Developmental Diversity in the Academic Language-Learning Experiences of Adult English as a Second or Other Language Learners: A Constructive-Developmental Study

Autor/in	Ouellette-Schramm, Jennifer R.
Titel	Developmental Diversity in the Academic Language-Learning Experiences of Adult English as a Second or Other Language Learners: A Constructive-Developmental Study
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 66 (2016) 3, S.219-236 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713616640882
Schlagwörter	Academic Discourse; English (Second Language); Second Language Learning; Adult Basic Education; Qualitative Research; Semi Structured Interviews; Observation; Grounded Theory; Second Language Instruction; Student Attitudes; Metacognition; Standardized Tests; Adult Learning; Scores; Literacy; Evaluation Methods; Student Evaluation; Minnesota + Suchen Sie Ihr Suchwort? Discourse; Diskurs; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Adult; Adults; Education; Adult education; Erwachsenenbildung; Qualitative Forschung; Beobachtung; Fremdsprachenunterricht; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Standadised tests; Standardisierter Test; Adulte education; Adult training; Alphabetisierung; Schreib- und Lesefähigkeit; Schulnote; Studentische Bewertung
Abstract	Academic language is a challenging yet increasingly important skill for Adult Basic Education/English as a Second or Other Language learners. Related to academic language learning is an adult's developmental perspective. Developmental perspectives have been shown to vary in adulthood and shape qualitatively distinct ways of reasoning and learning experiences. Using Kegan's constructive-developmental theory, which derives from Western psychology but has been implemented cross-culturally, this qualitative case study explores the academic language-learning experiences of nine Adult Basic Education/English as a Second or Other Language learners. The data include 18 semistructured qualitative interviews and class observations. Analysis includes the dual lenses of grounded theory and constructive-developmental theory. Findings suggest that developmental perspectives made a qualitative difference in how learners experienced academic language learning. Notably, "instrumental" learners described what looks like struggle, but from their developmental perspectives, represents a logical pathway toward success. Learners transitioning toward "self-authoring" brought unique learning agendas and capacities for self-monitoring. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01