Date of Award
2019
Publication Type
Master Thesis
Degree Name
M.Ed.
Department
Education
Keywords
adult literacy, bilingual adult female English Language Learners, ELL classes, mature female learners, Multiliteracies pedagogy, multimodal approach
Supervisor
Susan Holloway
Rights
info:eu-repo/semantics/openAccess
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Abstract
This study investigates how the formal teaching and learning theory of multiliteracies serves mature female English Language Learners in Iran. A multiliteracies approach aims to influence the impact of the dramatically changing social and technological contexts of communication and learning and the potential contribution of a multimodal approach to adult language teaching and learning in the educational context. Data collection and analysis included collaborative researcher and teacher-participant lesson planning, 3 curriculum intervention workshops, observation and field notes, document analysis, and in-depth interviews to explore the English language development of the adult female participants of this research. This research provided the participants with the opportunity to engage with multiliteracies pedagogy designed to meet the specific learning needs of adult female English Language Learners (ELLs). The study unexpectedly found the more mature females were more engaged than their younger counterparts in workshop activities.
Recommended Citation
Mohiti Asli, Yalda, "Developing a Multiliteracies Pedagogy in Mature Female English Language Learners In Iran" (2019). Electronic Theses and Dissertations. 7723.
https://scholar.uwindsor.ca/etd/7723