"Passivity or potential"

teacher responses to learner identity in the low-level adult ESL literacy classroom

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Abstract

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.
Original languageEnglish
Pages (from-to)63-83
Number of pages21
JournalLiteracy and numeracy studies
Volume20
Issue number1
DOIs
Publication statusPublished - 2012
Externally publishedYes

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