Research and Reflective Practice in the Pre-Literate ESL Classroom: New Challenges in Migrant Education

• Vineetha Hewagodage ^[1]
  1. [1] University of Southern Queensland

     University of Southern Queensland

     Australia

     
• Localización: Inclusive Theory and Practice in Special Education / Henriette Van Rensburg (ed. lit.), Shirley O'Neill (ed. lit.), 2020, ISBN 9781799829010, págs. 243-271
• Idioma: español
• Texto completo no disponible (Saber más ...)
• Resumen

  • This chapter reports on findings of a qualitative study conducted with diverse cultural and linguistic background adult students engaged in learning English through an adult migrant English language program offered in a refugee welcome zone in a rural region of Australia. Twenty students whose first language was not English were observed in the language learning environment and participated in semi-structured interviews. The research explored how English language learning can be best supported for humanitarian refugees with little or no literacy in their first language to become acculturated and socially integrated into Australian society. It was found that the typical ‘English only approach' that is commonly used in the Adult Migrant English Language Program (AMEP) to teach literacy and develop proficiency in the English language is called into question when applied to learners with limited or no print literacy skills in their first language. It was concluded that these learners, who are commonly referred to in the literature as LESLLA (Low Educated Second Language Acquisition and Literacy for Adults), are faced with a number of social exclusionary practices during their integration process. Recommendations are made on how these issues might be addressed.