ERIC Number: EJ1213071
Record Type: Journal
Publication Date: 2019
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0266-0830
EISSN: N/A
Towards a Pedagogy of Complementary Alternative Adult Literacy Learning Spaces (CALLS) in ESOL and Literacy Learning: A Case Study of the Use of a Computerised Environment (SCRATCH) in an ESOL Class
Ade-Ojo, Gordon O.; Yacoub, Raed
Studies in the Education of Adults, v51 n1 p89-108 2019
This article provides an argument for the recognition of complementary alternative literacy learning spaces (CALLS) as a strategy for operationalising the notion of multi-literacies in classroom practice. The paper draws empirical evidence from a small-case project to support the claim that scratch, functioning as a CALLS is a viable tool for ESOL/literacy teaching and learning. Empirical data were collected from students from two ESOL classes in London and their tutor over a ten-week project. In addition to defining the bounds of CALLS, the paper identifies four components as desirable for a pedagogy of CALLS and concludes that CALLS is a viable avenue for operationalising the notion of multi-literacies in classroom practice.
Descriptors: Teaching Methods, Adult Literacy, English (Second Language), Second Language Learning, Second Language Instruction, Multiple Literacies, Literacy Education, Learning Processes, Language Teachers, Student Attitudes, Teacher Attitudes, Foreign Countries, Case Studies, Spelling, Computer Assisted Instruction, Greek, Latin, Morphemes, Vocabulary Development, Self Esteem
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (London)
Grant or Contract Numbers: N/A