Adult English literacy learners (ELLs) are learners with limited or no formal schooling in their first language who are learning to read and write in English. At present, the limited research surrounding adult ELL instruction does not fully investigate the literacies that learners make use of outside of the classroom in a Canadian context. Through the lens of the New Literacy Studies, this case study examines the variety of print-literacy practices that adult ELLs engage with inside and outside of the classroom, highlights the value of these literacy practices, and emphasizes the importance of connecting out-of-class literacy practices with those occurring in the classroom. Additionally, this study uses learner perspectives to describe out-of-class literacy practices and provides a platform for adult ELLs to discuss their in-class preferences. The findings indicate the necessity of acknowledging prior experiences of ELLs in the classroom and provide implications for in-class instruction and resettlement agencies.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/42641 |
| Date | 20 November 2013 |
| Creators | Piersma, Carolyn |
| Contributors | Piccardo, Enrica |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0013 seconds