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LESLLA Research & Publications

 
 

Journal Articles

 
 

"As a field, we have much to gain by acknowledging and including learners of various literacy levels and educational backgrounds, developing theories to account for a broader scope of language learning contexts, designing more fine-grained instruments, and using research methodologies that provide opportunities for participants to produce language that is more reflective of their underlying abilities."

— Pettitt & Tarone, 2015

 
 

Journals

Zeitschrift für Flüchtlingsforschung (Z‘Flucht) - Die Zeitschrift für Flüchtlingsforschung (Z‘Flucht) ist ein neues peer-reviewed journal, das wissenschaftliche Beiträge aus unterschiedlichsten Disziplinen zu Fragestellungen der Zwangsmigrations- und Flüchtlingsforschung veröffentlicht. Sie erscheint zweimal im Jahr im Nomos-Verlag.

The Journal for Refugee Research (Z'Flucht) is a new peer-reviewed journal that publishes scientific papers from a wide range of disciplines on questions of forced migration and refugee research. It is published twice a year by Nomos-Verlag.

The International Journal of Literacy, Language, and Numeracy - **New & Forthcoming** ProLiteracy is launching a new online peer-reviewed journal to be published twice a year in partnership with Rutgers University, and in collaboration with journal editors Alisa Belzer, Amy D. Rose, and Heather Brown. Upcoming themes include improving instructional outcomes and integrating technology. For information about submission, please contact the journal editors at ALEJournal@proliteracy.org.

 
 

Papers

 

Real World Research: Combining Qualitative and Quantitative Research for Adult ESL. by Larry Condelli and Heide Spruck Wrigley (2004). Presented at the National Research and Development Centre (NRDC) Second International Conference for Adult Literacy and Numeracy, Loughborough, England, March 25-27, 2004.

 

Books

 
 

Educating Refugee-background Students: Critical Issues and Dynamic Contexts

Shapiro, S., Farrelly, R., & Curry, M. (Eds.). (2018). Educating refugee-background students: Critical Issues and Dynamic Contexts. Bristol, UK: Multilingual Matters. 

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 Literacy to ESOL Learners

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. 

ESOL: A Critical Guide by Melanie Cook and James Simpson (2008). Published by Oxford University Press. ISBN-0194422674, ISBN-13: 9780194422673

Cook and Simpson 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. 

Educating Refugee-background Students_Cover.png
 
 

LESLLA Proceedings

Please visit the Annual Meetings page for proceedings from past LESLLA symposia. 

 

Graduate Dissertations & Theses

 

Reports

Skill Matches to Job Requirements - This 39 page Australian report examines the relationship between literacy and numeracy skills and their use in the workplace, paying particular attention to older workers. The findings show that workers (in all age groups) with higher literacy and numeracy skills tend to use these skills more often than those with lower skill levels.