Interconnected literacy practices: exploring classroom work with literature in adult second language education

• Main Author: Robert Walldén
• Format: Article
• Language: English
• Published: Linköping University Electronic Press 2020-02-01
• Series: European Journal for Research on the Education and Learning of Adults
• Subjects: adult education; critical literacy; second language instruction; reader-response; teaching literature
• Online Access: http://dx.doi.org/10.3384/rela.2000-7426.rela9202

Previously, there has been little research conducted on how teachers and adult second language learners negotiate the challenge of reading authentic novels in the target language. This qualitative classroom study explores literacy practices in adult intermediate second language instruction, involving two teachers and their diverse student groups over four weeks of work with literature. The material has been generated during weekly book discussions, through observations, voice recordings and the collection of texts and other teaching materials. The result shows a strong orientation towards meaning-making, which was scaffolded by the teachers directing attention to language, style and narrative structure. Thus, different kinds of literacy practices were interconnected. Although practices of critical text analysis were not prioritised by the participant teachers, it is shown how the students used their diverse experiences and knowledge to read both 'with' and 'against' the grain of the text. Implications for teaching and steering documents are discussed.