Virtual study sessions for adult literacy education teachers’ multilingual awareness

Varlik, Elif

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https://hdl.handle.net/2142/129962 Copy

Description

Title

Virtual study sessions for adult literacy education teachers’ multilingual awareness

Author(s)

Varlik, Elif

Issue Date

2025-07-22

Director of Research (if dissertation) or Advisor (if thesis)

• Mendoza, Anna
• Sadler, Randall W

Department of Study

Linguistics

Discipline

Teaching of English Sec Lang

Degree Granting Institution

University of Illinois Urbana-Champaign

Degree Name

M.A.

Degree Level

Thesis

Keyword(s)

• Adult literacy education
• Culturally responsive teaching
• ESL
• LESLLA
• Language education
• Mainstream literacy
• Multiple case study
• Multilingual pedagogies
• Teacher education
• Teacher professional development
• Teacher training
• Virtual study sessions
• Adult ESL Learners
• critical reflection

Abstract

LESLLA (Literacy Education and Second Language Learning for Adults) teachers need more professional development (PD) as they encounter challenges in applying multilingual and culturally responsive strategies in practice (Floyd, 2022; Wiseman, 2024), especially given that learners’ limited literacy and metalinguistic awareness further challenge instruction (van de Craats et al., 2006). While PD programs for literacy teachers exist (Kiramba & Trainin, 2025; Tammelin-Laine et al., 2021), they often omit reflective practice on critical multilingual awareness—a gap that research suggests can be filled through contextualized learning and collaborative inquiry (Farrelly, 2017; Maynard et al., 2024; Vinogradov & Liden, 2009). To address this gap, this multiple case study explored the perceptions and reflections of three LESLLA teachers in North America, examining how virtual PD sessions on critical multilingual awareness enhanced their preparedness. Data was collected through pre- and post-questionnaires and semi-structured interviews to capture changes in beliefs, perceptions, and practices. Over the course of six weeks, teachers participated in weekly Zoom sessions, reflecting on topics such as trauma-informed pedagogy, translanguaging, identity texts, pleasure reading, technology integration, and gender issues. Data were analyzed thematically using an eclectic coding approach, inspired by Charmaz’ (2014) constructivist grounded theory, which involved multiple cycles of coding leading to the generation of themes (Creswell, 2013; Saldaña, 2021). The analysis was further guided by Liu’s (2013) critical reflection framework and Farrell’s (2015) concept of reflective practice to explore the development of pedagogical thinking. Additionally, the lens of critical multilingual language awareness (García, 2015) was used to examine participants’ engagement with language ideologies and multilingual practices. The findings revealed that the study sessions enhanced participants’ awareness of multilingual strategies and linguistic complexities in LESLLA classrooms, while also uncovering shared challenges and effective practices. Although the participants were already experienced teachers, they reported that the sessions enriched their practice through peer learning, exploration of underexamined topics, and exposure to diverse teaching experiences of other participants. In particular, the three LESLLA teachers demonstrated strong expertise in using identity texts, technology, and translanguaging. However, they reported fewer strategies and more uncertainty when addressing trauma-informed pedagogy and gender-related barriers. Pleasure reading emerged as another area where teacher knowledge and strategy use varied, in contrast to their more established skills in phonics and reading instruction. Post-study reflections highlighted the value of fostering collaborative, reflective learning environments to support sustained professional dialogue. These findings inform the design of responsive, practice-based PD tailored to the needs of LESLLA educators and institutions.

Graduation Semester

2025-08

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/129962

Copyright and License Information

Copyright 2025 Elif Varlik

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