'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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| Format: | Article |
| Language: | English |
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UTS ePRESS
2012-05-01
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| Series: | Literacy and Numeracy Studies |
| Online Access: | https://learning-analytics.info/journals/index.php/lnj/article/view/2620 |