ERIC Number: EJ1192108
Record Type: Journal
Publication Date: 2018
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1534-8458
EISSN: N/A
Actions and Conceptions: Exploring Initial Literacy Teaching Practice for Adults
Journal of Language, Identity, and Education, v17 n5 p306-319 2018
Given that it is a delicate task to meet the educational needs of adult emergent readers in a second language setting, this study serves to explore the teaching practice of teachers working with learners of initial literacy and second language. Based on a situated learning perspective, data from 16 lesson observations of nine teachers is analysed. The findings show that teachers initiate and negotiate learning activities, strive to get the students to understand words and other symbols, facilitate participation within and outside the classroom and negotiate the acceptable student behaviour. These findings suggest that Literacy Education and Second Language Learning for Adults (LESLLA) teaching and learning is a particular practice, where the teachers' actions are intertwined with those of the learners and with the teachers' conceptions of the learners. In that way, the teachers' actions do not only speak of the learners, but also of their own professional identity.
Descriptors: Literacy Education, Teaching Methods, Professional Identity, Adult Literacy, Second Language Learning, Second Language Instruction, Learning Activities, Teacher Attitudes, Communities of Practice, Swedish, Immigrants, Foreign Countries, Refugees, Student Behavior, Educational Needs
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A