"Passivity or potential": teacher responses to learner identity in the low-level adult ESL literacy classroom

Susan Ollerhead

doi:10.5130/lns.v20i1.2620

"Passivity or potential": teacher responses to learner identity in the low-level adult ESL literacy classroom

Susan Ollerhead

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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 language	English
Pages (from-to)	63-83
Number of pages	21
Journal	Literacy and numeracy studies
Volume	20
Issue number	1
DOIs	https://doi.org/10.5130/lns.v20i1.2620
Publication status	Published - 2012
Externally published	Yes

Bibliographical note

Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

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10.5130/lns.v20i1.2620Licence: CC BY

Publisher version (open access)Final published version, 359 KBLicence: CC BY

Cite this

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"Passivity or potential": teacher responses to learner identity in the low-level adult ESL literacy classroom

Abstract

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