Literacy Education and Second Language Learning for Adults (LESLLA)

Proceedings 2014




Literacy Education and Second Language Learning for Adults: Ten years on
Ineke van de Craats, Jeanne Kurvers and Roeland van Hout


Footprints for the future:
Cognition, literacy and second language learning by adults

Jeanne Kurvers, Ineke van de Craats and Roeland van Hout

Peer interaction while learning to read in a new language
Martha Bigelow and Kendall King

Migrant parents and their views on language and parental involvement:
The impact of an embedded language course

Joke Drijkoningen

Identity imposition in EFL textbooks for adult secondary education in Chile
Miguel Farías and Diego Cabezas

Encouraging learner autonomy: Working with portfolios, learning agreements and individualized materials
Alexis Feldmeier

Literacy influences cognitive abilities far beyond the mastery of written language
Falk Huettig

Literacy and prosody:
The case of low-literate Senegalese learners of L2 Italian

Marta Maffia and Anna De Meo

Bridging the gap in the LESLLA classroom: A look at scaffolding
Susanna Strube

LESLLA teachers' views of the knowledge and skills they need:
An international study

Martha Young-Scholten, Joy Kreeft Peyton, Marcin Sosinski and Antonio Manjon Cabeza


English for adults in Eritrea:
Perspectives and practices in second language textbook preparation

Yonas Mesfun Asfaha

Implementing the Mutually Adaptive Learning Paradigm in the LESLLA classroom
Sara M. Cole and Allegra B. Elson

The Red Book:
A role-based portfolio for non-literate immigrant language learners

Annemarie Nuwenhoud

"Fingers, Eyes and Ears to Words" :
LESLLA teachers learn from dyslexia educators

Patsy Vinogradov


It takes two to tango:
Learning Dutch in Antwerp

Inge Schuurmans and Frieke van Zundert

Adult language education and migration:
Challenging agendas in policy and practice

James Simpson and Anne Whiteside

Technology-Enhanced language Learning

The Digital Literacy Instructor: Developing Automatic Speech Recognition and Selecting Learning Material for Opaque and Transparent Orthographies
Catia Cucchiarini, Radboud University Nijmegen
Marta Dawidowicz, University of Vienna
Enas Filimban, Newcastle University
Taina Tammelin-Laine, University of Jyväskylä
Ineke van de Craats and Helmer Strik, Radboud University Nijmegen