Foreign-Born TESOL Instructors Assisting Adult Immigrant Learners to Develop Civic Literacy Skills: A Pen Pal Project

Autor/inn/en	Larrotta, Clarena; Chung, HeeJae
Titel	Foreign-Born TESOL Instructors Assisting Adult Immigrant Learners to Develop Civic Literacy Skills: A Pen Pal Project
Quelle	In: International Journal of Education and Literacy Studies, 8 (2020) 2, S.1-9 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-9478
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Immigrants; Adult Students; Literacy Education; Teaching Methods; Letters (Correspondence); Civics; Teacher Student Relationship; Teacher Attitudes; Cultural Awareness; Communicative Competence (Languages); Adult Literacy; Citizenship; Tests; Case Studies; Teacher Characteristics; Mexican Americans; Masters Programs; Adult Education; Foreign Nationals; Graduate Students; Texas + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Immigrant; Immigrantin; Immigranten; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Brief; Staatsbürgerkunde; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Cultural identity; Kulturelle Identität; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Staatsbürgerschaft; Examination; Prüfung; Examen; Case study; Fallstudie; Case Study; Hispanoamerikaner; Magister course; Magisterstudiengang; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausländer; Ausländerin; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium
Abstract	This article discusses the contributions of foreign-born TESOL instructors helping adult language learners develop literacy skills through a pen pal project, which lasted 10 weeks and consisted of writing letters back and forth weekly. The project provided adult immigrant learners with an opportunity to practice meaningful writing to support their English literacy development. The research questions include (1) how do foreign-born TESOL instructors support adult immigrant learners develop literacy through a pen pal project? and (2) what components of the pen pal project promote the development of civic literacy skills? Data for this article come from 159 letters product of the writing exchange between instructors and learners, and individual conversational interviews with the instructors. Study findings are presented through four themes: teachers as cultural informants, emotional connection, life and learning advice, and adult ESL learners' linguistic competence. Study findings add to the body of literature focusing on the powerful contributions of foreign-born TESOL instructors to the education and language-culture acquisition of adult immigrant English learners. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC 3011, Australia. Tel: +61-3-9028-6880; e-mail: support@aiac.org.au; Web site: http://www.journals.aiac.org.au/index.php/IJELS/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01