University of Illinois Urbana-Champaign

Literacy practices of Mexican and Ghanaian immigrant women with limited ESL literacy

Butler-Auld, Hannah A

Content Files
BUTLER-AULD-THESIS-2020.pdf

Permalink

https://hdl.handle.net/2142/107870

Description

Title
Literacy practices of Mexican and Ghanaian immigrant women with limited ESL literacy
Author(s)
Butler-Auld, Hannah A
Issue Date
2020-04-08
Director of Research (if dissertation) or Advisor (if thesis)
Sadler, Randall W
Committee Member(s)
Kang, Hyun-Sook
Department of Study
Linguistics
Discipline
Teaching of English Sec Lang
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
M.A.
Degree Level
Thesis
Date of Ingest
2020-08-26T21:54:15Z
Keyword(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.
Graduation Semester
2020-05
Type of Resource
Thesis
Permalink
http://hdl.handle.net/2142/107870
Copyright and License Information
Copyright 2020 Hannah A. Butler-Auld

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