Friday, October 21
Schedule

We compared the impact of Portfolio-based Language Assessment on ESL learners’ emotions across two streams of Language Instruction for Newcomers to Canada: one for students with well-developed first language literacy and the other for emergent readers. Literacy students reported higher negative emotions scores. Implications for LESLLA learners will be discussed.

Can English learners learn writing from podcasting? This presentation explores podcasting’s impact on beginning-level adult English learners’ alphabetic texts. Students’ podcasts are featured to illustrate how podcasting can bridge the gap between students’ home literacies and the traditional print-based literacies required in the classroom.

Based on a literature review, we present an innovative theoretical framework which describes effective literacy actions as an interplay of preconditions at organizational level; substantive characteristics of the actions themselves, and pursued effects. We will show how the framework can be used to evaluate actions in a scientifically substantiated way.

This 12-month study tracked 2 LESLLA learners who read aloud level-appropriate text without any prior scaffolding, to showcase how they decoded text independently. Despite differing L1s both demonstrated common reading miscues, ranging from inserting/deleting/transposing phonemes to articulating semantically- or visually-similar words. Implications for classroom instruction will be discussed.

This panel discussion will focus on a recent collaboration between a higher-education institution, an immigrant-serving community organization, a refugee resettlement organization, and other adult educators in Indianapolis to provide teacher training and professional development opportunities for students and educators working with adult ELL emergent readers.

abc English is a collection of resources created specifically for the LESLLA English learner community. This session will give an overview of the resources, which include books, lesson slideshows, printable packets, flashcards, and more. Resource categories include Systematic Phonics instruction and Oral Language Development, as well as US Citizenship preparation and Reading Skills Stories.

Drawn from a critical ethnographic dissertation with Syrian refugee young adults living in Turkey, this presentation highlights participants’ responses to intersectional linguistic, sociopolitical, and racial marginalization. Participants speak back to xenophobic public perceptions about refugees in the Turkish and international context and advocate for greater understanding of the Syrian diaspora.

In 2011, the Emergent Reader Literacy Evaluation (ERLE) was developed to capture incremental progress of English language literacy learners. For the first time, this assessment will be made publicly available. Join us to learn more about the creation of the ERLE and how you can implement it at your institution!

Remote learning provides unique challenges for LESLLA learners, but also unique opportunities for access. In this session, I will draw upon my experiences as a full time remote language teacher and volunteer LESLLA tutor to explore best practices in remote instruction for LESLLA learners. I will also share my process of starting a remote adult ESL program for LESLLA learners in a rural community.

Using and advocating for accessible prescription labeling, including translated audible and printed dual language labels, is one way we can help those with limited English proficiency increase their health literacy, medication adherence and safety. Learn about this amazing new technology and the growing number of states mandating accessible prescription labels.

The U.S. Department of Education’s Enhancing Access for Refugees and New Americans project will describe technical assistance available to support immigrant integration through Integrated English Literacy and Civics Education and Integrated Education and Training. The session will solicit input on effective strategies for supporting the economic integration of LESLLA learners.

This paper examines 15 years of LESLLA Proceedings to uncover the ways that literacy has been defined or conceptualized (or not) by authors, and argues for the importance of authors and symposium presenters making their assumptions surrounding literacy explicit for readers and symposium attendees.

Interest in incorporating culturally responsive teaching practices into adult language instruction has steadily been rising. Unfortunately, very few strategies and resources were designed with LESLLA learners in mind. This session will provide an overview of an antiracist praxis study circle, and focus on adapting several featured tools for LESLLA classrooms.

Presenters will share the collaborative process used to develop and refine health literacy materials for use in medical, legal and LESLLA classroom settings. During guided breakout, participants will identify a health literacy issue in their community and workshop creating a tool designed with LESLLA learners in mind; identify essential community partners; and strategize processes for dissemination and community use.

Participants will learn about the photovoice process and practical and ethical considerations and then create and share their own photovoice products. The workshop will close with a discussion of potential applications of the method to participants’ teaching or research. Participants should bring a smartphone, tablet, or laptop.