To ensure smooth communication and collaboration, here are some troubleshooting tips to address common issues:
Check Internet Connection: Verify that you have a stable and reliable internet connection. Use a wired connection when possible, as it tends to be more stable than Wi-Fi. If using Wi-Fi, make sure you have a strong signal.
Update the Browser or App: Ensure that you are using the latest version of the web browser. Developers frequently release updates to address bugs and improve performance.
Clear Browser Cache: Sometimes, cached data can cause conflicts or issues. Clear the browser cache and cookies before joining the meeting.
Test Audio and Video: Before the meeting, check your microphone and camera to ensure they are working correctly. If you are a speaker, you can click on "Start Practice Session" button test to ensure audio and video devices are functioning.
Close Other Applications: Running multiple applications in the background can consume system resources and lead to performance issues. Close unnecessary apps to free up resources for the Dryfta meeting platform.
Restart Your Device: If you encounter persistent issues, try restarting your computer or mobile device. This can help resolve various software-related problems.
Use Supported Browsers: Ensure you are using a browser supported by the meeting platform. Recommended browsers: Chrome, Firefox, Edge, and Brave.
Allow Necessary Permissions: Make sure the Dryfta meeting platform has the required permissions to access your microphone, camera, and other necessary features.
Disable VPN or Firewall: Sometimes, VPNs or firewalls can interfere with the connection to the meeting platform. Temporarily disable them and see if the issue persists.
Switch Devices: If possible, try joining the meeting from a different device to see if the problem is specific to one device.
Reduce Bandwidth Usage: In cases of slow or unstable internet connections, ask participants to disable video or share video selectively to reduce bandwidth consumption.
Update Drivers and Software: Ensure your operating system, audio drivers, and video drivers are up to date. Outdated drivers can cause compatibility issues with the Dryfta meeting platform.
Contact Support: If none of the above steps resolve the issue, reach out to the platform's support team. They can provide personalized assistance and troubleshoot specific problems.
By following these troubleshooting tips, you can tackle many common problems encountered on Dryfta meeting platform and have a more productive and seamless meeting experience.
20230721T101520230721T1800Europe/Amsterdam[SYMP17] Adult Migrants Acquiring Basic Literacy Skills in a Second LanguageHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Language needs analysis of adult refugees and migrants and LASLLIAM Piloting in L2 Greek
Oral Presentation[SYMP17] Adult Migrants Acquiring Basic Literacy Skills in a Second Language10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
In this study we focus on language education of adult refugees and migrants in Greece. The main purpose of this study is to assess language needs of adult refugees and migrants through the implementation of the CoE Toolkit relevant needs analysis tools and to present tailor-made thematic units, that would cater for the language needs traced (Mouti, Maligkoudi & Gogonas, in press). The second and most crucial aspect of this presentation will be the LASLLIAM Reference Guide and its Piloting in Greek as an L2. An attempt was made so that sample materials based on the LASLLIAM Reference Guide and its descriptors were designed to address the needs of low literate refugees and migrants in the Greek context. Findings of the needs analysis study were used to select the Theme-based scenarios at level 1-4 and in different domains to be designed with a focus on communicative situations that learners are facing in real-life and provide a set of real-world situations. Emphasis was made on the Writing skills (including technical literacy).
In this study we focus on language education of adult refugees and migrants in Greece. The main purpose of this presentation is to present language needs of adult refugees and migrants through the implementation of the CoE Toolkit relevant needs analysis tools and to present tailor-made thematic units, that would cater for the language needs traced (Mouti, Maligkoudi & Gogonas, in press). The findings show high diversity in terms of language competence, literacy, and linguistic backgrounds among the students and interestingly necessities prevailed the wants as the thematic units designed were not all based on the subjective needs but on their objective needs of the learners. Challenges raised in the heterogeneous multilingual classroom and further research as far as the CoE LASLLIAM (Literacy And Second Language Learning for the Linguistic Integration of Adult Migrants) Project is concerned, will be also discussed. The second and most crucial aspect of this presentation will be the LASLLIAM Reference Guide and its Piloting in Greek as an L2. An attempt was made so that sample materials based on the LASLLIAM Reference Guide and its descriptors were designed to address the needs of low literate refugees and migrants in the Greek context. Findings of the needs analysis study were used to select the Theme-based scenarios at level 1-4 and in different domains to be designed with a focus on communicative situations that learners are facing in real-life and provide a set of real-world situations. Emphasis was made on the Writing skills (including technical literacy). Instructions are included in each Scenario for the teachers, who are encouraged to mediate explanations in different languages, giving value to the plurilingual repertoires of participants. 'Language activities' refer to the activities carried out in the educational setting to reach the scenario aims. They can be used separately in one or more sessions, and in any order, also reassembling andcombining different scenarios; or as a sequence following the suggested order. Along the language activities, there will be a set of exercises-drills to develop technical writing skills at word/phrase levels, according to each learners' profile, following the technical literacy descriptors provided in each scenario. It was attempted the examples presented to follow the model, in both the layout and terminology, provided by LIAM in the frame of the project "Language support to adult refugees: a Council of Europe Toolkit" (Council of Europe - LIAM 2020).
Presenters MOUTI ANNA Assistant Professor, Aristotle University Of Thessaloniki
Assessing Basic Literacy Skills in a Second Language using the LASLLIAM-Scales
Oral Presentation[SYMP17] Adult Migrants Acquiring Basic Literacy Skills in a Second Language10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
Low-literate learners of German as a foreign language are often characterized by a very uneven profile of language competences (vgl. Lemke-Ghafir et. al. 2021) and their competences often lie (partly) below the levels described by the CEFR. To date, such profiles cannot be mapped (or assessed) using conventional assessment tools. Furthermore, assessment tools for emerging literacy competences usually focus mainly on technical reading and writing skills (cf e.g. Perlmann-Balme et al. 2007) and usually fail to take functional literacy competences into account. At the same time, the need for an instrument that is able to map the individual competence profiles in the technical and functional area below the CEFR levels is clear: for teachers as a basis for learner- and action-oriented lesson planning and for the identification of required support measures, for learners as a small-scale and competence-oriented feedback on their own learning progress and for researchers as an instrument for the empirical evaluation of methodological approaches in literacy teaching. The LASLLIAM scales developed by the Council of Europe (cf. Schramm 2021) allow for the development of such an assessment tool, as they describe technical reading and writing skills as well as communicative written and oral skills of low literate learners of a second language below the A1 level according to the CEFR. While developing such an assessment tool, the specific requirements for the deployment of a test in this particularly vulnerable target group must be considered. Thus, to prevent negative emotional reactions (like fear of failure or feelings of being overwhelmed) to the test tasks, the tasks should avoid excessive use of written language. Furthermore, the task should be designed in a way that allows the participants to relate to them and draw parallels to their daily lives, and not require abstract task knowledge (cf. Heinemann 2008). In my contribution to the Symposium Adult Migrants Acquiring Basic Literacy Skills in a Second Language at the 2023 AILA Congress, I'll outline the exact requirements for a tool that is suitable to map emerging literacy competences of low literate learners of a second language and describe the process of developing such a test based on Bachman/Palmer (2010), as well as present an example for measuring emerging literacy competences in German as a second language.
Bibliography Bachman, Lyle F.; Palmer, Adrian S. (2010): Language testing in practice. Designing and developing useful language tests. 12. [Nachdr.]. Oxford: Oxford Univ. Press (Oxford applied Linguistics). Heinemann, Alisha M.B. (2008): Eine Förderdiagnostik für alle? Zu den Besonderheiten einer zielgruppengerechten Diagnostik für Zweitsprachlerner und Zweitsprachlernerinnen. In: Ferdinande Knabe (Hg.): Innovative Forschung - innovative Praxis in der Alphabetisierung und Grundbildung. Münster: Waxmann, 149–168. Lemke-Ghafir, Cosima; Rezzani, Miguel; Schroeder, Christoph; Steinbock, Dorotheé (2021): Erste Schrift und zweite Sprache. Migrant_innen ohne oder mit geringer formaler Bildung in Alphabetisierungskursen. Osnabrück. Perlmann-Balme, Michaela; Dengler, Stefanie (2007): Einstufungssystem für die Integrationskurse in Deutschland. Goethe-Institut e.V. Schramm, Karen: Zur Entwicklung supranationaler Deskriptoren für die zweitsprachliche Alphabetisierung – das LASLLIAM-Projekt des Europarats. In: Info DaF 2021 (48(6)), 571–581.
At the limits of learning? Un(b)locking the language and literacy development of adult newcomers navigating differently institutionalized language learning environments
Oral Presentation[SYMP17] Adult Migrants Acquiring Basic Literacy Skills in a Second Language10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
Language and literacy learning practices often take on a central role early in the official integration trajectories of adult newcomers. These practices are situated within differently institutionalized spheres of learning, from formal L2 education to less formal 'language practice opportunities' and learning practices embedded in daily activities. While there seems to be consensus among researchers and practitioners in adult basic education about the importance of aligning practices for language and literacy development inside education to those outside of it, not much is known about how adult learners with little experience in formal schooling or literacies navigate different language learning environments and how the relationship between these environments influences their trajectory. In this paper, we report from the Unlock research project that ethnographically explores the language learning practices of newcomers in Antwerp, Belgium in differently institutionalized environments. The research focusses specifically on those adult learners with little experience in formal education who are moreover considered as 'stagnating' in their educational development, even to the point they are labeled 'no longer progressing' (Dutch: uitgeleerd). The label is being used in formal educational and policy contexts to describe the position of learners who have exhausted all educational avenues offered in the formal L2 program, yet make – according to the prescribed curriculum – no more (or not enough) progress in terms of learning outcomes and are therefore excluded from further formal Dutch-as-L2 education and certification. By making visible which resources for language and literacy development are being deployed, offered and valued in different environments, we provide critical insights into how the differential institutionalization of learning and the use of different resources affect the literacy development of these adult learners and their learning lives. Looking at these issues through the lens of the learners 'no longer progressing' and others involved in their learning trajectory, our research is committed to learn what (untapped) potential different learning environments might contain for un(b)locking trajectories in ways that are empowering and rooted in the strengths and resources of learners, rather than perceived deficits. In this presentation we will show how ethnographic engagement with adult learners of literacy in an additional language offered insights into the way they came to be considered 'no longer progressing' or stagnating and how both they themselves and others around them experience this trajectory. After two academic years of fieldwork in schools, practice opportunities and daily lives of learners, we discuss how practices and policies in different learning environments perceive, handle and value these learners and how that contributes to the relative flow of their trajectories.
Revisiting Condelli’s What Works Study in light of self-reported practices of LESLLA teachers in Québec (Canada)
Oral Presentation[SYMP17] Adult Migrants Acquiring Basic Literacy Skills in a Second Language10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
Although LESLLA (Literacy Education and Second Language Learning for Adults) students form a very heterogeneous group (Reder, 2015), many of them share some characteristics that differ from literate language students (i.e. inference making; see Huettig & Mishra, 2014). Thus, researchers have been working on identifying classroom practices that are best suited to LESLLA students' characteristics and needs. In their What Works Study (2003, 2006), Condelli and his collaborators conducted a large-scale study to highlight teaching practices that are associated positively with students' literacy and language development. They identified four practices recommended for teaching LESLLA students: 1) Bringing in the outside (connections to the "real" world), 2) Use the students' native language for clarification, 3) Varied practice and interaction strategy, and 4) Emphasis on oral communication. However, 20 years after the publication of this research, there is a growing literature on instructed second language acquisition (ISLA) from which we can draw to critically examine these general orientations. In order to assess whether the teaching practices currently implemented in LESLLA classrooms in Québec (Canada) align not only with Condelli's orientations but also with recent ISLA research findings (i.e., oral practice without print support; L1 use as a cognitive tool for L2 language learning), our research team conducted a large-scale study throughout the province. We thus collected data on self-reported teaching practices through an online questionnaire with 54 teachers as well as through individual interviews with 42 teachers and 10 pedagogical advisors. Results show that the self-reported teaching practices generally followed Condelli and al.'s (2003, 2006) recommendations (eg., emphasis on oral skills). Nevertheless, when analyzed more closely, the self-reported practices did not always align with knowledge base from ISLA research. For example, some teachers reported spending a lot of time on oral skills development, but did so using techniques such as decontextualized drills, which find no empirical support in the literature (Wong & VanPatten, 2003). We believe that bridging ISLA findings to Condelli's influential work will provide more specific guidance to LESLLA practitioners.
Bibliography Condelli, L., Wrigley, H.S., Yoon, K., Cronen, S., & Seburn, M. (2003). What Works Study for Adult ESL Literacy Students: Final Report. Washington, DC: American Institutes for Research. Condelli, L., & Wrigley, H. S. (2006). Instruction, language and literacy: What works study for adult ESL literacy students. In Van de Craats, I., Kurvers, J., & Young-Scholten, M. (Eds.), Low-Educated Adult Second Language and Literacy Acquisition: Proceedings of the Inaugural Symposium (pp. 111–133). Utrecht, The Netherlands: LOT. Huettig, F., & Mishra, R. K. (2014). How literacy acquisition affects the illiterate mind–a critical examination of theories and evidence. Language and Linguistics Compass, 8(10), 401-427. Reder, S. (2015). Expanding emergent literacy practices: Busy intersections of context and practice. Dans M. G. Santos et A. Whiteside (dir.), Low-educated second language and literacy acquisition (LESLLA): Proceedings of the 9th symposium (p. 1-29). San Francisco, CA: Lulu Publishing Services. Wong, W., & Van Patten, B. (2003). The evidence is IN: Drills are OUT. Foreign language annals, 36(3), 403-423.
Using input-based tasks to teach abstract concepts to low literate adult learners of French: a classroom-based study
Oral Presentation[SYMP17] Adult Migrants Acquiring Basic Literacy Skills in a Second Language10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
Similar to other second language acquisition researchers before them (e.g., Tarone, 2010), Andringa and Godfroid (2020) have raised concerns about the field's overwhelming reliance on samples of participants from Western, Educated, Industrial, Rich, and Democratic (WEIRD) communities to draw conclusions about one's capacity to learn additional languages. Recognising that WEIRD samples differ from non-WEIRD ones in many domains known to mediate L2 learning outcomes (e.g., analytic reasoning skills, memory capacity, 2D visual perception, see also Huettig & Mishra, 2014), they call for research in more diverse contexts to promote progress in the field. The present study answers their call. The focus is on the implementation of input-based tasks in a literacy education and second language learning classroom for adults in a French-speaking community in Canada.
Input-based instruction has shown positive outcomes on lexical and grammatical development with different learner populations, such as young beginner students (e.g., Shintani, 2012) and low literate adult L2 learners (Beaulieu et al., 2020). However, the effectiveness of this approach has only been established with interventions that focus on relatively concrete language concepts (e.g., animals and singular/plural marking). To expand the pedagogical realm of this approach, we conducted a process-product study in which we adapted and piloted input-based tasks targeting temporal relations expressed in verb tenses (past-present-future) in an intact L2 classroom for low literate adult learners of French (N=18) in Quebec, Canada. The four-week intervention consisted of listen-and-do tasks and focused on daily actions in their third person singular and plural forms. To document the processes in which the participants engaged while carrying out the tasks, they were audio- and video-recorded. Also, to assess learning outcomes, the participants were tested before and after the intervention using a picture identification task (receptive knowledge) and a picture description task (productive knowledge). Results show the emergence of different learner profiles in relation to their capacity to process and produce temporal markings. These profiles will be discussed in light of students' engagement in listen-and-do tasks. This study shows that adapting input-based instruction for abstract concepts is not only feasible, but also beneficial for students with limited proficiency in the target language.
References Andringa, S., & Godfroid, A. (2020). Sampling bias and the problem of generalizability in applied linguistics. Annual review of applied linguistics, 40, 134-142. Beaulieu, S., Fortier, V., Damiens, J., Laberge, C., & Fillion, C. (2020). Développer des connaissances lexicales et grammaticales sans support écrit et sans production grâce à une approche par tâches basée sur la compréhension. La Revue de l'AQEFLS, 33(1), 12-19. Huettig, F., & Mishra, R. K. (2014). How literacy acquisition affects the illiterate mind–a critical examination of theories and evidence. Language and Linguistics Compass, 8(10), 401-427. Shintani, N. (2012). Input-based tasks and the acquisition of vocabulary and grammar: A process-product study. Language Teaching Research, 16(2), 253-279. Tarone, E. (2010). Second language acquisition by low-literate learners: An under-studied population. Language Teaching, 43(1), 75-83.
How Do Adult Arab Migrants in Germany Use Literacy in their Everyday Life? Literacy Practices of an Understudied Second Language Learner Group
Oral Presentation[SYMP17] Adult Migrants Acquiring Basic Literacy Skills in a Second Language10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
In everyday life adult migrants have to cope with various demands of the dominant language environment. In a literate society (Maas 2009: 147) these demands involve not only oral proficiency but also L2 literacy, e.g. in activities such as using public transport, making an appointment, paying bills, and countless more situations. In the talk we want to address the question how adult migrants cope with communicative situations involving literacy in Germany. We discuss results of a qualitative interview study (Förster, Aboamer & Czinglar in press), on a group of 12 Arabic speaking adults with heterogeneous literal experiences who participated in contrastive literacy courses (Arabic/German) during a period of nine months. Drawing on sociocultural perspectives on literacy as social practice (e.g. Street 1984, Cope & Kalantzis 2000), we rely mainly on personal reports of these 12 adults on experienced literal events in order to reconstruct their literacy practices. The recurring semi-structured interviews are carried out in Arabic by the multilingual research team, and thus reveal the emic perspectives of this underpriviledged and vulnerable group of second language learners. Additionally, we conduct an interview about the participants' literal biography i.e. their early pre-school and school experiences with written language and literal practices in their L1 (Gherwash 2017). Besides the interviews (online and face to face) the participants document their everyday experiences by sharing written and audio messages as well as pictures of literal artefacts, i.e. written fragments below the text-level (Waggershauser 2015: 50), in a chat with the interview team. The multimodal, multilingual and biscriptual qualitative data will be transcribed and translated into German and analysed with qualitative content analysis. Our interest lies in the ways and strategies adult migrants develop to engage in literacy practices. How do they manage to make meaning from texts they encounter? Which texts are they creating and for what purposes (Waggershauser 2015)? Who or what is of help in this process (Perry 2009)? We aim to understand how literal events and literacy practice relate to one another and how literacy as a social practice is shaped by situational and cultural contexts, ideologies and power (Purcell-Gates, Perry & Briseño 2011). Literature Cope, Bill & Kalantzis, Mary (Hrsg.) (2000): Multiliteracies. Literacy learning and the design of social futures. London, New York: Routledge. Gherwash, Ghada (2017): Diglossia and Literacy: The Case of the Arab Reader. Arab Journal of Applied Linguistics Vol. 3 (3): 56-85. Maas, Utz (2009): Sprache in Migrationsverhältnissen: „Sprachausbau (Schriftsprache) vs. mehrsprachige Kommunikation". In: Gogolin, Ingrid & Neumann, Ursula (Hrsg.): Streitfall Zweisprachigkeit – The Bilingualism Controversy. Wiesbaden: VS Verlag für Sozialwissenschaften, 145-161. Perry, Kristen H. (2009): Genres, Contexts, and Literacy Practices: Literacy Brokering Among Sudanese Refugee Families. In: Reading Research Quarterly 44(3), 256-276. Purcell-Gates, Victoria; Perry, Kristen H. & Briseño, Adriana (2011): Analyzing Literacy Practice: Grounded Theory to Model. In: Research in the Teaching of English 45(4), 439-458. Street, Brian V. (1984): Literacy in theory and practice. Cambridge, New York: Cambridge University Press. Waggershauser, Elena (2015): Schreiben als soziale Praxis. Eine ethnographische Untersuchung erwachsener russischsprachiger Zweitschriftlernender. Tübingen: Stauffenburg.
Presenters Franziska Förster Research Assistant, Friedrich-Schiller-Universität Jena Co-authors
A Contrastive Analysis of Spelling Inventories by Adult Migrants in L2 German and L1 Turkish
Oral Presentation[SYMP17] Adult Migrants Acquiring Basic Literacy Skills in a Second Language10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
We address the question, whether and how far the Spelling Inventory developed by Bear et al. (2020) for English can serve as a reference point for the comparative analysis of spelling in Turkish and in German by adult learners of German as a second language (L2) with Turkish as their first language (L1). The Spelling Inventory captures learners' knowledge on the alphabetic layer, the pattern layer as well as the meaning layer. We introduce adaptations of the Spelling Inventory for German (Do Manh et al. 2021), and for the L1 Turkish with a comparable inventory of 30 words. Both inventories were administered to 20 adult participants in contrastively designed literacy courses on two different days. In the presentation, we focus on the Turkish Spelling Inventory. We will also discuss how to deal with transfer between orthographic representations and how transfer phenomena can be included in the Spelling Inventory analysis in a way that is appropriate for the target group.
In contrastive adult literacy, one of the needs is to establish a relation between the stage of acquisition of the learner in two or more languages. As always in contrastive analysis, the question of tertium comparationis arises. In our paper, we address the question, whether and how far the Spelling Inventory developed by Bear et al. (2020) for English can serve as a reference point for the comparative analysis of spelling in Turkish and in German by adult learners of German as a second language (L2) with Turkish as their first language (L1). The Spelling Inventory captures learners' knowledge of (i) transparent phoneme-grapheme correspondences (alphabetic layer), (ii) knowledge of letter patterns and syllable structures (pattern layer), e.g., consonant clustering and vowel lengthening, and (iii) knowledge of the meaning of morphemes (meaning layer), e.g., inflectional and derivational morphemes. It is progressive in nature and encompasses the major developmental stages in orthographic acquisition (e.g., Frith 1986; Günther 1995). The words to be dictated are selected to contain features typical of the respective layers, and the correct realization of these features is also rewarded. To assess orthographic knowledge in the L2, we used an adaptation of the Spelling Inventory by Bear et al. (2020) for German (Do Manh et al. 2021), and for the L1 Turkish we developed a comparable inventory of 30 words. Both inventories were administered to 20 adult participants in contrastively designed literacy courses on two different days. In this presentation, we focus on the Turkish Spelling Inventory, but learners' writing development will be discussed based on the two orthographic systems. A particular challenge in this context is the question of how to deal with transfer between orthographic representations. (Experimental) spellings within the matrix of the respective other orthographic system, as they were found in children in heritage language classrooms (cf. Schroeder 2020, Maas & Mehlem 2003), show the use of orthographic knowledge – however in the "wrong" language. We will discuss, whether and how such phenomena can be included in the Spelling Inventory analysis in a way that is appropriate for the target group.
Language Learning Strategies in Adult Second Language and Literacy Learning
Oral Presentation[SYMP17] Adult Migrants Acquiring Basic Literacy Skills in a Second Language10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
Research into language learning strategies suggests that strategy use enhances learning, but has largely ignored LESLLA learners. In this presentation, we present survey data into strategies that LESLLA teachers model and train, and data on interviews with learners on which strategies they use to enhance learning and to overcome obstacles.
Language learning strategies are actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed and more effective (Oxford, 2017). Second language acquisition research has related language learning strategy instruction to improved learning outcomes, and has also shown that strategies can be modelled and trained (Plonsky, 2011, 2019). However, this research has mainly focused on academic students and has rarely included LESLLA learners. In this presentation, we aim to focus at strategies in the LESLLA classroom, both from the perspectives of the teachers and from the learners. Data from two studies will be presented. The first is a survey study, focussing on LESLLA teachers' modelling and training of strategies. Research questions were: What are the strategies that LESLLA teachers model and train? Are there any teacher or learner variables related to strategy focus? And can teacher profiles be distinguished? A Likert type scale was constructed, tapping into four different strategy types: metacognitive, cognitive, social and affective. 82 LESLLA teachers in the Netherlands participated in the study. The results suggested that LESLLA teachers model and train metacognitive and social strategies most often, and affective and cognitive strategies least frequently. Differences between teachers could not be related to their experience, their training, or the proficiency of their learners, but the results did reveal major differences in strategy focus between teachers, from a very strong focus on most strategies, to hardly any strategy focus at all. The second study is based on interviews with LESLLA learners. Based on a Constructed Grounded Theory analysis (Charmaz, 2014), we explored the factors that help and hinder learning, and the strategies that learners report to use to enhance learning and to overcome obstacles. We will conclude with suggestions for LESLLA practice and for further research, based on both studies.
Charmaz, K. (2014). Constructing grounded theory. Sage. Oxford, R. L. (2017). Teaching and Researching Language Learning Strategies. Routledge. Plonsky, L. (2011). The effectiveness of second language strategy instruction: A meta-analysis. Language Learning, 61(4), 993–1038. https://doi.org/10.1111/j.1467-9922.2011.00663.x Plonsky, L. (2019). Language learning strategy instruction: recent research and future directions. In A. U. Chamot & V. Harris (Eds.), Learning strategy instruction in the language classroom. (pp. 3–21). Multilingual Matters.
Balancing the stories: Learning in/from lockdowns with low literate adult learners in the migrant English program in Australia
Oral Presentation[SYMP17] Adult Migrants Acquiring Basic Literacy Skills in a Second Language10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
The crisis-prompted online learning during the COVID-19 pandemic has highlighted the vulnerability of adult migrant learners acquiring basic literacy skills in an additional language. A persistent assimilationist and monolingual approach in migrant language programs even in a multicultural and monolingual context in Australia (Schalley, Guillemin & Eisenchlas, 2015) contribute to these systemic and structural vulnerabilities. This presentation will focus on Educational Journey Maps (EJM) as a qualitative research tool that helps contextualise the educational experiences of low literate adult learners in their home or transit countries to remote learning during recurrent and extended school closures during the pandemic in Australia. Drawing from a doctoral research project that examines epistemic injustice in the educational history of adult learners with minimal prior schooling, the presentation will outline the process and preliminary findings of interviews based on the participants' visual representations of the key inhibitors and enablers in their educational experiences. In privileging the narratives (Annamma, 2017) that low literate adult learners choose to disclose and discuss through their EJMs, it is hoped that the study can challenge stereotypes and dominant narratives which contribute to epistemic oppression (Fricker, 2007). The study also seeks to support teachers, tutors, and volunteers working in additional language learning and development, and broaden our understanding of the identity and agency of low literate adult learners in language learning and development of literacy skills. Annamma, S. A. (2017). Disrupting cartographies of inequity: Education journey mapping as a qualitative methodology. In D. Morrison, S. A. Annamma, & D. D. Jackson (Eds.), Critical Race Spatial Analysis: Mapping to Understand and Address Educational Inequity. Stylus Publishing, LLC. 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.
Presenters Jemima Rillera Kempster PhD Candidate | Academic Tutor, The University Of Queensland
MOUTI ANNA
Martina Franz Dos Santos
Lode Vermeersch
Franziska Förster
Christine Czinglar
Jemima Rillera Kempster