Low literate adult learners in migrant language programs were considered one of the most vulnerable groups in the sudden transition to online learning prompted by the COVID-19 crisis. While digital inequity and limited language proficiency and experience with technology greatly impacted access and engagement with remote learning in recurrent and extended school closures, systemic and structural vulnerabilities for adult learners acquiring basic literacy skills in an additional language predate the pandemic. Drawing from a doctoral research project examining epistemic injustice (Fricker, 2007) in the educational experiences of low literate adult learners in migrant language programs, this presentation will focus on language and educational policies in Australia which continue to influence an assimilationist and monolingual ethos and approach (Schalley, Guillemin & Eisenchlas, 2015) in the Adult Migrant English Program (AMEP). Language proficiency narrowly linked to employment purposes and the development of literacy skills exclusively in English overlooks the language and literacy needs of adults learning to read and write in an additional language without basic literacy skills in their home language(s). If epistemic rights consist of equitable access to information, knowledge and understanding, then migrant language programs need to enable and support adult migrants in their quest to access knowledge, public discourse, and meaningful participation in the community (Sen, 1999). This presentation will argue that reimagining education for low literate adult learners must value students' diverse ways of being and knowing, extend purpose beyond socio-economic integration, and promote greater participation in adult and lifelong learning and education.
Fricker, M. (2007). Epistemic injustice power and the ethics of knowing. Oxford University Press.
Schalley, A., Guillemin, D., & Eisenchlas, S. (2015). Multilingualism and assimilationism in Australia's literacy-related educational policies. International Journal of Multilingualism, 12(2), 162–177.
Sen, A. (1999). Development as freedom. Oxford University Press.
