Towards a Pedagogy of Complementary Alternative Adult Literacy Learning Spaces (CALLS) in ESOL and Literacy Learning: A Case Study of the Use of a Computerised Environment (SCRATCH) in an ESOL Class

Autor/inn/en	Ade-Ojo, Gordon O.; Yacoub, Raed
Titel	Towards a Pedagogy of Complementary Alternative Adult Literacy Learning Spaces (CALLS) in ESOL and Literacy Learning: A Case Study of the Use of a Computerised Environment (SCRATCH) in an ESOL Class
Quelle	In: Studies in the Education of Adults, 51 (2019) 1, S.89-108 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
DOI	10.1080/02660830.2019.1572441
Schlagwörter	Teaching Methods; Adult Literacy; English (Second Language); Second Language Learning; Second Language Instruction; Multiple Literacies; Literacy Education; Learning Processes; Language Teachers; Student Attitudes; Teacher Attitudes; Foreign Countries; Case Studies; Spelling; Computer Assisted Instruction; Greek; Latin; Morphemes; Vocabulary Development; Self Esteem; United Kingdom (London) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Learning process; Lernprozess; Language teacher; Sprachunterricht; Schülerverhalten; Lehrerverhalten; Ausland; Case study; Fallstudie; Case Study; Schreibweise; Computer based training; Computerunterstützter Unterricht; Grieche; Griechisch; Latein; Morphem; Wortschatzarbeit; Self-esteem; Selbstaufmerksamkeit
Abstract	This article provides an argument for the recognition of complementary alternative literacy learning spaces (CALLS) as a strategy for operationalising the notion of multi-literacies in classroom practice. The paper draws empirical evidence from a small-case project to support the claim that scratch, functioning as a CALLS is a viable tool for ESOL/literacy teaching and learning. Empirical data were collected from students from two ESOL classes in London and their tutor over a ten-week project. In addition to defining the bounds of CALLS, the paper identifies four components as desirable for a pedagogy of CALLS and concludes that CALLS is a viable avenue for operationalising the notion of multi-literacies in classroom practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01