Open Access'Passivity' or 'Potential'?: Teacher responses to learner identity in the low-level ESL classroom
Author(s) -
Sue Ollerhead
Publication year - 2012
Publication title -
literacy and numeracy studies
Language(s) - English
Resource type - Journals
eISSN - 1839-2903
pISSN - 1441-0559
DOI - 10.5130/lns.v20i1.2620
Subject(s) - numeracy , literacy , identity (music) , pedagogy , mathematics education , english as a second language , sociology , psychology , physics , acoustics
This paper explores some initial findings from a multi-site, classroom-based case study research project into English as a Second Language (ESL) literacy provision to very low-literate adult learners within Australia’s Language, Literacy and Numeracy Program (LLNP). The aim of the research is to report on the researcher’s observations of teachers’ pedagogical practices and to investigate the extent to which they are responsive to learners’ developing and multiple identities