Rooting for the Underdog: Teaching Adult Migrant Learners with Emergent Literacy Skills

Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › fagfællebedømt

Standard

Rooting for the Underdog: Teaching Adult Migrant Learners with Emergent Literacy Skills. / Yessenova, Aisara.

Adult Education and Difference. red. / Bonnie Slade; Peter Mayo; Thi Bogossian. Brill, 2024. s. 51-70 (International Issues in Adult Education, Bind 36).

Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › fagfællebedømt

Harvard

Yessenova, A 2024, Rooting for the Underdog: Teaching Adult Migrant Learners with Emergent Literacy Skills. i B Slade, P Mayo & T Bogossian (red), Adult Education and Difference. Brill, International Issues in Adult Education, bind 36, s. 51-70. https://doi.org/10.1163/9789004692626_004

APA

Yessenova, A. (2024). Rooting for the Underdog: Teaching Adult Migrant Learners with Emergent Literacy Skills. I B. Slade, P. Mayo, & T. Bogossian (red.), Adult Education and Difference (s. 51-70). Brill. International Issues in Adult Education Bind 36 https://doi.org/10.1163/9789004692626_004

Vancouver

Yessenova A. Rooting for the Underdog: Teaching Adult Migrant Learners with Emergent Literacy Skills. I Slade B, Mayo P, Bogossian T, red., Adult Education and Difference. Brill. 2024. s. 51-70. (International Issues in Adult Education, Bind 36). https://doi.org/10.1163/9789004692626_004

Author

Yessenova, Aisara. / Rooting for the Underdog: Teaching Adult Migrant Learners with Emergent Literacy Skills. Adult Education and Difference. red. / Bonnie Slade ; Peter Mayo ; Thi Bogossian. Brill, 2024. s. 51-70 (International Issues in Adult Education, Bind 36).

Bibtex

@inbook{171f8b17ea364f7c848d624f110a7eb4,
title = "Rooting for the Underdog: Teaching Adult Migrant Learners with Emergent Literacy Skills",
abstract = "Research and literacy programmes primarily target children or learners with formal education and overlook adult migrant with emergent literacy skills. They need to develop print literacy in addition to learning a new language. This review chapter problematises narrow definitions of literacy and discusses challenges of teaching adults with emergent literacy. Sociocultural theories grounded in social relationships and culturally responsive teaching, can alleviate these challenges, and empower adult learners. I argue that culturally responsive teaching, intergenerational learning, and supportive learning environment create more opportunities for adult learners to participate in literacy practices and second language learning.",
author = "Aisara Yessenova",
year = "2024",
month = feb,
day = "15",
doi = "https://doi.org/10.1163/9789004692626_004",
language = "English",
series = "International Issues in Adult Education",
pages = "51--70",
editor = "Slade, {Bonnie } and Mayo, {Peter } and Thi Bogossian",
booktitle = "Adult Education and Difference",
publisher = "Brill",
address = "Netherlands",

}

RIS

TY - CHAP

T1 - Rooting for the Underdog: Teaching Adult Migrant Learners with Emergent Literacy Skills

AU - Yessenova, Aisara

PY - 2024/2/15

Y1 - 2024/2/15

N2 - Research and literacy programmes primarily target children or learners with formal education and overlook adult migrant with emergent literacy skills. They need to develop print literacy in addition to learning a new language. This review chapter problematises narrow definitions of literacy and discusses challenges of teaching adults with emergent literacy. Sociocultural theories grounded in social relationships and culturally responsive teaching, can alleviate these challenges, and empower adult learners. I argue that culturally responsive teaching, intergenerational learning, and supportive learning environment create more opportunities for adult learners to participate in literacy practices and second language learning.

AB - Research and literacy programmes primarily target children or learners with formal education and overlook adult migrant with emergent literacy skills. They need to develop print literacy in addition to learning a new language. This review chapter problematises narrow definitions of literacy and discusses challenges of teaching adults with emergent literacy. Sociocultural theories grounded in social relationships and culturally responsive teaching, can alleviate these challenges, and empower adult learners. I argue that culturally responsive teaching, intergenerational learning, and supportive learning environment create more opportunities for adult learners to participate in literacy practices and second language learning.

U2 - https://doi.org/10.1163/9789004692626_004

DO - https://doi.org/10.1163/9789004692626_004

M3 - Book chapter

T3 - International Issues in Adult Education

SP - 51

EP - 70

BT - Adult Education and Difference

A2 - Slade, Bonnie

A2 - Mayo, Peter

A2 - Bogossian, Thi

PB - Brill

ER -

ID: 384027479