BOOKS
Educating Refugee-background Students: Critical Issues and Dynamic Contexts
This collection of empirical work by Shawna Shapiro, Raichle Farrelly and MaryJane Curry offers an in-depth exploration of key issues in the education of adolescents and adults with refugee backgrounds residing in North America, Australia and Europe. These studies foreground student goals, experiences and voices, and reflect a high degree of awareness of the assets that refugee-background students bring to schools and broader society. Chapters are clustered according to the two themes of Language and Literacy, and Access and Equity. Each chapter includes a discussion of context, researcher positionality and implications for educators, policy-makers and scholars.
Melanie Cook and James Simpson (2008). provide a review of the distinctive pedagogic, social, and political contexts of teaching English to adult migrants in countries where English is the dominant language. The book includes reflective activities within each chapter, to enable readers to relate the content to their own contexts, be they teaching, training, management, inspection or policy. Published by Oxford University Press. ISBN-0194422674, ISBN-13: 9780194422673
Teaching Literacy to ESOL Learners
Authored by Marina Spiegel & Helen Sunderland (2006), this is a practical guide to teaching learners who have just begun to read and write in English and are not yet familiar with the Latin script. This excellent resource integrates theory with lots of practical suggestions for teaching.
Helaine W. Marshall and Andrea DeCapua authored this book which examines how understanding secondary and adult L2 learners’ educational paradigms, rooted deeply in their past experiences and cultural orientations, provides a key to the solution to a lack of progress.
Melanie Cook and James Simpson (2008). provide a review of the distinctive pedagogic, social, and political contexts of teaching English to adult migrants in countries where English is the dominant language. The book includes reflective activities within each chapter, to enable readers to relate the content to their own contexts, be they teaching, training, management, inspection or policy.
This volume provides a comprehensive report on a symposium organised by the Council of Europe (Strasbourg) in 2016 in the context of its human rights agenda. Its purpose was to explore some of the ways in which scientific evidence can inform the development and implementation of policy and practice designed to support the linguistic integration of adult migrants.
La présente publication rend compte d’un symposium organisé en 2016 par le Conseil de l’Europe, à Strasbourg, dans le cadre de ses programmes sur les droits de l’homme. L’objectif de ce symposium était d’explorer comment les apports de la recherche scientifique peuvent orienter l’élaboration et la mise en œuvre de politiques et de pratiques destinées à favoriser l’intégration linguistique des migrants adultes.
Bringing Literacy to Life: Issues and Options in Adult ESL Literacy
This book, authored by Heide Spruck Wrigley and Gloria J. A. Guth for the US Department of Education, Office of Vocational and Adult Education, provides a combination of background information, advice for teachers, and examples of good teaching. A blend of theory and practice, this book is meant to help practitioners and programs make informed decisions about teaching literacy in their own particular context. The ten curriculum modules, written by teachers in the field, are meant to illustrate some of the best practices that adult ESL literacy has to offer.
Teaching Adult Immigrants with Limited Formal Education: Theory, Research and Practice
Kreeft Peyton, J. & M. Young-Scholten (eds.) (2020), Teaching Adult Immigrants with Limited Formal Education: Theory, Research and Practice. Multilingual Matters
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.