"It's a Black Hole . . .": Exploring Teachers' Narratives and Practices for Digital Literacies in the Adult EAL Context

Autor/inn/en	Tour, Ekaterina; Creely, Edwin; Waterhouse, Peter
Titel	"It's a Black Hole . . .": Exploring Teachers' Narratives and Practices for Digital Literacies in the Adult EAL Context
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 71 (2021) 3, S.290-307 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tour, Ekaterina) ORCID (Creely, Edwin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713621991516
Schlagwörter	Teacher Attitudes; Adult Educators; Adult Students; Migrant Adult Education; English (Second Language); Second Language Instruction; Second Language Learning; Refugees; Immigrants; Community Education; Integrated Activities; Handheld Devices; Computer Literacy; Technology Integration; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Lehrerverhalten; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Flüchtling; Immigrant; Immigrantin; Immigranten; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Integrierender Unterricht; Computerkenntnisse; Ausland; Australien
Abstract	A strength-based approach to teaching digital literacies can advance language education for adults from refugee and migrant backgrounds, preparing them for life in a new country. This article draws on a 6-month ethnographic study at an adult English language center in Australia and explores teachers' perspectives and practices related to teaching digital literacies to understand how prepared they are to employ learners' own resources. Using sociomaterial theory, this research found that English as an Additional Language (EAL) teachers' narratives about learners focused on what they lacked rather than what they brought to learning. It also found that while teaching practices utilized some strength-based pedagogical principles, the teachers viewed their work as being deficient. They did not always recognize their agential power nor did they overtly understand that the technology itself afforded this power. The article concludes with implications for EAL practice and professional learning of teachers who work in the adult sector. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01