Emerging Competence: Generation 1 Learners' Literacy Strategy Use and Identity Enactment in College Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 8-12, 2021).

Autor/in	Suh, Emily
Titel	Emerging Competence: Generation 1 Learners' Literacy Strategy Use and Identity Enactment in College Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 8-12, 2021).
Quelle	(2021), (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Learning Strategies; English (Second Language); Second Language Learning; Second Language Instruction; Immigrants; Adults; Adult Education; Higher Education; Self Concept; Remedial Instruction; Literacy; Language Proficiency; Mastery Learning; Academic Language; College Students; Student Attitudes; Transitional Programs; Reading Strategies; Teaching Methods + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Immigrant; Immigrantin; Immigranten; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Selbstkonzept; Förderkurs; Alphabetisierung; Schreib- und Lesefähigkeit; Language skill; Language skills; Sprachkompetenz; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Collegestudent; Schülerverhalten; Reading strategy; Leselernstufe; Lesetechnik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The domain of literacy includes multiple strategies relevant to studying in college (Alexander, 2005). This thematic analysis examines how Generation 1 learners (adult-arrival immigrants who transition from adult ESL into college) demonstrate their emergent literacy domain competence and how their literacy strategy use aligns with their identity enactment as college students. Observational data from six Generation 1 learners enrolled in developmental literacy courses illustrate that the majority of strategy use occurred outside the classroom. Therefore, instructors often failed to recognize learners' emerging proficiency. Implications are discussed for combining Mastery Domain Learning (Alexander, 2005) and Investment Theory (Norton, 2013) to theorize adult immigrants' college experience and practical implications for developing all learners' literacy strategy use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01