Teaching Adult Immigrants With Limited Formal Education
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Teaching Adult Immigrants with Limited Formal Education by Joy Kreeft Peyton,Martha Young-Scholten Pdf
Adult migrants who received little or no formal education in their home countries face a unique set of challenges when attempting to learn the languages of their new countries. Few adult migrants with limited or no literacy in their native languages successfully attain higher levels of literacy in their additional languages, even if they attain high levels of oral proficiency. This book, the result of a European- and United States-wide collaborative research project, aims to assist teachers working with adult migrants to address this attainment gap and help students reach the highest possible levels of literacy in their new languages. The chapters provide the latest research-informed evidence on the acquisition of linguistic competence and the development of reading in a new language by adults. The book concludes with a chapter that addresses the challenges and opportunities faced by this group of learners and their teachers, with specific instructional strategies that can be used. The book will be an invaluable resource for teachers, tutors and training providers, as well as volunteers, who work with adult migrants.
English and Students with Limited or Interrupted Formal Education by Luis Javier Pentón Herrera Pdf
This book examines students with limited or interrupted education (SLIFE) in the context of English learners and teacher preparation courses from a cultural and social lens. The book is divided into five parts. Part I frames the conversation and contributions in this edited volume; Part II provides an overview of SLIFE, Part III focuses on teacher preparation programs, Part IV discusses the challenges faced by SLIFE in K-12 learning environments and Part V examines SLIFE in adult learning environments. This book is unique in that it offers practical instructional tools to educators, thus helping to bridge theory and practice. Moreover, it retains a special focus on K-12 and adult SLIFE and has an inclusive and international perspective, which includes a novel theoretical framework to support the mental, emotional, and instructional needs of LGBTQ+ refugee students. The book is of interest to teacher educators, in-service and pre-service teachers, English literacy educators, graduate students, tutors, facilitators, instructors, and administrators working in organizations serving SLIFE in K-12 and adult learning environments.
Breaking New Ground by Andrea DeCapua,Helaine W. Marshall Pdf
Breaking New Ground offers a new understanding of the SLIFE population and teaches readers how to address the needs of their students using project-based learning infused with MALP.--Résumé de l'éditeur.
Global and Transformative Approaches Toward Linguistic Diversity by DeCapua, Sarah E.,Hanc?-Azizoglu, Eda Ba?ak Pdf
A world of diversity brings along the necessity for multilingual perspectives. People must unite and understand each other more than ever before to overcome the challenges of miscommunication across borders. Today’s educators aim to value linguistic diversity in their daily curriculums to encourage emotional intelligence and empathy for new generations to alter the world into a more civilized and peaceful setting. Global and Transformative Approaches Toward Linguistic Diversity discusses pedagogical approaches to including linguistic diversity in a classroom setting. This book also explores questions and critiques on linguistic diversity as well as themes and thematic questions. Covering topics such as grammatical diversity, multilingualism, and semantic transfer, it serves as an essential resource for pre-service teachers, policymakers, faculty and administration of both K-12 and higher education, TESOL scholars, multilingual writers, activists, linguists, educators, researchers, and academicians.
Language Learning of Adult Migrants in Europe by Glenn S. Levine,David Mallows Pdf
This volume focuses on the learning of host-country languages by migrants in Europe. It identifies, clarifies, and offers insights into issues and central questions related to the learning of host-country languages with an emphasis on adolescent and adult language learners in formal and informal settings. The book draws on data collected following the refugee ‘crisis’ in Europe of 2015-16, which led to dramatic increases in the number of migrants arriving in Europe.
Taking Literature and Language Learning Online by Sandra Stadler-Heer,Amos Paran Pdf
The use of literary texts in language classrooms is firmly established, but new questions arise with the transfer to remote teaching and learning. How do we teach literature online? How do learners react to being taught literature online? Will new genres emerge from the COVID-19 pandemic? Is the literary canon changing? This volume celebrates the vitality of literary and pedagogic responses to the pandemic and presents research into the phenomena observed in this evolving field. One strand of the book discusses literary outputs stimulated by the pandemic as well as past pandemics. Another strand looks at the pedagogy of engaging learners with literature online, examining learners of different ages and of different proficiency levels and different educational backgrounds, including teacher education. Finally, a third strand looks at the affordances of various technologies for teaching online and the way they interact with literature and with language learning. The contributions in this volume take literature teaching online away from static lecturing strategies, present numerous options for online teaching, and provide research-based grounding for the implementation of these pedagogies.
Adult Language Education and Migration by James Simpson,Anne Whiteside Pdf
Adult Language Education and Migration: Challenging Agendas in Policy and Practice provides a lively and critical examination of policy and practice in language education for adult migrants around the world, showing how opportunities for learning the language of a new country both shape and are shaped by policy moves. Language policies for migrants are often controversial and hotly contested, but at the same time innovative teaching practices are emerging in response to the language learning needs of today’s mobile populations. This book: analyses and challenges language education policies relating to adult migrants in nine countries; provides a comparative study with separate chapters on policy and practice in each country; focuses on Australia, Canada, Spain (Catalonia), Finland, France, Ireland, the Netherlands, the UK and the US. Adult Language Education and Migration is essential reading for practitioners, students and researchers working in the area of language education in migration contexts.
Educating Refugee-background Students by Shawna Shapiro,Raichle Farrelly,Mary Jane Curry Pdf
This collection of empirical work offers an in-depth exploration of key issues in the education of adolescents and adults with refugee backgrounds residing in North America, Australia and Europe. These studies foreground student goals, experiences and voices, and reflect a high degree of awareness of the assets that refugee-background students bring to schools and broader society. Chapters are clustered according to the two themes of Language and Literacy, and Access and Equity. Each chapter includes a discussion of context, researcher positionality and implications for educators, policy-makers and scholars.
Literacies in the Age of Mobility by Annika Norlund Shaswar,Jenny Rosén Pdf
This book offers insights into questions related to mobility, literacy learning and literacy practices of adult and adolescent migrants. The authors address learning and use of literacies among adults and adolescents in both temporary and more permanent post-migration settlements and in various contexts, exploring spatial as well as temporal dimensions of literacies and power. The formal and informal educational settings examined include state-mandated schools, community settings, and libraries, and the chapters offer insights into the complex relations between literacies and mobility, as well as a range of perspectives on language use and language learning. This volume will be of interest to students and researchers in fields including education and literacy, applied linguistics, language education and migration studies.
Research Questions in Language Education and Applied Linguistics by Hassan Mohebbi,Christine Coombe Pdf
This volume encompasses the range of research questions on language-related problems that arise in language teaching, learning and assessment. The [150] chapters are written by experts in the field who each offer their insights into current and future directions of research, and who suggest several highly relevant research questions. Topics include, but are not limited to: language skills teaching, language skills assessment and testing, measurement, feedback, discourse analysis, pragmatics, semantics, language learning through technology, CALL, MALL, ESP, EAP, ERPP, TBLT, materials development, genre analysis, needs analysis, corpus, content-based language teaching, language teaching and learning strategies, individual differences, research methods, classroom research, form-focused instruction, age effects, literacy, proficiency, and teacher education and teacher development. The book serves as a reference and offers inspiration to researchers and students in language education. An important skill in reviewing the research literature is following a study’s “plan of attack.” Broadly, this means that before accepting and acting upon the findings, one considers a) the research question (Is it clear and focused? Measurable?), b) the subjects examined, the methods deployed, and the measures chosen (Do they fit the study’s goal and have the potential to yield useful results?), and c) the analysis of the data (Do the data lead to the discussion presented? Has the author reasonably interpreted results to reach the conclusion?). Mohebbi and Coombe’s book, Research Questions in Language Education and Applied Linguistics: A Reference Guide, helps budding researchers take the first step and develop a solid research question. As the field of language education evolves, we need continual research to improve our instructional and assessment practices and our understanding of the learners’ language learning processes. This book with its remarkable 150 topics and 10 times the number of potential research questions provides a wealth of ideas that will help early career researchers conduct studies that move our field forward and grow our knowledge base. Deborah J. Short, Ph.D., Director, Academic Language Research & Training, Past President, TESOL International Association (2021-22) As a teacher in graduate programs in TESOL I frequently come across the frustration of students at centering their research interests on a particular topic and developing research questions which are worth pursuing so as to make a contribution to the field. This frustration stems from the fact that our field is so vast and interrelated, that it is often impossible to properly address all that interests them. Hence, I wholeheartedly welcome this most relevant and innovative addition to the research literature in the field of TESOL and Applied Linguistics. Coombe and Mohebbi have created a real tour de force that stands to inform budding researchers in the field for many years to come. Additionally, the cutting-edge depiction of the field and all it has to offer will no doubt update the research agendas of many seasoned researchers around the world. The 150 chapters are organized in a most powerful, yet, deceptively simple way offering a positioning within the topic, suggesting questions that might direct inquiry and offering a basic set of bibliographic tools to start the reader in the path towards research. What is more, the nine sections in which the chapters are organized leave no area of the field unexplored. Dr. Gabriel Díaz Maggioli, Academic Advisor, Institute of Education, Universidad ORT del Uruguay, President, IATEFL
Author : Arthur K. Stock,David Howell Publisher : National Institute of Adult Continuing Education Page : 148 pages File Size : 48,9 Mb Release : 1976 Category : Business & Economics ISBN : UOM:39015072135562
Distinguished Professor of Applied Linguistics Ingrid Piller,Ingrid Piller,Donna Butorac,Senior Lecturer and Course Coordinator of Anthropology and Sociology Donna Butorac,Emily Farrell,Global Commercial Director for Open Research Emily Farrell,Loy Lising,Senior Lecturer in Linguistics Loy Lising,Shiva Motaghi-Tabari,Vera Williams Tetteh
Author : Distinguished Professor of Applied Linguistics Ingrid Piller,Ingrid Piller,Donna Butorac,Senior Lecturer and Course Coordinator of Anthropology and Sociology Donna Butorac,Emily Farrell,Global Commercial Director for Open Research Emily Farrell,Loy Lising,Senior Lecturer in Linguistics Loy Lising,Shiva Motaghi-Tabari,Vera Williams Tetteh Publisher : Oxford University Press Page : 217 pages File Size : 42,7 Mb Release : 2024-06-03 Category : Language Arts & Disciplines ISBN : 9780190084288
Life in a New Language by Distinguished Professor of Applied Linguistics Ingrid Piller,Ingrid Piller,Donna Butorac,Senior Lecturer and Course Coordinator of Anthropology and Sociology Donna Butorac,Emily Farrell,Global Commercial Director for Open Research Emily Farrell,Loy Lising,Senior Lecturer in Linguistics Loy Lising,Shiva Motaghi-Tabari,Vera Williams Tetteh Pdf
International migration and the social diversity it creates constitute one of the key global challenges of the early 21st century. Language and communication barriers can compromise equitable access in diverse societies, and where socioeconomic disadvantage becomes entrenched, it poses risks to security, productivity and quality of life. Clearly this is an important issue, and migrants and their language choices are heavily politicized; though political and media debates often rely on anecdotal conjecture or are ill-informed. Life in a New Language examines the language learning and settlement experiences of 130 migrants to Australia from 34 different countries in Africa, Asia, Europe, and Latin America over a period of 20 years. Reusing data shared from six separate sociolinguistic ethnographies, the book illuminates participants' lived experience of learning and communicating in a new language, finding work, and doing family. Additionally, participants' experiences with racism and identity making in a new context are explored. The research uncovers significant hardship but also migrants' courage and resilience. The book has implications for language service provision, migration policy, open science, and social justice movements.
Adult English Language Learners by Martha Bigelow Robin Lovrien Schwarz Pdf
Adult English language learners who lack print literacy or experience with formal education encounter a unique set of challenges in their lives and their efforts to learn English. Educators and policymakers are similarly challenged by how best to help these adults acquire English literacy. This booklet reviews a variety of research, including that on language acquisition, literacy development in adults and children, cognition and brain functioning, adult education, and professional development. Though research on this specific group of adult learners is sparse, available findings suggest that they need programs and classes separate from those for other beginning-level English language learners, with particular attention paid to cultural influences and their experiences (or lack thereof) with formal education. Those who teach these adults can benefit from professional development opportunities that focus closely on the specific backgrounds, strengths and needs of these learners.
Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms by Neokleous, Georgios,Krulatz, Anna,Farrelly, Raichle Pdf
Literacy has traditionally been associated with the linguistic and functional ability to read and write. Although literacy, as a fundamental issue in education, has received abundant attention in the last few decades, most publications to date have focused on monolingual classrooms. Language teacher educators have a responsibility to prepare teachers to be culturally responsive and flexible so they can adapt to the range of settings and variety of learners they will encounter in their careers while also bravely questioning the assumptions they are encountering about multilingual literacy development and instruction. The Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms is an essential scholarly publication that explores the multifaceted nature of literacy development across the lifespan in a range of multilingual contexts. Recognizing that literacy instruction in contemporary language classrooms serving diverse student populations must go beyond developing reading and writing abilities, this book sets out to explore a wide range of literacy dimensions. It offers unique perspectives through a critical reflection on issues related to power, ownership, identity, and the social construction of literacy in multilingual societies. As a resource for use in language teacher preparation programs globally, this book will provide a range of theoretical and practical perspectives while creating space for pre- and in-service teachers to grapple with the ideas in light of their respective contexts. The book will also provide valuable insights to instructional designers, curriculum developers, linguists, professionals, academicians, administrators, researchers, and students.
