in theory and practice. ACER Press. 

Guillén, G., Sawin, T., & Avineri, N. (2020). Zooming out of the crisis: Language and human collaboration. Foreign Language Annals, 53(2), 320–328. https://doi.org/10.1111/flan.12459 

Resta, P., Laferrière, T., McLaughlin, R., & Kouraogo, A. (2018). Issues and challenges related to digital equity: An overview. In Voogt, J., Knezek, G., Christensen, R., Lai, KW (Eds.). Second Handbook of Information Technology in Primary and Secondary Education (pp. 987–1004). Springer International Publishing. 

Tour, E., Creely, E., & Waterhouse, P. (2021). “It’s a black hole. . .”: Exploring teachers’ narratives and practices for digital literacies in the adult EAL context. Adult Education Quarterly, 71(3), 290–307. https://doi.org/10.1177/0741713621991516 

Abstract: This study examined the role of literacy in adult immigrant learners’ development of L2 English morphosyntax and overegenlistation through production data and comprehension. 60 Arabic-speaking adults with varying amounts of native language schooling and levels of L2 English literacy living in the UK participated in this study. Applying Organic Grammar (Vainikka and Young-Scholten 2011), the results show a common developmental route of acquisition of morphosyntax regardless of learners’ literacy, and such overgeneralisations occur after learners’ initial stage of acquisition of the learners marked by a projection of only a verb phrase (VP), and as they are figuring out the negation phrase (NegP).For example, the chunk ‘you have’ appears to be overgeneralised in the sentence ‘boy you have drink milk’. These co-occur with utterances that have no overegenerlised forms but still lack inflectional morphology (e.g., ‘boy drive car’). These overgeneralised forms function as placeholders for the actual head of the projection and do not alter the path of acquisition. Therefore, we can conclude that literacy plays only a tangential role, and the use of certain overgeneralised forms seems to reflect their Organic Grammar stages. 

Abstract: In this case study, an existing game app, developed for children learning to read and write in their first/second language Finnish, was remotely tested with their own devices by three in-service LESLLA teachers during a period of 2-6 months. Evaluation and re-design data in form of written gaming diaries and interview recordings were also produced remotely. For this qualitative exploration a slightly adapted model of the use-oriented design cycle proposed by Bratteteig et al. (2013, p. 128) was adopted. The objective of this explorative design collaboration has been the re-design of the existing app, envisioning digital LESLLA-proof literacy support learning environments (see Cezarotto et al., 2022). Results of the present study, concluding the author’s doctoral research on LESLLA learners’ technology-mediated literacy support (Malessa, 2021, 2023, in press) will be presented and discussed. 

References:

Bratteteig, T., Bødker, K., Dittrich, Y., Mogensen, P.H. & Simonsen, J. (2013). Methods: organising principles and general guidelines for Participatory Design projects. In J. Simonsen & T. Robertson (Eds.), Routledge International Handbook of Participatory Design (1st ed., pp. 117–144). Routledge. https://doi.org/10.4324/9780203108543 

Cezarotto, M.A., Martínez, P., & Chamberlin, B. (2022). Redesigning for Accessibility: Design Decisions and Compromises in Educational Game Design. Int. J. Serious Games, 9, 17–33. https://doi.org/10.17083/ijsg.v9i1.469 

Malessa, E. (2023). Technology-enhanced or technology-exhausted learning in adult migrant literacy education in Finland: Exploring teachers’ experiences and views in pre-pandemic and pandemic times. International Journal of Technology in Education and Science (IJTES), 7(2), 104-128. https://doi.org/10.46328/ijtes.437 

Malessa, E. (2021). From computer-assisted to technology-enhanced learning: Lessons learnt and fast forward toward (digital) literacy of LESLLA learners. In M. D’Agostino & E. Mocciaro (Eds.), Languages and literacy in new migrations. Research, practice and policy. Selected papers from the 14th Annual Meeting of LESLLA (pp. 327–345). UniPa Press. https://drive.google.com/drive/folders/123g10kpgbjtRAuOuKDwbnfTtBS_fokcA 

Malessa, E. (in press). How COVID-19 intruded and improved my applied LESLLA research in progress: Reflections on research-design and research ethics of an empirical serious game study on L2 literacy support of adult migrants in Finland. (LESLLA 2021 proceedings) 

Abstract: En las sociedades occidentales actuales resulta imposible desenvolverse si no se tiene un conocimiento mínimo de la lengua. Sin embargo, la globalización ha traído consigo la movilización constante de población desde distintos puntos del mundo, lo cual acarrea que, en algunos casos, los inmigrantes que llegan a nuestro país no estén tan familiarizados con el concepto de alfabetización por falta de oportunidades en sus países de origen, o bien, porque en ellos no se tiene tan en consideración. Pero ¿cómo definimos la alfabetización? Aguirre García de la Noceda (2014) la plantea como la capacidad más allá de leer y escribir: la posibilidad de interpretar correctamente la realidad que rodea al individuo y responder ante ella. Entre los numerosos los estudios que se han llevado a cabo con estudiantes inmigrantes adultos no alfabetizados (de ahora en adelante, LESLLA), uno de vital importancia para esta investigación será el de Sosinski et al. (2020), del cual se toma el concepto de semialfabetizado: “los alumnos que tienen un mínimo de alfabetización en su lengua materna” (p. 354). Debido al reciente conflicto entre Rusia y Ucrania, cada vez son más las personas que acuden a nuestro país en busca de asilo incluyendo, evidentemente, a todo tipo de perfiles de alfabetización. El presente trabajo estudiará cómo se trabajan los contenidos nocionales relacionados con la alimentación y las compras en dos manuales esenciales dentro de la enseñanza de español a extranjeros (E/LE) e insertos dentro del enfoque comunicativo: Aula Internacional y Gente Hoy. A partir de este análisis, se comprobará si estos manuales están preparados para los alumnos LESLLA escogidos y, paralelamente, se propondrán secuencias de actividades adaptadas a las necesidades del grupo. El cometido final es que, a partir de una dinámica de aprendizaje comunicativa, estos alumnos sean capaces de poder desenvolverse en el país que los ha acogido con la mayor eficacia posible. 

Let's go shopping!: teaching notional content about shops and establishments in manuals for LESLLA semi-literate Ukrainian students. A proposal for adaptation

In today's Western societies, it is impossible to get by without a minimum knowledge of the language. However, globalization has brought with it the constant movement of people from different parts of the world, which means that, in some cases, immigrants arriving in our country are not as familiar with the concept of literacy due to lack of opportunities in their countries of origin, or because it is not taken into consideration there. But how do we define literacy? Aguirre García de la Noceda (2014) defines it as the ability beyond reading and writing: the ability to correctly interpret and respond to the reality that surrounds the individual. Among the many studies that have been carried out with non-literate adult immigrant learners (hereafter, LESLLA), one of vital importance for this research will be that of Sosinski et al. (2020), from which the concept of semi-literate is taken: "learners who have a minimum of literacy in their mother tongue" (p. 354). Due to the recent conflict between Russia and Ukraine, more and more people are coming to our country in search of asylum, including, obviously, all kinds of literacy profiles. This paper will study how the notional contents related to food and shopping are worked in two essential manuals within the teaching of Spanish to foreigners (E/LE) and inserted within the communicative approach: Aula Internacional and Gente Hoy. Based on this analysis, we will check if these textbooks are prepared for the chosen LESLLA students and, at the same time, we will propose sequences of activities adapted to the needs of the group. The ultimate goal is that, based on a communicative learning dynamic, these students will be able to function as effectively as possible in the country that has welcomed them. 

References: 

Aguirre García de la Noceda, M. V. (2014). La enseñanza de español a inmigrantes no alfabetizados: programación de un curso inicial. Universidad de Oviedo [Trabajo de Fin de Máster]. http://hdl.handle.net/10651/27873 

Centro Virtual Cervantes (2023), Plan Curricular del Instituto Cervantes. Recuperado el 13 de abril de 2023 de https://cvc.cervantes.es/ensenanza/biblioteca_ele/plan_curricular/default.htm 

Corpas, J., Garmendia, A., et al. (2013). Aula Internacional 1: Nueva edición. Madrid, España: Difusión Editorial S.L.

Sans, N., Gelabert, M.J., Lloret, M.T., et al. (2013). Gente hoy 1. Barcelona, España: Difusión Editorial S.L. 

Gibert Escofet, M. Isabel (2010). Trabajando con alumnos no alfabetizados. Foro de profesores de E/LE, 6. http://hdl.handle.net/10550/64932 

Teruel, R. O. (2002). El diseño de actividades didácticas de E/LE para minorías étnicas en una sociedad tecnológica. En Actas del XII Congreso Internacional de ASELE: tecnologías de la información y de las comunicaciones en la enseñanza de la E/LE (pp. 587-602). Universitat Politècnica de València. 

Sosinski, M., Young-Scholten, M. y Naeb, R. (2020). Notas sobre la enseñanza de alfabetización a inmigrantes adultos. Foro de profesores de E/LE, (16). https://doi.org/10.7203/foroele.0.17811 

Young-Scholten, M., & Peyton, J. K. (2018). Adult Migrants with Little or no Formal Education: Language and Literacy Learning. Doblele. Revista de lengua y literatura, 4, 5-21 

Abstract: La comunicación tiene por objeto presentar el marco teórico de la investigación doctoral La validez pronóstica de las pruebas de acceso para inmigrantes adultos analfabetos: un análisis desde una perspectiva lingüística. La literatura científica hace referencia a la lingüística cognitiva y, en particular, al concepto de embodiment cognition: la experiencia sensorial y afectiva, la interacción con el entorno, las funciones físicas, fisiológicas y sociales del cuerpo humano se reflejan en las lenguas y las culturas. (Bazzanella 2014: 24) Este supuesto complementa lo que se ha descrito sobre la alfabetización emergente (Gonzalves 2020: 42) en adultos analfabetos y la alfabetización emergente en un contexto pedagógico (Cisotto, 2011) en relación con las habilidades de lectura-escritura predictivas. La observación de estas habilidades en la fase de prueba de acceso podría ampliar la función de la prueba de diagnóstico a pronóstico. Partiendo de las consideraciones de algunos investigadores sobre las criticidades de las pruebas estandarizadas (Lengyel 2011:300;Tammelin-Laine, Ari, Reeta, Tuijia 2018:151;Rocca, 2019:69), la comunicación pretende presentar los primeros resultados relacionados a las prueba empleedas en la entrada en los CPIA(Centros de Educación de Adultos) italianos con migrantes adultos analfabetos. 

The prognostic validity of entrance tests for illiterate adult immigrants: an analysis from a linguistic-cognitive perspective 

The purpose of this paper is to present the theoretical framework of the doctoral research “The prognostic validity of entrance tests for adult illiterate immigrants: an analysis from a linguistic perspective”. The scientific literature refers to cognitive linguistics and, in particular, to the concept of embodiment cognition: sensory and affective experience, interaction with the environment, physical, physiological and social functions of the human body are reflected in languages and cultures. (Bazzanella 2014: 24) This assumption complements what has been described about emergent literacy (Gonzalves 2020: 42) in illiterate adults and emergent literacy in a pedagogical context (Cisotto, 2011) in relation to predictive reading-writing skills. The observation of these skills in the entrance test phase could expand the role of the diagnostic-to-prognostic test. Starting from the considerations of some researchers on the criticalities of standardized tests (Lengyel 2011:300;Tammelin-Laine, Ari, Reeta, Tuijia 2018:151;Rocca, 2019:69), the communication aims to present the first results related to the tests carried out at the entrance in Italian CPIA (Adult Education Centers) with illiterate adult migrants. 

References:

Bazzanella C., (2014), Linguistica cognitiva: un’introduzione, Editori Laterza, Roma. 

Cisotto L; (2011), Il Porfolio per la prima alfabetizzazione, Collana I materiali, Edizioni Erickson, Trento. 

Gonzalves L., (2020), “Emergent Literacy Development in Adult L2 Learners: From Theory to Practice”, in Cultivating Literacy in Diverse and Multilingual Classrooms, University of California, Editorial Advisory Board, pp. 41-61 

Lengyel. D; (2011), La valutazione diagnostica delle competenze linguistiche in un contesto multilingue, in Italiano Lingua Due 1, pp.294-332. 

Raspollini K., (2021), “Apprendenti adulti vulnerabili. Quali competenze e quali strumenti diagnostici?”, in Fiorentino G. e Citraro C. (a cura di), Percorsi didattici di alfabetizzazione. Buone pratiche per l’italiano L1 e L2, Franco Cesati Editore, Firenze, pp. 53-64. 

Rocca L., (2019), “La gestione della fase di accoglienza dell’utenza vulnerabile: intervista e test”, in Caon F., Brichese A., (a cura di) Insegnare italiano ad analfabeti, Torino, Bonacci Editore, pp 69-97 

Tammelin-Laine T., Ari H., Reeta N., Tuijia H., (2018), Predicting Placement Accuracy and Language Outcomes in Immigrants’L2 Finnish Education, University of Jyväskylä, Finland, in Useful Assessment and Evaluation in Language Education, Centre for Applied Language Studies, Georgetown University Press, pp. 151-171. 

Abstract: The Multiliteracies approach to literacy pedagogy developed by the New London Group (Cazden et al., 1996) enhances teaching and learning practices that reflect today’s variety in all senses, communication channels, languages, cultures, and media, and how they all impact our daily lives due to the different ways in which individuals make sense of the wold, depending on their cultural, social or academic contexts.This pedagogy understands language as “socially constructed”, and language learning as “dynamic and shifting processes of meaning-making”, which clearly reflects the movements in our global society. Furthermore, as lack of literacy in an additional language can lead to social exclusion, embracing this increased cultural and linguistic diversity is key for social justice. 

In fact, research has shown the benefits of the multiliteracies approach for adult migrants learning additional languages. Multiliteracies and multimodalities expand forms of literacy and help learners to adapt to different realities in workforce, community, and cultural contexts (Holloway & Gouthro, 2020) And to symbolize the transnational knowledge that adult migrants bring to the new contexts. (Noguerón-Liu & Hogan, 2017). Accepting multilingual interactions in the classroom impacts positively on the migrant students’ learning process (Boon et al., 2021), and multilingual teaching practices promotes learners’ autonomy (D'Agostino & Mocciaro, 2021) and the use of their own repertoire of semiotic resources (Tan, 2020). Besides, digital literacy practices are also relevant to help these learners (Jacobs et al. 2014) as the development of digital media literacy enhances the emergence of multiliteracies (Bhatia & Ritchie, 2016). In short, a multiliteracies approach to language education appears to be particularly beneficial with the adult migrant population. 

References: 

Bhatia, T. K., & Ritchie, W. C. (2016). Multilingual language mixing and creativity. Languages, 1(1), 6. 

Boon, D., da Conceição Savio, E., Kroon, S., & Kurvers, J. (2021). Adult literacy classes in Timor-Leste and diverse language values and practices across the regions: implications for language policy-making. Language Policy, 20(1), 99-123. 

Cazden, C., Cope, B., Fairclough, N., Gee, J., Kalantzis, M., Kress, G., ... & Nakata, M. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard educational review, 66(1), 60-92. 

D’Agostino, M., & Mocciaro, E. (2021). Literacy and literacy practices: Plurilingual connected migrants and emerging literacy. Journal of Second Language Writing, 51, 100792. Holloway, S. M., & Gouthro, P. A. (2020). Using a multiliteracies approach to foster critical and creative pedagogies for adult learners. Journal of Adult and Continuing Education, 26(2), 203-220. 

Jacobs, G. E., Castek, J., Pizzolato, A., Reder, S., & Pendell, K. (2014). Production and consumption: A closer look at adult digital literacy acquisition. Journal of Adolescent & Adult Literacy, 57(8), 624-627. 

Noguerón-Liu, S., & Hogan, J. J. (2017). Remembering Michoacán: Digital representations of the homeland by immigrant adults and adolescents. Research in the Teaching of English, 267-289. 

Rowsell, Jennifer, Clare Kosnik, and Clive Beck. 2008. Fostering multiliteracies pedagogy through preservice teacher education. Teaching Education 19: 109–22. Tan, X. (2020). Multilingual and Multimodal Literacy Beyond School: A Case Study of an Adult Vlogger in China. The Journal of AsiaTEFL, 17(4), 1252-1265.

Abstract: Vulnerable people not only have more difficult access to general education, training and further education, but also experience their disadvantage on a daily basis in their access to education and information services. This has an impact on their everyday life and their health. It can be deduced from this that the pressing challenge is to enable these target groups to actively participate in the current transformation issues of everyday life and work: Climate & Sustainability, Health & Nutrition and Consume & Information Society. Urgent transformation processes toward a healthy and self-determined society that consumes and produces in a sustainable manner require the necessary development of competencies for the active participation of all stakeholders. The implementation tasks are complex for educational institutions with because the future-oriented competencies affect all levels (Teacher, Management, Politics). Our presentation offers participants the opportunity to get to know an approach of participatory concept development for learning formats. With them it is possible to offer educational opportunities especially to people who are vulnerable. In order to reach these people, located-educational programs are necessary. Language-sensitive learning materials and didactic concepts support people with low literacy to (re)participate in the process of lifelong learning and to manage their lives in a healthier way. Especially the requirements of the future for a sustainable lifestyle are a challenge for all people and need a special focus on people with a need for literality. Newly developed learning concepts and materials will be introduced. The tested and evaluated practical examples relate to Food & Consumer Literacy. 

Abstract: Education should be inclusive and accessible to students from different linguistic and cultural backgrounds (Leon and Williams, 2016; Özturgut, 2017). Both students and teachers need to have special training regarding the value of linguistic and cultural diversity in classrooms. This can lead to improved social cohesion and social justice without discrimination, and can result in increased sensitivity and resource-orientation towards multilingualism and multiculturalism, and a better understanding of and enhanced awareness about certain needs and challenges related to education in multilingual classrooms, particularly the geographical and social contexts that affect the cognition, personal and social well-being of the students (Brown, 2021; Conrad et al., 2021). More comprehensive and inclusive research on multilingualism and its effect on education is needed and especially in relation to Literacy Education and Second Language Learning for Adults (LESLLA). The aim of the present study is to fill in this gap and to provide an active voice to students have valuable suggestions for improvement with respect to promotion of diversity and inclusivity of general education and regarding LESLLA. The researcher implemented questionnaires, semi-structured interviews and focus group discussions for data collection. Interviews allowed to investigate individual’s experiences, beliefs related to their learning experiences, language practices, multilingualism, multiliteracy, diversity and inclusion in general education and LESSLA. Quantitative and qualitative data analysis was implemented. Overall, 60 undergraduate students, future EFL teachers (age range 19-25, Mean=21.5) at a public university in Cyprus participated in the study and filled in the questionnaires, half of them participated in the interviews. The results of the study based on the investigation of teacher students’ needs and demands with regard to learning in multilingual contexts in Europe showed that students are in favour of the idea to promote and enhance Diversity and Inclusivity as well as social inclusion and intercultural communication. There is need of their training and preparation for the challenges they encounter in real-world linguistically and culturally diverse classrooms and LESLLA programmes. 

Abstract: Adult Education (AE) students enrolled in English as a New Language (ENL) courses range from Students with Limited or Interrupted Formal Education (SLIFE) to students with advanced degrees from their country of origin. The dearth and aging body of ENL ABE research concerning overarching student perceptions has led to the following research question: 1) How do emerging ENL adult Latino immigrant students experience their own learning? We use a combination of Culturally Sustaining Pedagogy (CSP) (Kinloch, 2017) and Cultural Capital Theory (Bourdieu, 1986) as a theoretical framework. We conducted individual interviews with Mexican and Ecuadorian emerging ENL students. Participants described how they use and exchange their capital to access linguistic capital in pursuit of outcomes including: increasing their personal agency, supporting their children’s learning, responding to pressure to  assimilate, experiencing personal fulfillment, and defending themselves. Learning self efficacy and competing priorities influenced this exchange process. 

Abstract: LESLLA students are adult or adolescent learners who are learning to read for the first time while also navigating life in a new language. The LESLLA teaching experience is unique compared to other language teaching situations in that the LESLLA teacher must be prepared to effectively teach foundational reading skills including phonological awareness, phonics, and fluency. These skills lay a necessary foundation for students to develop into proficient readers. 

This presentation will share several practical techniques for teaching phonological awareness, phonics, and fluency in a LESLLA context. Techniques for developing phonological awareness include embedded mnemonics, I Say - You Say, Word Ladders, and Syllable Sorts. Techniques for developing phonics skills include employing an explicit, systematic scope and sequence, as well as Cumulative Blending, encoding to reinforce decoding, Word Sorts, and explicit teaching of irregularly spelled High Frequency Words. Techniques for developing fluency skills include Decodable Text, Vocabulary Frontloading, Echo Reading, and Repeated Reading. The presentation will also include video samples of students practicing foundational skills. 

Conflict of Interest Disclosure: I create and share language and literacy teaching resources at the website abc English (abceng.org) and earn income from that project. This presentation will reference several of the resources that are available at the abc English website.

Abstract: At Oslo Adult Education Learning Center, Rosenhof, we are working on a project that seeks to draw attention to effective oral pedagogical practices in education for adult second language learners who lack written language proficiency. We would like to share our experiences at LESLLA’s upcoming conference. The European reference guide on Literacy and second language learning for the linguistic integration of adult migrants (LASLLIAM) provides a useful framework on how to teach LESLLA learners. The guide stresses the importance of a well-developed oral language. The perspective focuses on how oral and written language skills mutually support each other in the learning process and thus provide a synergy effect. The guide gives a thorough reasoning for the use of this methodology. However, we notice a lack in interest in the fact that oral language and subject knowledge might also be taught and learned orally, without paying attention to the written code. LESLLA learners are used to learning through their oral language, and oral learning strategies constitute a significant resource. Not only in basic language training, but at all levels, LESLLA learners can benefit from having opportunities to use their oral abilities in the learning process. Unfortunately, there is a lack of oral pedagogical practices that shed light on all the important aspects that characterize the condition for such learning. 

In our project we are comitted to find good, structured oral pedagogical practices that value learning potential, based on oral skills. We believe that oral learning methodology, in addition to the recommendations in the LASLLIAM reference guide, can strengthen the learner’s progression. If the conference is interested in these perspectives, we are happy to contribute a film of approximately 15–20 minutes. 

Abstract: This presentation explores the processes, challenges and pedagogical consequences of updating and creating an online version of a professional development course for teaching ESOL/literacy learners that implements a socially situated literacy practices approach. We have been running and delivering Learning Unlimited’s nationally recognised 'Teaching basic literacy to ESOL learners' course for over 10 years. The course is aimed at ESOL practitioners working with learners who have a very low level of - or no - Roman alphabet literacy, and possibly no literacy in their expert/first language(s). It is based on the original course developed by Helen Sunderland and Marina Spiegel more than 20 years ago, which resulted in their well-known book of the same title. Like the book, the course, in all its forms has taken a socially situated orientation towards both literacy and learning. However, the inexorable and ubiquitous explosion of digital technology, apps and devices in recent years, along with the everyday digital literacy practices that go with them - and the Covid pandemic - spurred us to review and develop a new, online version of the course that took account of the changing nature of reading and writing in the real world. Given the fragmented nature and multiplicity of the many ways we communicate in ‘written’ form, and the problematic nature of what counts as ‘writing’ itself, it seems very open to question whether there is now one single skill, attribute or practice that could be called ‘basic literacy’. In fact, such was the impact of the key emerging ‘new literacies’ themes of diversity, contextuality, multimodality and participation that we quickly realised that radical and innovative change was required, both in ESOL/literacy teaching and teacher education. The process also raised some very challenging questions about how to balance pragmatism and theoretical coherence in classroom practice, and in the course itself. 

References:

Altherr Flores, J. A. (2020) Social Semiotics and Literacy: how refugee background adult second language learners with emerging literacy make meaning in multimodal assessment texts (unpublished dissertation) https://repository.arizona.edu/handle/10150/642201 

Cope, B. & Kalantzis, M. (2000). Multiliteracies: Literacy learning and the design of social futures. Routledge. 

Fairclough, N. (2001). Language and power (2nd ed.). Longman.

Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). Taylor & Francis.

Jenny C. Aker, James Berry, and Melita Sawyer (2023). “Making Sense of the Shapes: What Do We Know About Literacy Learning in Adulthood?” CGD Working Paper 643. Washington, DC: Center for Global Development https://www.cgdev. org/publication/making-sense-shapes-what-do-we-know-about-literacy-learning-adulthood.

Kern, R. (2000) Literacy and language teaching. Oxford University Press.

Kress, G. (2010) Multimodality: A social semiotic approach to contemporary communication. Routledge.

Spiegel, M. & Sunderland, H. (2006) Teaching basic literacy to ESOL learners. LLU+.

Street, B. (1996) Social Literacies: Critical Approaches to Literacy in Development, Education, and Ethnography. Longman: London

Abstract: Adult English language education in the U.S. is concerning, with more than 23 million adults who are in need of English language instruction (Kennedy & Walters, 2013). Although 20 million are recent newcomers, almost 2.9 million are U.S. born adults trapped in linguistic isolation (Kennedy & Walters, 2013).With the increasing number of asylum seekers coming into the U.S. recently, this number is expected to rise. About 62% of immigrant adults with low English proficiency have never been enrolled in an English for speakers of other languages (ESOL) class (Batalova & Fix, 2010) and there are only enough Adult ESOL classes to enroll about 5% of those in need (McHugh et al, 2007). 

The majority of the available adult ESOL programs are community-based, with most of the participants attending less than 12 hrs. of instruction weekly (Schalge & Soga, 2008). To support the full participation of immigrant adults, English language support is critical. With limited availability of adult ESOL programs, many lack instructors who are well-prepared to teach the English language. Although many community-based programs are taught by volunteer instructors who may have prior experiences or education, many begin teaching in ESOL classes without any preparation on teaching the English language. Having good intentions does not often achieve the high-quality language instruction needed to support adult English learners’ linguistic and cultural needs to advance their goals (Burt et al, 2008). In addition to care and empathy, adult language instructors also need knowledge of second language learning, adult literacy development, and ESOL methodology to support adult ESOL learners (Merriam & Bierema, 2014). 

This presentation offers a systematic review of adult ESOL programs in the Northeastern U.S., including the strengths, challenges, and the needs of current programming as well as a survey of programs that offer specific adult focused ESOL certification extensions. 

References:

Batalova, J. & Fix, M. (2010). A profile of limited English proficient adult immigrants. Peabody Journal of Education, 85:4, 511-534. 

Burt, M., Peyton, J. K., & Schaetzel, K. (2008). Working with adult English language learners with limited literacy: Research, practice, and professional development. Washington, DC: Center for Applied Linguistics. 

Kennedy, S., & Walters, J. (2013). Repairing the nation’s education system for adult English learners. Lexington Institute, 1-16. 

McHugh, M, Gelatt, J & Fix, M (2007). Adult English language instruction in the United States determining need and investing wisely, Migration Policy Institute, Washington. 

Merriam, S. B. & Bierema, L. L. (2014). Adult learning: Bridging theory and practice. 

Jossey-Bass. Schalge, S., & Soga, K. (2008). Then I stop coming to school”: Understanding absenteeism in an adult English as a second language program. Adult Basic Education and Literacy Journal, 2(3), 151-161.

Abstract: “Where do we come from? “Where are we going” and “What are we having for lunch?” These are the three fundamental questions of human mankind according to the Austrian comedian Josef Hader. Together with movement, eating and drinking (in the following: food) are topics about which everyone can have a say, bringing learners of different ages and cultures into conversation. Food and move literacy uses these topics as a "vehicle" to convey basic and L2 skills as well as to positively shape group processes without wagging a finger. Managing our everyday nutrition today requires much more than being able to cook. Even more so if you have migrated to a country with different culinary habits and products. In migrant families knowledge about food composition and preparation are no longer always functional. Moreover, the social gap between rich and poor, literate and less literate is widening in the area of nutrition as well. The consequences can be serious for the health of individuals, the wellbeing of society and environment. The issue of movement is also of great importance for health in western societies, where the organization of work and life make people more and more sedentary with negative consequences. In order to counterbalance these negative tendences we are increasingly dependent on literacy skills, a challenge for low-literate. The workshop draws on the results of an international SOKRATES-GRUNDTVIG-Projekt (2004-2007), called Food Literacy, further developed by the Federal Centre for Nutrition (BZfE) at the Federal Office for Agriculture and Food (BLE), Germany with the university of Flensburg. It shows practical exercises, how food and movement issues can be used in LESLLA classes. Their aims are to train specific language and literacy skills, and at the same time promote awareness for food and movement, and create a learning conducive environment, where everybody can participate.

References:

Food & Move Literacy https://www.bzfe.de/bildung/unterrichtsmaterial/erwachsene/food-move-literacy/

Abstract: The presenter will share a personal experience of educating a US state lawmaker on barriers that English language learners, including LESLLA learners, face when taking a written state driver license exam. The presentation will walk attendees through each step of the process from the presenter’s perspective and how the law was ultimately changed to be more inclusive of all English language learners in the state. The presentation will include tips for how LESLLA practitioners can be active in the US lawmaking process. Attendees will leave with knowledge of one LESLLA practitioner's experience and tips and ideas for how to engage in advocacy efforts in their own settings. 

Abstract: Although pronunciation has always been top of mind when instructing LESLLA learners, the challenge is the lack of resources for classroom or independent practice with pronunciation. Shadowing is a pronunciation technique that we became interested in. This technique has been used with advanced English learners for many years. We decided to accommodate literacy learners by adapting the shadowing process. The innovative shadowing tool that we have created is now a resource available online for LESLLA learners to access. Dr. Jennifer Foote describes shadowing as a pronunciation practice technique where learners are encouraged to follow the speaker as closely as possible with only a very short delay. This means that the model speaker and the learner will be speaking at the same time. The learner is focusing on the sounds of the language. The objective for the learner is to produce what has been heard simultaneously. This is a bottom-up process so the learner does not focus on meaning. The learners’ focus is on mimicking the same phoneme, rhythm, stress, and intonation of the language heard. In our proposed video presentation, we will address how we adapted the shadowing technique for LESLLA learners so they have the opportunity to independently practice pronunciation. Along the way we discovered how we could better support our learners’ success with shadowing. We will share our observations as we piloted this project and conclude with the value of this resource for both teachers and students. 

References:

Foote, Jennifer A., Shadowing: A useful pronunciation practice activity, pronunciationforteachers.com/TeachingTechniques, Edmonton, Canada, 2017, www.pronuciationforteachers.com.

Hamada, Y., August 2018, Shadowing for Language Teaching, TESL Ontario CONTACT Magazine, p. 19-24, www.contact.teslontario.org. 

Abstract: Curriculum and assessment in community-based adult education for learners with refugee and migrant backgrounds are often based on “survival curriculum” approaches that focus on everyday communicative skills (e.g., going to a doctor or asking for directions) (Snell, 2019). While these themes and topics have some value to students, the underlying ideologies of the “hidden curriculum” might be potentially harmful and unjust to adult learners as the textbooks and materials might be inaccurate or showcase “passive and subservient roles” for learners (Auerbach & Burgess, 1985, p. 772). One of the possible solutions to enriching the curricula and empowering adult learners is framing community-based survival curricula through the multiliteracies framework. Multiliteracies framework for curricula allows students to develop not only communicative skills but also interpretation and analytic strategies for a variety of texts and situations, usage of L2 in various contexts, and problem-solving and critical thinking skills (Kern, 2004). This study presents the development of a multiliteracies-informed curriculum for the General English Intermediate course for Ukrainian refugees at a non-profit refugee language tutoring organization Tutors4Ukraine. It also offers suggestions for learning outcomes and activities differentiation for other refugee and migrant language education contexts, including those designed for students with limited literacy. The curriculum focuses on students’ communicative competence and ability to express themselves on various topics, including talking about themselves, jobs and work, etc., by working through multiliteracies-oriented activities and interpretation of authentic texts. The survey was conducted to collect students’ learning goals and preferences to create the most effective curriculum. The majority of students expressed a willingness to learn more about self-learning techniques, so researchers integrated self-assessment activities into the materials. Preliminary findings show that multiliteracies pedagogy is suitable for the refugee student population because it enables them to own their learning (Hepple et al., 2014) and utilize their cultural and linguistic identities (Cumming & Early, 2011). As for employing self-assessment, researchers hope to find this strategy to be helpful for larger implementation into refugee language courses. 

References:

Auerbach, E. R. & Burgess, D. (1985). The hidden curriculum of Survival ESL. TESOL Quarterly 19(3), 475-95.

Cummins, J. & Early, M. (2011). Identity texts: The collaborative creation of power in multilingual schools. Trentham Books. 

Hepple, E., Sockhill, M., Tan, A., & Alford, J. (2014). Multiliteracies pedagogy: Creating claymations with adolescent, post‐beginner English language learners. Journal of Adolescent & Adult Literacy, 58(3), 219-229. 

Kern, R. (2004). Literacy and advanced foreign language learning: Rethinking the curriculum. In Byrnes & H.H. Maxim (Eds.), Advanced foreign language learning: A challenge to college programs (pp. 2 - 18). Heinle. 

Snell, A. M. S. (2019). Subversive survival through critical creativity in community-based adult second language contexts [Unpublished doctoral dissertation]. The University of Arizona.