Growing our knowledge base
LESLLA Research & Publications
Somali immigrant youths and the power of print literacy by Martha Bigelow and Kendall King (2010)
Following Roba: What happens when a low-educated adult immigrant learns to read by Nicole M. Pettitt and Elaine Tarone (2015)
Collaborative Inquiry in the LESLLA Context: Reflecting on Self to Make Sense of Practice by Raichle Farrelly (2017)
The simultaneous development of receptive skills in an orthographically transparent second language by Taina Tammelin-Laine and Maisa Martin (2015)
"We thought they had forgotten us:" Research, policy and practice in the education of Latino immigrant adults by Marguerite M. Lukes (2009)
Who are adolescents and adults who develop literacy for the first time in an L2, and why are they of research interest? by Martha Young-Scholten (2015)
"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
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.
Critical Multilingualism Studies: An interdisciplinary journal - This volume entitled “Languaging as Refuge: Practice Meets Theory” comprises 16 scholarly, creative, public, and multimodal contributions guest-edited by Amanda Marie Shufflebarger Snell and Marianna Pegno. (See Vol 6 No 1, 2018.) From the introduction: “Languaging, creative expression, and theory naturally overlap in the work of practitioners, who often closely encounter the urgencies of flight, migration, refuge and multilingualism” (Snell & Pegno, p. 2). This volume explores languaging in contexts of refuge and migration.
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.
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.
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.
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.
Graduate Dissertations & Theses
Laura Cunnington: Do Literate or Non-literate adults Learning English as a Second Language Follow a Similar Reading Development Process to English Children?
Kate Moss: Acquisition of English morpho-syntax and the development of reading by immigrant adults
Teresa Hernández García: Aprendizaje de la Lectoescritura en una Segunda Lengua por parte de Adultos Analfabetos en su LM. Una Propuesta de Alfabetización en Español como Segunda Lengua (L2)
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.