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

Sue Ollerhead

24 citations0/0 files storedLiteracy and Numeracy Studies

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

EFL/ESL Teaching and Learning Teacher Education and Leadership Studies Adult and Continuing Education Topics

Abstract

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.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 24 citations exist upstream.

References

1996The Art of Case Study Research 1986Speech Genres and Other Late Essays 1987Literacy in Theory and Practice 1988Feminist practice and poststructuralist theory 1992Multiculturalism and the politics of recognition 1995How Languages Are Learned 1995Social Identity, Investment, and Language Learning 2000Identity and language learning : gender, ethnicity and educational change

Cited by

2017Language, Identity, and Investment in the Twenty-first Century 2016Language, Identity, and Investment in the Twenty-first Century

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.