Interconnected literacy practices

Exploring classroom work with literature in adult second language education

Bibliographic Data

ID21866905
AuthorsRobert Walldén (0000-0002-2565-8875, Malmö University, corresponding author)
Year2020
Volume11
Issue1
Pages45-63
Publication date2020-02-12
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEuropean Journal for Research on the Education and Learning of Adults (JOURNAL)
Journal identifiersISSN: 2000-7426 • E-ISSN: 2000-7426
PublisherLinköping University Electronic Press (PUBLISHER • SE)
DOI10.3384/rela.2000-7426.rela9202
OpenAlexW3005626297
LanguageEN
Citations received4
References cited17

Previously, there has been little research conducted on how teachers and adult second language learners negotiate the challenge of reading authentic novels in the target language. This qualitative classroom study explores literacy practices in adult intermediate second language instruction, involving two teachers and their diverse student groups over four weeks of work with literature. The material has been generated during weekly book discussions, through observations, voice recordings and the collection of texts and other teaching materials. The result shows a strong orientation towards meaning-making, which was scaffolded by the teachers directing attention to language, style and narrative structure. Thus, different kinds of literacy practices were interconnected. Although practices of critical text analysis were not prioritised by the participant teachers, it is shown how the students used their diverse experiences and knowledge to read both ‘with’ and ‘against’ the grain of the text. Implications for teaching and steering documents are discussed

Adult education · Linguistics · Literacy · Mathematics education · Narrative · Negotiation · Pedagogy · Qualitative research · Sociology · Literacy, Media, and Education · Psychology · Reflective Practices in Education · Second Language Learning and Teaching

Tools

Open DOIOpen Access