Wednesday, October 19 Schedule

In this presentation we will share the results of a survey focussing on teachers’ modelling and training of language learning strategies in the LESLLA classroom. Research questions included: What are the strategies that LESLLA teachers model and train? And are there links between teacher or group characteristics and strategy focus?

In an ongoing research project we experience that established methods in L2 research are not easily transmitted in the context of LESLLA research. On this backdrop, we will discuss what kind of methodological selection and adaption that is needed to successfully capture the longitudinal language development of LESLLA learners.

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.

Our project produces linguistically accessible short fiction books in English. We have started translating our books into other target languages. Accessible text with little functional morphology can be written in English but in highly inflected languages, this is impossible. We describe how translators find other alternatives for ensuring accessibility.

Few SLA studies have examined how much LESLLA learners gain from L2 instruction. We discuss 1) the development of a receptive skills test that can be used with adult L2 learners with diverging educational backgrounds, and 2) results of a study in which we used this test to measure the impact of L2 instruction.

This presentation focuses on the decision-making process in which our research team engaged to overcome the ethical and methodological challenges faced while conducting a large-scale multilingual needs assessment study with the various stakeholders involved in LESLLA classes in Quebec.

The aim of this study was to examine the views and attitudes of future EFL teachers regarding their own linguistic repertoires, language portraits, language use and symbolic and cultural values associated with various languages, special knowledge, training and development of such characteristics as cross-linguistic and metalinguistic awareness, sensitivity to learners’ cognitive and affective differences, collaboration (García and Kleyn, 2016) needed for multilingual education, and multilingual pedagogical approaches (Kirsch et al., 2020), translanguaging, literacy education and second language learning for adults (LESSLA).

The paper draws on qualitative data provided by language teachers with some teaching experience to non-literate and/ or low-literate immigrant and refugee adults through an online survey, in order to study the teachers’ profiles, their students’ literacy profiles, related challenges and teaching practices.

In this talk, presenters describe their work in a small, ongoing dual language literacy pilot with LESLLA learners. Presenters describe the how home language literacy development supported English reading and writing. They then share a new multimodal resource created for teachers working in dual language literacy programs for LESLLA learners.

Using simple drawings is a great way to develop pen control, and to take notes when it’s not possible to write an L1 translation. It also aids understanding and vocabulary recall. This session will share some innovative, accessible and minimal preparation teaching techniques which use super simple hand drawn icons.

This research is the result of an experience carried out in the city of Kilis, Turkey, by the non-profit organisation “Amal for Education” in the field of language education of Syrian school-age refugees. It was carried out as part of the degree course in Linguistic Sciences and Intercultural Communication at the University for Foreigners of Siena for the purpose of preparing a master's thesis.

Policies that impact LESLLA learners from Africa and teachers in the context of public high school in the Canary Islands: an archipelago located in the Atlantic Ocean to the northwest of Africa, which forms a Spanish autonomous community with the status of historical nationality due to its identity post-colonial and is also an Outermost Region of the European Union.

English Unlocked is an accessible, student-centered, English language literacy curriculum aligned with the College and Career Readiness Standards for English Language Arts, specifically designed for adult learners. Each of the four curriculum levels were written by teachers, for teachers, and developed with student collaboration to create a comprehensive educational experience. All books in the curriculum are sold as digital files to be downloaded and printed.

We present and discuss the first results of reading fluency and the writing tool “spelling inventory” of L2 German learners in relation to their L1 Turkish. According to different studies reading and writing skills in L1 are important predictors for L2 reading acquisition. So we focus on cross-linguistic-influences of low-literate adult participants in literacy courses. basic literacy skills of and some transfer of L1 to L2.

Hyflex instruction is becoming increasingly popular, combining hybrid options (learners can attend class remotely or in-person) with flexibility (learners can easily switch between the two). Learn how teachers are incorporating technology, intentional classroom setups, with patience and creativity. We’ll discuss classroom cohesion and ideas to keep LESLLA learners on the same page, both literally and figuratively!

Technology is integral to nearly every aspect of our daily lives, including the way we learn and work. To ensure that learners achieve digital resilience, educators must utilize strategies shown to effectively integrate and apply digital skills content that is immediately relevant yet forward-looking. In this session, presenters will share some of the major themes in digital resilience identified by the field through our research- and practitioner-informed landscape scan.

College level ESL methods courses often exclude best practices for working with LESLLA Learners. In this presentation, I will share how I've included LESLLA best practices in a general ESL methods course for undergraduate students.

This presentation shares findings from a study about immigrant women who are developing their English literacy and writing in a community-based ESL program. The findings highlight the teacher’s translingual disposition and the translingual spaces that emerged and facilitated the women’s growing understanding of writing in American English.

Practice-informed strategies are essential to develop tailor-made solutions for individual classrooms. The workshop will introduce action research as a tool that empowers teachers to make informed pedagogical decisions for their regular teaching practice. It will stimulate exchange of good practice among practitioners and contribute to their professional development.

Based on a doctoral research project exploring epistemic injustices experienced by low literate adult learners, this presentation will outline the process and preliminary findings from participants' Educational Journey Maps to help contextualise and understand adult learners' perspectives on their educational experiences from their home (or transit) countries to remote learning in Australia.

Teachers of beginner-level adult EAL students work from oral to written language; their students are often from refugee backgrounds with emerging levels of literacy due to interrupted schooling. Despite the complex nature of teaching this level, research and professional learning resources are limited. Teachers also face pressure to focus their limited professional learning time on administrational requirements and assessment compliance, rather than on training that supports their pedagogical needs. In this presentation I discuss my PhD research: a small-scale study that explores collaborative research opportunities with LESLLA educators to deepen understandings of teachers' professional learning about teaching pronunciation. The aim of the study is to develop a sustainable, inclusive model of professional learning for teachers of preliterate adults in the Australian context. I outline the study's background and discuss theoretical and methodological considerations. I also reflect on the challenges and opportunities that practitioner research methodologies offer academic researchers and teachers working together for deeper understandings of LESLLA teaching practices

Inspired by Gail Weinstein’s Learners’ Lives as Curriculum framework and Patsy Egan’s principles of balanced literacy instruction, the aim of this curriculum and assessment is to incorporate students’ strengths and knowledge in designing a health-literacy curriculum relevant to their lives while incorporating pedagogical techniques such as utilizing learner-generated texts and Whole-Part-Whole.

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.

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.