Digital Poetry for Adult English Learners with Limited Education: Possibilities in Language Learning, Literacy Development and Interculturality

Autor/in	Kempster, Jemima Rillera
Titel	Digital Poetry for Adult English Learners with Limited Education: Possibilities in Language Learning, Literacy Development and Interculturality
Quelle	In: TESOL in Context, 31 (2023) 2, S.5-22 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-8385
Schlagwörter	Poetry; Information Technology; English (Second Language); Second Language Learning; Second Language Instruction; Adult Students; Adult Literacy; Literacy Education; Computer Software; Adult Education; Digital Literacy; Personal Narratives; Educational Background; Multimedia Instruction + Suchen Sie Ihr Suchwort? Lyrik; Poesie; Informationstechnologie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Education; Adult basic education; Adult training; Erwachsenenbildung; Erlebniserzählung; Vorbildung; Multimediales Lernen
Abstract	Studies on the role of digital technology in teaching and learning English tend to focus on secondary or higher education contexts and/or with literate or educated students. The recent global pandemic has highlighted the urgent need to advance digital equity and inclusion for adult learners with limited education and literacy. Despite their basic digital, language and literacy skills, classroom observations and studies have challenged stereotypes of this cohort of students' limited capacity for online learning (Pobega, 2020; Tour et al., 2021). This paper will discuss a digital literacy project which involved poetry writing using an online book creator app with adult learners with limited English print literacy skills. Moving beyond merely mastering the mechanics of digital technologies (Kern, 2015), this project was an exploration of how language classrooms can be set up as supportive spaces where adult English learners perform "social acts of meaning mediated by the creation of texts" (Bhatt, 2012). Drawing on their personal histories, the learners made connections with the people, events, and spaces, from their past and present, emphasising the need to focus on human connections in language learning and the development of digital literacy skills (Guillén et al., 2020). Through poetry as a familiar literary form, the project serves to expand and strengthen the epistemic contribution capability (Fricker, 2015) of English learners with limited education and print literacy skills. (As Provided).
Anmerkungen	Australian Council of TESOL Associations. P.O. Box 2019, Smithfield, New South Wales 2164, Australia. e-mail: actaexec@yahoo.com.au; Web site: http://www.tesol.org.au/Publications/TESOL-in-Context
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01