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Emergent Literacy Development in Adult L2 Learners: From Theory to Practice

Emergent Literacy Development in Adult L2 Learners: From Theory to Practice

Lisa Gonzalves
Copyright: © 2020 |Pages: 21
ISBN13: 9781799827221|ISBN10: 1799827224|EISBN13: 9781799827238
DOI: 10.4018/978-1-7998-2722-1.ch003
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MLA

Gonzalves, Lisa. "Emergent Literacy Development in Adult L2 Learners: From Theory to Practice." Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms, edited by Georgios Neokleous, et al., IGI Global, 2020, pp. 41-61. https://doi.org/10.4018/978-1-7998-2722-1.ch003

APA

Gonzalves, L. (2020). Emergent Literacy Development in Adult L2 Learners: From Theory to Practice. In G. Neokleous, A. Krulatz, & R. Farrelly (Eds.), Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms (pp. 41-61). IGI Global. https://doi.org/10.4018/978-1-7998-2722-1.ch003

Chicago

Gonzalves, Lisa. "Emergent Literacy Development in Adult L2 Learners: From Theory to Practice." In Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms, edited by Georgios Neokleous, Anna Krulatz, and Raichle Farrelly, 41-61. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2722-1.ch003

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Abstract

Globally, many adults lack access to education due to gender, poverty, ethnic discrimination, political conflict, and geographic proximity. Moreover, many of these same adults may migrate at some point in their lives, needing to adapt to new linguistic settings. Oftentimes, such adults need to learn both an entirely new language and first-time literacy - not necessarily in their first language, but in the new language (L2) which they may not yet speak. By providing a robust overview of scholarship on emergent literacy acquisition in children and adults, this chapter heightens understanding of the complexity of acquiring literacy for the first time as an L2 adult migrant. The chapter provides practical guidelines on how teachers of L2 adults with emergent literacy can apply this knowledge in the classroom, focusing on three pedagogical areas - vocabulary acquisition, metalinguistic awareness, and academic socialization.

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