Teaching Adult Immigrants with Limited Formal Education

Theory, Research and Practice
Erscheinungsjahr 2020
ISBN: 978-1-78892-698-0
Verlag: Multilingual Matters

Buch, Englisch, 191 Seiten, Format (B × H): 170 mm x 225 mm, Gewicht: 340 g

Adult migrants who received little or no formal education in their home countries face a unique set of challenges when attempting to learn the languages of their new countries. Few adult migrants with limited or no literacy in their native languages successfully attain higher levels of literacy in their additional languages, even if they attain high levels of oral proficiency.

This book, the result of a European- and United States-wide collaborative research project, aims to assist teachers working with adult migrants to address this attainment gap and help students reach the highest possible levels of literacy in their new languages. The chapters provide the latest research-informed evidence on the acquisition of linguistic competence and the development of reading in a new language by adults. The book concludes with a chapter that addresses the challenges and opportunities faced by this group of learners and their teachers, with specific instructional strategies that can be used.

The book will be an invaluable resource for teachers, tutors and training providers, as well as volunteers, who work with adult migrants.

Autoren/Hrsg.

Peyton, Joy Kreeft

Young-Scholten, Martha

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Geisteswissenschaften Sprachwissenschaft Alphabetisierung
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erwachsenenbildung, lebenslanges Lernen
• Sozialwissenschaften Soziologie | Soziale Arbeit Spezielle Soziologie Soziologie von Migranten und Minderheiten

Inhaltsverzeichnis

Larry Condelli: Preface

Chapter 1. Martha Young-Scholten and Joy Kreeft Peyton: Introduction: Understanding Adults Learning to Read for the First Time in a New Language: Multiple Perspectives

Chapter 2. Minna Suni and Taina Tammelin-Laine: Language and Literacy in Social Context

Chapter 3. Marcin Sosinski: Reading from a Psycholinguistic Perspective

Chapter 4. Pia Holtappels, Kerstin Chlubek, Andreas Rohde, Kim Schick, and Johanna Schnuch: Vocabulary

Chapter 5. Martha Young-Scholten and Rola Naeb: Acquisition and Assessment of Morphosyntax

Chapter 6. Belma Haznedar: Bilingualism and Multilingualism

Chapter 7. Nancy Faux and Susan Watson: Teaching and Tutoring Adult Learners with Limited Education and Literacy

Über Autor(innen)

Young-Scholten, Martha
Martha Young-Scholten, PhD University of Washington, Seattle, is professor of second language acquisition at Newcastle University. Since the 1980s, she has conducted research on the generative-linguistics-based L2 acquisition of morphosyntax and phonology, focusing on adults  acquiring their L2 naturalistically. For the last decade she has been investigating the reading development of migrant adults with limited home language literacy. She has been involved in Grundtvig and Erasmus+ projects: 2013-2015, the Digital Literacy Instructor, as partner, and 2010-2018, as coordinator of EU-Speak. She co-directs with a creative writing colleague the Simply Cracking Good Stories project on L2 pleasure reading for adult beginners.

Peyton, Joy Kreeft
Joy Kreeft Peyton is President of the Coalition of Community-Based Heritage Language Schools in the United States, which connects and collaborates with thousands of schools teaching hundreds of languages, mostly on weekends. She has also worked in Ethiopia, Nepal, and The Gambia to develop curriculum, materials, and student pleasure reading books in students’ mother tongues.

Joy Kreeft Peyton is a Senior Fellow, Center for Applied Linguistics, Washington, DC, USA.

Martha Young-Scholten is Professor of Second Language Acquisition, Newcastle University, UK.