Journal articles: 'Adult literacy teaching'

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Nielsen, Kristen. "Teaching Writing in Adult Literacy." Adult Learning 26, no. 4 (July 20, 2015): 143–50. http://dx.doi.org/10.1177/1045159515594178.

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Paltridge, Brian. "Teaching ESL literacy to adults: A guide for adult literacy teachers." English for Specific Purposes 14, no. 3 (1995): 260–63. http://dx.doi.org/10.1016/0889-4906(95)90025-x.

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Karagiorgi, Yiasemina, and Maria Gravani. "Teaching Computers to Adults." International Journal of Digital Literacy and Digital Competence 3, no. 1 (January 2012): 49–67. http://dx.doi.org/10.4018/jdldc.2012010104.

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Digital literacy for adults has developed into an important dimension of ICT-related policies worldwide. Although research argues that adults need digital skills, limited evidence has been directed to digital literacy teaching approaches for adults and the associated pedagogy. The study explores which core features of effective adult learning were addressed within the context of digital literacy courses offered by the State Institutes of Further Education (SIFE) in Cyprus. Semi-structured interviews conducted with two groups of Greek-Cypriot adults enrolled in these courses indicate that while certain aspects of adult learning, e.g., optimal climate for learning, other principles related to the consideration of learners’ needs and input in the development of learning contracts were limited in effect. Since this can mainly be attributed to the nature of the courses which were designed from top-down and remained openly ECDL exam-oriented with pre-fixed content, repercussions are drawn with regards to alternative paths to adult digital literacy, organized on the basis of learners’ expectations, profiles and needs.

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Hall, C. "An Adult Literacy Program." Aboriginal Child at School 13, no. 4 (September 1985): 27–41. http://dx.doi.org/10.1017/s0310582200013948.

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This paper describes the way in which a program in Adult Literacy has been successful in developing individualized educational programs. The fundamental criterion for this is the identification of the individual needs for each learner, and the development of a teaching-learning program that enables the learner to become self-directing and active in the attainment of literacy skills.

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Wagner, Serge. "Illiteracy and adult literacy teaching in Canada." Prospects 15, no. 3 (September 1985): 407–17. http://dx.doi.org/10.1007/bf02196643.

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Richardson, Deborah, and L. Bass. "Health Literacy: Implications for Teaching the Adult Patient." Journal of the Association for Vascular Access 10, no. 3 (September 1, 2005): 110–11. http://dx.doi.org/10.2309/1552-8855-10.3.110b.

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Severinsen, Deborah, Lori Kennedy, and Salwa Mohamud. "Teaching Strategies that Motivate English Language Adult Literacy Learners to Invest in their Education: A Literature Review." Literacy and Numeracy Studies 26, no. 1 (December 18, 2018): 25–42. http://dx.doi.org/10.5130/lns.v26i1.6260.

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Canadian English language programs have seen a recent increase in enrolment by English as a Second Language adult literacy learners. To date, minimal research has been conducted with these learners, leaving literacy teachers with little guidance. In our literature review we found that, because learners often lose motivation due to their lack of or limited education, building motivation and investment must be at the heart of lesson design when teaching adult literacy learners. Thus, we adopted a transformative and post-structuralist framework to extend proven sociocultural theories to the adult literacy learner population. Our article reviewed past literature, incorporated the autobiographical narratives of experienced literacy teachers and provided six teaching strategies for increasing investment and motivation in adult literacy learners: providing relevance, addressing settlement needs, incorporating life experiences, encouraging learner autonomy, promoting collaborative learning, and building self-efficacy. Our article will demonstrate that further research is required in the arena of adult low literacy English language learners. Keywordsmotivation, investment, post-structuralist and transformative framework, teaching strategies, ESL adult literacy learners, limited formal education, English language learner, literature review.

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Bigelow, Martha, and Patsy Vinogradov. "Teaching Adult Second Language Learners Who Are Emergent Readers." Annual Review of Applied Linguistics 31 (March 2011): 120–36. http://dx.doi.org/10.1017/s0267190511000109.

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Some second language (L2) learners are unique in that they bring low print literacy and limited formal schooling to the language learning enterprise. A range of personal, economic, historical, and political circumstances bring them to highly literate, industrialized societies where print literacy becomes not only desirable but necessary to earn a living and participate in a range of everyday activities. This article is a review of current research related to this population of learners for the purpose of informing educators about their particular teaching and learning needs. While the emphasis is on scholarship focused on adult L2 emergent readers, attention is also given to related research with bi- and multilingual children and monolingual adults who are not print literate. Finally, sociopolitical and historical issues are touched upon with regard to broader policy matters that may have contributed to or perpetuate low print literacy.

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김영미. "Teaching Ecological Literacy to Young Adult Readers through Hatchet." Literature and Environment 14, no. 3 (December 2015): 7–30. http://dx.doi.org/10.36063/asle.2015.14.3.001.

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Boon, Danielle. "Adult literacy teaching and learning in multilingual Timor‐Leste." Compare: A Journal of Comparative and International Education 41, no. 2 (March 2011): 261–76. http://dx.doi.org/10.1080/03057925.2011.547287.

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Fueyo, Judith Macdonald. "Technical Literacy versus Critical Literacy in Adult Basic Education." Journal of Education 170, no. 1 (January 1988): 107–18. http://dx.doi.org/10.1177/002205748817000109.

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The demands placed upon Adult Basic Education programs in the United States are more rigorous and involve more people than ever before in our history. Government-supported programs as well as private ones capture in microcosm the best and worst in American education. Literacy education is modeled along a continuum moving from a technical conception of literacy, wherein students mark progress by numbers of completed worksheets, to a conception of literacy as praxis, or critical literacy, wherein students construct meaning for themselves and effect change in their lives. These competing models are contrasted, and special emphasis is given to one adult basic literacy organization that is managing to humanize the process. In this program founded in 1973, the students' own words demonstrate the liberating nature of literacy learning that puts into practice the best of current understandings in the field. The challenge of the next decades demands a critical literacy that is consistent with participatory democracy. The convergence of social learning theories, process teaching, critical consciousness, and adult literacy offers constructive responses to the epidemic incidence of illiteracy in our society.

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Kim, Taehee and Lee, kisung. "Changes in the Awareness of Social Participation of Baby Boomer Adult Literacy Teachers through Teaching Adult Literacy Courses." Journal of Social Science 21, no. 2 (November 2018): 49–73. http://dx.doi.org/10.31625/issdoi.2018.21.2.49.

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Augustus, E. Oluwakemi. "Communication Strategies and Attitude: Interactive Concepts in Adult Literacy Teaching." IOSR Journal of Agriculture and Veterinary Science 6, no. 6 (2013): 33–37. http://dx.doi.org/10.9790/2380-0663337.

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Suh, Emily K. "Engagement From the Periphery: Reconceptualizing Adult English Language Learners’ Resistance in Developmental Literacy." Literacy Research: Theory, Method, and Practice 69, no. 1 (July 2, 2020): 154–73. http://dx.doi.org/10.1177/2381336920937276.

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English language learners’ nonparticipation and reticence in adult literacy classes are often presented problematically from a deficit lens of student resistance and disengagement. This article draws from an ethnographic case study of Generation 1 learners, who are defined as adult-arrival immigrant learners, transitioning from an adult English as a Second Language class to a developmental literacy class. By examining learners’ resistance through a framework of agency enactment, the study bridges the fields of adult literacy and Teaching English to Speakers of Other Languages, both of which support adult-arrival immigrants entering the U.S. education system. The resulting analysis illustrates how Generation 1 learners’ acts of resistance can be complex presentations of their literacy identities and their engagement in classroom literacy practices.

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Campbell, Stacey. "Teaching phonics without teaching phonics: Early childhood teachers’ reported beliefs and practices." Journal of Early Childhood Literacy 20, no. 4 (August 15, 2018): 783–814. http://dx.doi.org/10.1177/1468798418791001.

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Phonics continues to be one of the most controversial literacy instruction topics debated in the USA, the UK, Australia and New Zealand. Given the importance placed on phonics in early literacy learning and the role that teacher beliefs play in the types of code-related literacy children encounter, the purpose of this two phase mixed-methods study was to investigate the relationship between teachers’ reported play–literacy beliefs, their phonics practices and the reasons behind their decisions not to use commercial phonics programmes in the prior-to-school years. This mixed-methods study found there was a correlation related to teachers’ play-based, child-centred literacy beliefs, their reported holistic early literacy phonics practices and their decisions not to use commercial phonics programmes. Logistic regression analysis revealed a positive and significant relationship between early childhood teachers who stated that they would never consider using a commercial phonics programme and their reported belief that children learn letters and sounds incidentally. Thematic analysis of interview data found that the teachers interpreted phonics instruction as a method occurring as an isolated skill–drill activity and subsequently held strong views against heavily scripted commercial phonics programmes. The interview data also revealed a range of play-based and holistic phonics examples embedded through everyday classroom experiences over explicit systematic instruction reported. Early childhood teachers’ knowledge, experience and reported beliefs, together with a high level of confidence in addressing parental pressure to engage in formalised phonics lessons, were reasons behind their reported practices. This study has important implications for understanding the different types of phonics methods children encounter, teacher concerns over loss of play-based literacy learning and the continuing controversy between adult-directed phonics and child-initiated, play-literacy practices.

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Schirmer, Todd N., Kim A. Meyer, and Roshani Samarasinghe. "Teaching literacy and mathematics skills to adult psychiatric inpatients: An evaluation of the adult literacy program at Hawaii state hospital." Psychiatric Rehabilitation Journal 28, no. 3 (2005): 251–59. http://dx.doi.org/10.2975/28.2005.251.259.

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Shaswar, Annika, and Åsa Wedin. "Language learning strategies and teaching practices in adult L2 education." Apples - Journal of Applied Language Studies 13, no. 3 (June 25, 2019): 17–34. http://dx.doi.org/10.17011/apples/urn.201907063590.

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This article highlights the use and co-construction of language learning strategies (LLS) in second language education for adults with short previous education. In a case study, we explore how LLS are used and co-constructed by one student and one teacher. The data for the article was created in an action research programme comprising two Swedish for Immigrants (SFI) schools, and the methodology used was classroom observation based in linguistic ethnography. In accordance with Griffiths (2013, p. 15) LLS are defined as “activities consciously chosen by learners for the purpose of regulating their own language learning”. For the analysis of LLS, Oxford’s (1990) taxonomy was chosen. In the chosen case the teacher and student co-constructed direct and indirect strategies. In their co-construction, they sometimes seemed to work together, both using a strategy initiated by one of them, and sometimes appeared to have opposite goals, so that the teacher-initiated strategies turned out as complicated for the student, while the student-initiated strategies were counteracted by the teacher. Some of the LLS promoted by the teacher that were difficult for the student seemed to demand literacy skills that he had not yet developed. This underlines the importance of adapting teaching to the language and literacy competences of the individual learner. It also highlights the importance of further research on LLS with this group of students in order to find strategies that work in the process of developing functional literacy skills.

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Champlin, Sara, Diana Stewart Hoover, and Michael Mackert. "Health Literacy in Adult Education Centers: Exploring Educator and Staff Needs." Health Promotion Practice 21, no. 2 (August 2, 2018): 198–208. http://dx.doi.org/10.1177/1524839918789690.

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Objective. Incorporating health content into adult education courses is promising for increasing health literacy skills among “hard-to-reach” populations. The purpose of this study was to gain previously untapped knowledge of adult education personnel (i.e., educators, staff) about the strategies and programs that would be beneficial for helping students learn about health. Method. Personnel ( N = 53) from three literacy coalitions completed an online survey that assessed interest and preferences for developing a health literacy curriculum. Results. Personnel indicated general concepts such as health services and insurance as those of greatest priority. Additionally, tools designed for general use (completion of forms) were favored. Personnel preferred programs that focused on general skills over those designed to address specific health topics, χ2(1) = 11.52, p = .001. Conclusions. Adult education personnel find greatest value in health literacy programs aimed at increasing general skills rather than disease-/topic-specific content. There were several mismatches in topics noted as a “priority” and those for which personnel felt comfortable teaching. A focus on fostering general health skills will help all students—not just those with specific health concerns such as diabetes and asthma. Teaching health literacy through general skill development could make health programs exciting, engaging, and accessible for students.

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McIntosh, Jonathan. "‘Seeing the bigger picture’: Experiential learning, applied ethnomusicology and the use of gamelan music in adult literacy education." International Journal of Music Education 31, no. 1 (June 22, 2012): 15–25. http://dx.doi.org/10.1177/0255761411433718.

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Highlighting the application of ethnomusicology beyond the traditional boundaries of the academy, this article investigates the use of music in adult literacy education. In 2005, as part of the Literacy and Equality in Irish Society (LEIS) project, adult literacy tutors working in Northern Ireland, United Kingdom (UK), were invited to enrol in short, professional-development courses that required their participation in a Balinese gamelan ensemble – an orchestra comprised mainly of metallophones, drums and gongs. During each course, tutors were encouraged to reflect upon their learning processes to help them become more empathetic with some of the difficulties faced by adult literacy students. By focusing on the tutors’ experiences of learning gamelan music, this article provides insights into how participants used these development courses as a means to critically reflect upon issues of approach to teaching adult literacy education.

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Marsh, Josephine Peyton, and Deborah Gonzalez. "Practitioner Research: Inquiry That Impacts Adolescent and Adult Literacy Learning and Teaching." Journal of Adolescent & Adult Literacy 62, no. 2 (August 27, 2018): 237–40. http://dx.doi.org/10.1002/jaal.878.

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Mason, Lee L., Tae Jeon, Peter Blair, and Nancy Glomb. "Virtual Tutor Training." International Journal of Gaming and Computer-Mediated Simulations 3, no. 1 (January 2011): 51–67. http://dx.doi.org/10.4018/jgcms.2011010104.

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In this study, the experiences and beliefs of volunteer tutors using a multi-user virtual environment to teach literacy instruction are examined to get a better understanding of the benefits and challenges of learning within this environment. Literacy tutors who were teaching adults with poor reading skills served as participants. During the study, participants delivered direct instruction reading lessons to researchers in Second Life and adult learners during live face-to-face tutoring sessions. Immediately following each session in Second Life, tutors were provided with corrective feedback on specific teaching behaviors. Data on rate of acquisition and generalization from the virtual environment to the natural environment was collected for each participant. At the conclusion of the study, tutors were asked to describe their experiences of learning to teach in a multi-user virtual environment. Results indicate that effective teaching behaviors trained in a virtual environment generalize to face-to-face instruction. However, tutors tended to disagree with the researchers’ perceptions of what constitutes effective teaching practices.

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Elrod, Rachael, and Brittany Kester. "Diverse BookFinder: BIPOC collection development for children’s and young adult collections." College & Research Libraries News 81, no. 10 (November 6, 2020): 481. http://dx.doi.org/10.5860/crln.81.10.481.

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The Education Library at the University of Florida (UF) supports the teaching, research, and learning needs of the College of Education (COE), including early childhood education, elementary education, English education, ESOL/bilingual education, and reading and literacy education programs.

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Wilkinson, Jaci, and Natalie Bond. "Digital Literacy Skills for Family History Research." Evidence Based Library and Information Practice 16, no. 2 (June 15, 2021): 89–110. http://dx.doi.org/10.18438/eblip29873.

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Objective – In this case study, an archivist and librarian teamed up to teach an introductory course on family history research for adult learners at their university’s lifelong learning centre. In response to students’ relative lack of digital skills, the instructors developed a new set of introductory skills that they believe are essential for genealogy research. Methods – Authors conducted pre- and post-course surveys to determine student expectations and the extent to which the course met those expectations. Authors coded one of these surveys. Results – Course assessment and class activities exposed the need for a set of digital skills that go beyond a literacy framework to assist family history researchers. After analyzing key themes found in pre- and post-course assessment, authors developed a new tool for genealogy instructors titled Introductory Digital Skills and Practices in Genealogy (IDSG). Conclusion – Archivist/librarian collaborations are an excellent way to cultivate needs-based teaching and outreach opportunities in our wider communities, particularly for adult learners. The Introductory Digital Skills and Practices in Genealogy tool is meant to inspire and assist other library professionals who want to teach family history research, serving as a reminder to centre teaching tangible digital skills as a focal point of instruction.

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Hsu, Jeffrey, Zhongxian Wang, and Karin Hamilton. "Developing and Managing Digital/Technology Literacy and Effective Learning Skills in Adult Learners." International Journal of Digital Literacy and Digital Competence 2, no. 1 (January 2011): 52–70. http://dx.doi.org/10.4018/jdldc.2011010105.

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The needs of adult learners are different from those of traditional undergraduate students, and programs must be designed to meet this need. In particular, digital and technology literacy needs, including general computing skills, computerized communications, online and distance learning, and Web 2.0 tools make navigating coursework an additional challenge. In this paper, the authors examine the technology and digital literacy needs and backgrounds of adult learner students and discuss research on the interaction between technology and adult learner education. Using the features of intensive weekend classroom sessions, on-line distance learning, and specialized teaching methods, an improved learning environment tailored to unique needs and career goals can be offered to business undergraduate adults. An important component is the development of technology and digital literacy skills to “fill the gaps” of students who may have extensive business or working experience, but are less than proficient in the use of technology. More depth and analysis is given to the following areas: digital and technology skills and knowledge improvement, pedagogical features, the use of intensive weekend and evening sessions, and the role of distance learning to supplement the classroom sessions.

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Duda, Ewa, and Krzysztof Dziurzyński. "Digital competence learning in secondary adult education in Finland and Poland." International Journal of Pedagogy, Innovation and New Technologies 6, no. 2 (December 30, 2019): 22–32. http://dx.doi.org/10.5604/01.3001.0013.6822.

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Nowadays, the digital competence is becoming as important as literacy and numeracy skills. For children and youths these competences seem to be natural and the role of teacher is to direct students in their learning and to develop cognitive curiosity. For adults, the learning process is different. It is not only developing of digital skills but sometimes even grassroots teaching. The article presents a two different approaches to teaching/learning process provided in the field of secondary education - Finnish and Polish systems. Documents containing curricula, school programmes and course grids were analysed. Both systems have been assessed in terms of their relevance to adult learners. The main discoveries and the key conclusions indicate that the Polish system does not adapt to the real needs of adult learners and the changing needs of the labour market.

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Erguig, Reddard. "Teaching as a social practice: The experiences of two Moroccan adult literacy tutors." Studies in the Education of Adults 44, no. 1 (March 2012): 52–69. http://dx.doi.org/10.1080/02660830.2012.11661623.

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Kreft, Wolfgang. "Methods and material in teaching adult literacy in the Federal Republic of Germany." Prospects 17, no. 2 (June 1987): 233–39. http://dx.doi.org/10.1007/bf02195104.

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McHardy, Janet, and Elaine Chapman. "Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read." Literacy and Numeracy Studies 24, no. 2 (December 15, 2016): 24–42. http://dx.doi.org/10.5130/lns.v24i2.4809.

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Despite large-scale interventions, significant numbers of adults worldwide continue to have problems with basic literacy, in particular in the area of reading. To be effective, adult reading teachers need expert knowledge at practitioner level. However, practices in adult reading education vary widely, often reflecting the individual beliefs of each teacher about how an adult can learn to read. In this study, phenomenographic analysis was used to identify categories of approaches to teaching adult reading, used by a group of 60 teachers in Western Australia and New Zealand. Four approaches were identified: reassurance, task-based, theory-based and responsive. It is argued that for teachers to become effective and consistent in responding to learner needs, they must understand their own beliefs and the consequences of these. The identification of different approaches in adult reading education is an important step in this process.

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CONTI, KELI CRISTINA, and DIONE LUCCHESI DE CARVALHO. "STATISTICAL LITERACY: DEVELOPING A YOUTH AND ADULT EDUCATION STATISTICAL PROJECT." STATISTICS EDUCATION RESEARCH JOURNAL 13, no. 2 (November 28, 2014): 164–76. http://dx.doi.org/10.52041/serj.v13i2.288.

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This article focuses on the notion of literacy – general and statistical – in the analysis of data from a fieldwork research project carried out as part of a master’s degree that investigated the teaching and learning of statistics in adult education mathematics classes. We describe the statistical context of the project that involved the development of a questionnaire, the organization of the resulting information into tables, and the preparation of posters summarizing the results. The project was carried out with 7th-grade students, ages from 16 to 43, in a public state elementary school as part of the Youth and Adult Education program (Educação de Jovens e Adultos - EJA), located on the outskirts of Campinas, State of São Paulo, Brazil. First published November 2014 at Statistics Education Research Journal Archives

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Brookfield, Stephen. "Media Power and the Development of Media Literacy: An Adult Educational Interpretation." Harvard Educational Review 56, no. 2 (July 1, 1986): 151–71. http://dx.doi.org/10.17763/haer.56.2.6601402174824253.

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Stephen Brookfield describes and illustrates television's presentation of bias in programming and production. He advocates educating adults to be critical in consuming television images of reality and presents six techniques which have been successful in teaching adults to read between the lines of television's portrayal of political issues, news events, and images of society.

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Thomas, Kaemanje. "INTEGRATING MULTIPLE INSTRUCTIONAL MEDIUMS TO TEACH CRITICAL LITERACY WITH ADULT LINGUISTICALLY DIVERSE LEARNERS." English Review: Journal of English Education 7, no. 1 (December 9, 2018): 17. http://dx.doi.org/10.25134/erjee.v7i1.1492.

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Critical reading is the apex of tertiary education and the chief focus in higher education courses as they prepare adults for the workforce. Without significant improvements in academic preparation and support, many linguistically diverse [LD] students will have higher drop out rates in their first year of college. Developmental reading instruction practices are designed to emphasize moving the first-year LD students from sub-par reading levels towards the application and development of critical reading skills, as demanded by their college courses. Many community colleges across the United States prepare assessments tests in reading and mathematics for most, if not all, newly admitted students. These tests are used as placement guides, especially when the newly admitted applicant�s high school transcript or SAT scores do not demonstrate that the student possesses the critical reading or mathematical ability needed to pass the 70 percentage threshold, an indication of being college ready. This paper argues that teaching critical reading requires embracing students� cultural capital and implementing scaffolds that will support the Adult Linguistic Diverse learner/students (ALDl/s). Results from this study indicated that both intrinsic values and instructor�s disposition influence the ALD learner attitudes related to developed critical reading performance. These findings indicate that using multiple instructional mediums [MiMs] had a positive impact on students� critical reading skills and contributed to the ALD learners� comprehension, motivation, and critical reading skills.Keywords: critical literacy; community college; developmental reading; language minority students; adult linguistic diverse learner; culturally relevant teaching; cultural capital.

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Schwab, Emily Rose. "Writing Together: Reclaiming Dialogue Journals as a Mutually Humanizing Teaching Practice." Literacy Research: Theory, Method, and Practice 68, no. 1 (August 20, 2019): 108–29. http://dx.doi.org/10.1177/2381336919869025.

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This article builds on the work of adult literacy scholars to explore how dialogue journals might be used to enact a mutually humanizing pedagogy within adult English for Speakers of Other Languages (ESOL) classrooms. The researcher extends the discussion of using dialogue journals to consider not only how they can be used to meet the ends of specific class and language learning goals but can be utilized by teachers and researchers as a humanizing practice in a context historically and contemporarily dominated by the dehumanizing of adult immigrants through popular and political discourse. Through a review of literature and data from a practitioner inquiry study, the researcher revisits research on dialogue journaling and offers a reclaiming of dialogue journals as a mutually humanizing practice, using the discussion to interrogate what humanizing practices look like in a contemporary adult ESOL classroom.

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Furness, Jane, Bronwen Cowie, and Beverley Cooper. "Scoping the meaning of ‘critical’ in mathematical thinking for Initial Teacher Education." Policy Futures in Education 15, no. 6 (July 18, 2017): 713–28. http://dx.doi.org/10.1177/1478210317719778.

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Current strong emphasis on literacy and numeracy in New Zealand educational policy, as elsewhere, reverberates in different ways in institutions charged with children’s and adults’ learning. A common response is to locate literacy and numeracy centrally in programmes aimed at preparing children for and enhancing adult participation in 21st century life and work. These agendas overlap in preservice teacher education. Preservice teachers enter Initial Teacher Education (ITE) programmes as adult learners engaged in building literacy and numeracy capability for teaching across the curriculum, working with student achievement data and administrative tasks, aspects of which may also be useful in their wider lives. These activities involve making judgements that require critical thinking, another key policy focus in New Zealand and internationally for children’s and adults’ learning. This article explores meanings of ‘critical’ in the context of mathematical thinking in ITE programmes. Given that mathematically based arguments can have both helpful and harmful consequences for humanity, we propose that development in preservice teachers’ capacity for critical mathematical thinking is crucial. In these times of significant global change we advocate for development of the kind of critical mathematical thinking that facilitates teachers working actively in pursuit of a socially just and sustainable world.

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Piccinin, Sabrina, and Serena Dal Maso. "Promoting Literacy in Adult Second Language Learners: A Systematic Review of Effective Practices." Languages 6, no. 3 (July 27, 2021): 127. http://dx.doi.org/10.3390/languages6030127.

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Literacy is an essential tool for functioning in a modern society and, as such, it is often taken for granted when developing second language learning curricula for people who need to learn another language. However, almost 750 million people around the world cannot read and write, because of limited or absent formal education. Among them, migrants face the additional challenge of having to learn a second language as they settle in a new country. Second language research has only recently started focusing on this population, whose needs have long been neglected. This contribution presents a systematic review of the classroom-based research conducted with such learners and aims at identifying the teaching practices that have proven to be successful and the principles that should inform curriculum design when working with this population. A first observation emerging from the review concerns the scarcity of experimentally validated studies within this domain. Nonetheless, based on the results of the available literature, this work highlights the importance of contextualized phonics teaching and of oral skills development, which turn out to be most effective when emphasis is put on learners’ cultural identities and native languages.

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Muscat, Danielle M., Suzanne Morony, Sian K. Smith, Heather L. Shepherd, Haryana M. Dhillon, Andrew Hayen, Lyndal Trevena, Karen Luxford, Don Nutbeam, and Kirsten J. McCaffery. "Qualitative insights into the experience of teaching shared decision making within adult education health literacy programmes for lower-literacy learners." Health Expectations 20, no. 6 (July 5, 2017): 1393–400. http://dx.doi.org/10.1111/hex.12580.

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Schenck, Andrew. "Building a Model of Employee Training through Holistic Analysis of Biological, Psychological, and Sociocultural Factors." International Journal of Adult Vocational Education and Technology 6, no. 3 (July 2015): 1–15. http://dx.doi.org/10.4018/ijavet.2015070101.

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While theories of adult learning and motivation are often framed as being either biological, psychological, or sociocultural, they represent a more complex, integral process. To gain a more holistic perspective of this process, a study was designed to concurrently investigate relationships between a biological factor (age), psychological factors (motivation for training, perceived work limitations), and sociocultural factors (occupation, purpose of training, and work habits). The Assessment of Adult Literacy (NAAL) was used to elicit information about these factors in regards to work training. Data obtained was statistically correlated to age using the Spearman rank correlation coefficient. Results suggest that the interaction of multiple variables governs several shifts in motivation and need for training as adults age. Contrary to traditional theories of adult education, data suggest that a mixture of pedagogical and andragogical teaching styles is necessary for adult learners.

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Nnadi, Ewelum Johnson. "Motivational Strategies Provided for Facilitators in Adult Literacy Centres in Enugu North Senatorial Zone, Enugu State, Nigeria." International Journal for Innovation Education and Research 4, no. 6 (June 30, 2016): 75–85. http://dx.doi.org/10.31686/ijier.vol4.iss6.558.

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The focus of this study was to determine the motivational strategies provided for facilitators in adult literacy centres in Enugu-North Senatorial zone, Enugu State, Nigeria. Five research questions guided the study. The study adopted a descriptive survey design. The population of the study comprised all the facilitators in adult literacy centres in Enugu-North senatorial zone of Enugu-State. The sample of the study was 160 facilitators selected through simple random sampling technique. Questionnaire which was duly validated by two experts in Adult Education and one expert in Measurement and Evaluation was used for data collection. The reliability of the instrument was determined using Cronbach Alpha Coefficient and 0.81 was obtained and taken as reliable. Data collected were analyzed with Mean. The findings of the study include that the facilitators were not provided with conducive physical learning environment, given appropriate reward systems, in service training programmes, adequate teaching resources and not fully involved in school decision making process. One of the recommendations is that the government should make adequate provision for conducive physical learning environment in the literacy centres.

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Hayes, Elisabeth. "Review: The Complete Theory-to-Practice Handbook of Adult Literacy: Curriculum Design and Teaching Approaches." Adult Learning 3, no. 3 (November 1991): 27. http://dx.doi.org/10.1177/104515959100300313.

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Ade-Ojo, Gordon O. "Practitioners’ perceptions of dyslexia and approaches towards teaching learners with dyslexia in adult literacy classes." International Journal of Lifelong Education 31, no. 5 (October 2012): 623–41. http://dx.doi.org/10.1080/02601370.2012.700646.

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Murphy, Peggy W., Terry C. Davis, E. J. Mayeaux, Tetine Sentell, Connie Arnold, and Claire Rebouche. "Teaching Nutrition Education in Adult Learning Centers: Linking Literacy, Health Care, and the Community (Book)." Journal of Community Health Nursing 13, no. 3 (September 1996): 149–58. http://dx.doi.org/10.1207/s15327655jchn1303_2.

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Luís, Carlos, Helena Afonso, and Maria José Marcelino. "A “Bird’s Eye View” on Communication Acts in a Classroom of Low Literacy Adults." International Journal on Integrating Technology in Education 10, no. 2 (June 30, 2021): 39–53. http://dx.doi.org/10.5121/ijite.2021.10204.

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This paper starts by discussing the relevance of dialogues in Adult Education and Training courses with low levels of literacy. In this group, the educational challenges are complex, and innovating the knowledge creation process involves a better understanding of the teaching/learning process. With these case study, we pretend to understand which Communicative Acts are effective in adult learning process, mainly in adults with low literacy. Based on a mixed methods, applied to a convenience sample, we used an ethnographic approach, and the Grounded Theory Methodology. Using the Contextual Design approach, we developed several models of the context (work models) and got a bird's-eye view of the way the communicational acts and the dynamic acts flow in the classroom. The results showed that it was important to integrate the learners' emotions in an existing framework, the SEDA Framework. We found also essential to expand the Communicative Acts coding, with a new set of 17 codes organized in 3 categories in order to understand better the flow of communication in the classroom.

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Croom, Marcus. "Meet Me at the Corner: The Intersection of Literacy Instruction and Race for Urban Education." Urban Education 55, no. 2 (October 23, 2018): 267–98. http://dx.doi.org/10.1177/0042085918805807.

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This article focuses on some languaging that occurred during a race event within a literacy lesson involving a racially White, female adult and a racially Black, male child. I analyze an excerpt from this race event, illustrating an approach to race analysis which might be useful to the field of urban education. I ask, “What is the racial significance of this teacher’s language during literacy instruction?” In other words, I am pursuing what a practice theory of race might allow us to know when this alternative account of race is used to examine an observed episode of teaching. Accordingly, I introduce practice of race theory (PRT) and report my race critical discourse analysis of one teacher’s observed instructional language. Findings are relevant to literacy instruction, and future literacy research is recommended, especially in urban education.

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Kadi-Hanifi, Karima. "Using critical pedagogies from adult education to inspire and challenge higher education students." Learning and Teaching 2, no. 1 (March 1, 2009): 80–103. http://dx.doi.org/10.3167/latiss.2009.020104.

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This interdisciplinary paper is about applying Adult Education methods of learning and teaching to higher education. I argue that higher education students need to be stimulated via interactive methods that improve their motivation and lead them to question the value system/s that exist around them. A Freirean approach as used in the teaching of Adult Literacy and English for Speakers of Other Languages (ESOL) was applied to a group of 'elite' students at the University of Birmingham who were taking a language foundation course. As a sociolinguist and ESOL practitioner from a black perspective, I argue that the understanding of concepts of language and racism, imperialism and social class can best be facilitated using such an approach. Taking groups of students through this learning journey is challenging for higher education practitioners and the results add a relatively new dimension to the collective reflection on learning and teaching in higher education today.

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Alonso González, Vanesa. "Teaching Adult Immigrants with Limited Formal Education: Theory, Research, and Practice. 2020. Edited by Peyton, Joy K. and Young-Scholten Martha. Bristol: Multilingual Matters, 208p; ISBN: 978-1-78309-996-2." Languages 6, no. 1 (January 8, 2021): 11. http://dx.doi.org/10.3390/languages6010011.

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Teaching Adult Immigrants with Limited Formal Education: Theory, Research, and Practice is a compendium of the six modules that were the result of the third phase of the EU-Speak Project, European Speakers of Other Languages: Teaching Adult Migrants and Training Their Teachers, an ambitious collaborative research project carried out by several European and American universities with the purpose of orienting second language educators whose target pupils are immigrant second language learners with limited education and literacy. Each chapter covers different linguistic, psycholinguistic, sociolinguistic, and pedagogical issues in order to offer a complete guide to those interested in teaching a second language to this particular group of learners. As a result, the book presents itself as a link between researchers, teachers, policy-makers, and administrators with the common aim of integrating these learners as active members of their new countries through the acquisition of their new languages.

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Alonso González, Vanesa. "Teaching Adult Immigrants with Limited Formal Education: Theory, Research, and Practice. 2020. Edited by Peyton, Joy K. and Young-Scholten Martha. Bristol: Multilingual Matters, 208p; ISBN: 978-1-78309-996-2." Languages 6, no. 1 (January 8, 2021): 11. http://dx.doi.org/10.3390/languages6010011.

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Teaching Adult Immigrants with Limited Formal Education: Theory, Research, and Practice is a compendium of the six modules that were the result of the third phase of the EU-Speak Project, European Speakers of Other Languages: Teaching Adult Migrants and Training Their Teachers, an ambitious collaborative research project carried out by several European and American universities with the purpose of orienting second language educators whose target pupils are immigrant second language learners with limited education and literacy. Each chapter covers different linguistic, psycholinguistic, sociolinguistic, and pedagogical issues in order to offer a complete guide to those interested in teaching a second language to this particular group of learners. As a result, the book presents itself as a link between researchers, teachers, policy-makers, and administrators with the common aim of integrating these learners as active members of their new countries through the acquisition of their new languages.

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Weadman, Tessa, Tanya Serry, and Pamela C. Snow. "Australian Early Childhood Teachers’ Training in Language and Literacy: A Nation-Wide Review of Pre-Service Course Content." Australian Journal of Teacher Education 46, no. 2 (February 2021): 29–56. http://dx.doi.org/10.14221/ajte.2021v46n2.3.

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Early childhood teachers are well-positioned to maximise preschoolers’ development in oral language and emergent literacy; both of which are vital predictors of academic success at school. Research investigating their pre-service training in language and emergent literacy remains limited. This issue is addressed in the present study, with the first nation-wide review of the oral language and emergent literacy course content across all 84 Australian early childhood teacher pre-service courses. Qualitative Content Analysis was employed to gain an overview of language and emergent literacy teaching content reported in publicly available course documents. Study findings demonstrated large variation in the oral language and emergent literacy course content reported. The results showed that course content on the structure of language and code-related skills including phonological awareness and concepts of print, do not feature prominently across pre-service course documents. Further, course content on evidence-based strategies to foster children’s oral language and emergent literacy development, such as dialogic book reading, and intentional adult-child interactions were also limited. Findings are discussed with respect to their implications for preparing early childhood teachers to support the oral language and emergent literacy growth of preschoolers.

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Sand-Jecklin, Kari, Christine S. Daniels, and Noelle Lucke-Wold. "Incorporating Health Literacy Screening Into Patients’ Health Assessment." Clinical Nursing Research 26, no. 2 (July 25, 2016): 176–90. http://dx.doi.org/10.1177/1054773815619592.

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Low health literacy (HL) has been associated with several negative health outcomes, yet routine HL screening is not commonplace. This study’s purpose was to determine the feasibility of incorporating HL screening into the electronic health record (EHR) of patients admitted to a large Mid-Atlantic teaching hospital. After Registered Nurse (RN) training, the HL screening was implemented for all adult patients upon admission. After implementation, RNs were surveyed about the feasibility of HL screening, and patient EHRs were reviewed for HL status. Results indicated that RNs were receptive to HL screening. Approximately 20% of all patients screened were at risk for low HL, with HL scores decreasing as age increased. Patients with low HL had significantly higher hospital readmissions, even when controlling for age and number of health conditions. Further research is needed to determine how healthcare providers alter their patient interactions if they have knowledge that patients are at risk for having low HL.

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Flores, Tracey T., Emily Rose Schwab, Wintre Foxworth Johnson, and Alicia Rusoja. "Intergenerational Literacies: The Racial, Linguistic, and Cultural Resources of Families in Raising Young Children of Color." Literacy Research: Theory, Method, and Practice 69, no. 1 (July 2, 2020): 285–302. http://dx.doi.org/10.1177/2381336920937271.

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In this article, we share findings from three qualitative studies, illustrating how children of color and their families make meaning of the racial, linguistic, cultural, and gendered worlds in which they develop. The first study examines how White adoptive Lesbian, Gay, Bisexual, Trans, Queer (LGBTQ) parents engage in race conscious child-rearing of their young African American son and the dialogism of racial identity formation and racial literacies; the second study examines the family literacy learning and teaching practices of one adult English to Speakers of Other Languages student; the third study examines how Latinx parents engage intergenerational sharing of stories as tools of resistance. Utilizing critical race theory, LatCrit theory, and sociocultural perspectives on literacy and intergenerational learning as analytical lenses, this article illuminates the consequential nature of intergenerational learning that occurs through the lived and embodied literacy practices of children and families of color and the implications for literacy researchers and practitioners.

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Batterbee, Robert A. "Current teaching of psychology in undergraduate adult and comprehensive nursing curricula." British Journal of Nursing 28, no. 13 (July 11, 2019): 848–56. http://dx.doi.org/10.12968/bjon.2019.28.13.848.

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The need for nurses to understand human behaviour in the context of effective caring has long been established; however, there is no consensus over the teaching and learning of psychology. Recent reported failures in compassionate care have prompted academics and clinicians to revisit this discussion and examine the challenges this poses to education. The author therefore recognises the need to take stock to see if we are any closer to answering the critical question of how to help students use psychology to understand themselves and the people they will be caring for. A literature review was conducted to examine current research and texts that address the teaching of psychology to undergraduate adult nursing students. The aim was to frame recent discussion in the context of current pre-registration education, rather than revisit the historic argument. Three common themes emerged from the review: the content of psychology taught; the methods of teaching psychology to nurses; and the application of psychological theory to nursing practice. These themes became the focus of further content analysis. A consensus is emerging from the traditionally opposed skills and theory camps that psychological literacy is essential to caring. Psychological content must not be diluted, neglected or eroded, and the essentials of this need to be defined and taught in a manner that is simple to understand and can be applied to real people. In undergraduate education, there is an increasing emphasis on structured reflection, which is used to forge links between student cognition, emotion and behaviour to reinforce theoretical psychological concepts. The similarities between models of reflection and cognitive behavioural psychological conceptualisation are a possible area for future investigation.

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Leggo, Carl. "A Poem Can: Poetic Encounters." LEARNing Landscapes 9, no. 2 (April 1, 2016): 351–65. http://dx.doi.org/10.36510/learnland.v9i2.780.

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All my adult life I have been a language and literacy educator in school and university classrooms. And for most of my adult life I have also been a poet. I read and write poetry; I teach poetry; I write about teaching poetry and about why poetry is important for living creatively in the world. In my poems I seek to remain open to possibilities for living poetically. I seek to see with the eyes of the heart and to hear with the ears of the heart. In a sequence of poems, citations, and ruminations, I ponder the signi cance of poetry.

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Journal articles on the topic 'Adult literacy teaching'

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