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Title:Literacy practices of Mexican and Ghanaian immigrant women with limited ESL literacy
Author(s):Butler-Auld, Hannah A
Advisor(s):Sadler, Randall W
Contributor(s):Kang, Hyun-Sook
Department / Program:Linguistics
Discipline:Teaching of English Sec Lang
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:M.A.
Genre:Thesis
Subject(s):limited literacy
low-literacy
literacy practices
English as a second language
immigrant
investment model
New Literacy Studies
women
elderly
sociocultural
adult learners
Abstract:Scarce ESL literacy research exists on low-literate, immigrant learners over the age of sixty. Research on this underrepresented population is critical for increasing their participation and success in ESL programs. This study describes the literacy practices, perceived needs, expectations, literacy statements, and classroom dynamics of low-literate, immigrant learners over the age of sixty. Data was collected over a seven-week period using interviews, classroom observations, and drawing tasks at a U.S. ESL tutoring center supported by volunteer tutors. Two ESL students from Ghana and México participated. Data was analyzed using Norton’s (2013) investment model. Findings showed that participants desired autonomy; classroom dynamics influenced participants’ perceived needs and negative literacy statements; and English-speaking family members positively influenced participants’ engagement in English literacy practices. From a pedagogical perspective, increasing low-literate, immigrant learners’ active participation in ESL programs requires improved resources for tutor training, relevant content for learners’ needs, and learners to have strong social connections with English speakers outside of the classroom.
Issue Date:2020-04-08
Type:Thesis
URI:http://hdl.handle.net/2142/107870
Rights Information:Copyright 2020 Hannah A. Butler-Auld
Date Available in IDEALS:2020-08-26
Date Deposited:2020-05


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