'Passivity' or 'Potential'?: Teacher responses to learner identity in the low-level ESL classroom

'Passivity' or 'Potential'?: Teacher responses to learner identity in the low-level ESL classroom

This paper explores some initial findings from a multi-site, classroom-based case study research project into English as a Second Language (ESL) literacy provision to very low-literate adult learners within Australia’s Language, Literacy and Numeracy Program (LLNP). The aim of the research is to rep...

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Bibliographic Details
Main Author: Sue Ollerhead
Format: Article
Language:English
Published: UTS ePRESS 2012-05-01
Series:Literacy and Numeracy Studies
Online Access:https://learning-analytics.info/journals/index.php/lnj/article/view/2620
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spelling doaj-07f0ae506cc24b7fb7f7d275194d57002020-11-25T01:33:42ZengUTS ePRESSLiteracy and Numeracy Studies1441-05591839-29032012-05-0120110.5130/lns.v20i1.26201673'Passivity' or 'Potential'?: Teacher responses to learner identity in the low-level ESL classroomSue Ollerhead0University of New South WalesThis paper explores some initial findings from a multi-site, classroom-based case study research project into English as a Second Language (ESL) literacy provision to very low-literate adult learners within Australia’s Language, Literacy and Numeracy Program (LLNP). The aim of the research is to report on the researcher’s observations of teachers’ pedagogical practices and to investigate the extent to which they are responsive to learners’ developing and multiple identities. https://learning-analytics.info/journals/index.php/lnj/article/view/2620
collection DOAJ
language English
format Article
sources DOAJ
author Sue Ollerhead
spellingShingle Sue Ollerhead
'Passivity' or 'Potential'?: Teacher responses to learner identity in the low-level ESL classroom
Literacy and Numeracy Studies
author_facet Sue Ollerhead
author_sort Sue Ollerhead
title 'Passivity' or 'Potential'?: Teacher responses to learner identity in the low-level ESL classroom
title_short 'Passivity' or 'Potential'?: Teacher responses to learner identity in the low-level ESL classroom
title_full 'Passivity' or 'Potential'?: Teacher responses to learner identity in the low-level ESL classroom
title_fullStr 'Passivity' or 'Potential'?: Teacher responses to learner identity in the low-level ESL classroom
title_full_unstemmed 'Passivity' or 'Potential'?: Teacher responses to learner identity in the low-level ESL classroom
title_sort 'passivity' or 'potential'?: teacher responses to learner identity in the low-level esl classroom
publisher UTS ePRESS
series Literacy and Numeracy Studies
issn 1441-0559
1839-2903
publishDate 2012-05-01
description This paper explores some initial findings from a multi-site, classroom-based case study research project into English as a Second Language (ESL) literacy provision to very low-literate adult learners within Australia’s Language, Literacy and Numeracy Program (LLNP). The aim of the research is to report on the researcher’s observations of teachers’ pedagogical practices and to investigate the extent to which they are responsive to learners’ developing and multiple identities.
url https://learning-analytics.info/journals/index.php/lnj/article/view/2620
work_keys_str_mv AT sueollerhead passivityorpotentialteacherresponsestolearneridentityinthelowleveleslclassroom
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