Multilingual language assistants, investment and social justice in second language learning for adult newcomers
This article investigates the significance of the use of multilingual language assistants (MLAs) in second language teaching for adult migrants with limited formal schooling. Norton’s theories of investmentand critical pedagogy serve as an analytical backdrop. An emic perspective is adopted, with in...
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| Vydané v: | Studies in the education of adults Ročník 57; číslo 1; s. 76 - 94 |
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| Médium: | Journal Article |
| Jazyk: | English |
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Leicester
Taylor & Francis Ltd
02.01.2025
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| ISSN: | 0266-0830, 1478-9833 |
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| Abstract | This article investigates the significance of the use of multilingual language assistants (MLAs) in second language teaching for adult migrants with limited formal schooling. Norton’s theories of investmentand critical pedagogy serve as an analytical backdrop. An emic perspective is adopted, with interviews with nine adult learners taking centre stage. The data also includes interviews with three teachers, as well as classroom observations. Analysis of the learner interviews points to the importance of the MLAs when it comes to meeting the adult newcomers’ basic needs for security, understanding and recognition. The data as a whole suggests that MLAs contribute to the language learners participating more actively in the learning process. The analysis provides insight into possibilities and limitations for second language learning, related to the subject positions available in the classroom, whether or not their linguistic capital is recognised and their access to new linguistic capital, and the different language ideologies at play. The purpose of the article is to encourage reflections on learning conditions for adult newcomers with limited formal schooling. |
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| AbstractList | This article investigates the significance of the use of multilingual language assistants (MLAs) in second language teaching for adult migrants with limited formal schooling. Norton’s theories of investmentand critical pedagogy serve as an analytical backdrop. An emic perspective is adopted, with interviews with nine adult learners taking centre stage. The data also includes interviews with three teachers, as well as classroom observations. Analysis of the learner interviews points to the importance of the MLAs when it comes to meeting the adult newcomers’ basic needs for security, understanding and recognition. The data as a whole suggests that MLAs contribute to the language learners participating more actively in the learning process. The analysis provides insight into possibilities and limitations for second language learning, related to the subject positions available in the classroom, whether or not their linguistic capital is recognised and their access to new linguistic capital, and the different language ideologies at play. The purpose of the article is to encourage reflections on learning conditions for adult newcomers with limited formal schooling. |
| Author | Eek, Marianne |
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| Cites_doi | 10.21832/9781783092246-018 10.1017/S0261444811000309 10.1515/9783111657158.37 10.1111/modl.12525 10.21832/9781788927383-013 10.1111/j.1540-4781.2007.00674.x 10.2307/778781 10.17011/apples/urn.201907063590 10.2307/3587803 10.1016/j.linged.2006.02.001 10.21832/9781783090563 10.1080/02660830.2022.2065786 10.1017/S0267190514000191 10.21832/9781783090563-010 10.4324/9781315560779 10.1177/053901847701600601 10.4324/9780203420263_chapter_5 |
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| Copyright | 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This work is licensed under the Creative Commons Attribution – Non-Commercial – No Derivatives License http://creativecommons.org/licenses/by-nc-nd/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. |
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| SubjectTerms | Adult Basic Education Adult Learning Critical Theory Ideology Language Learning Processes Migrant Adult Education Multilingualism Second Language Instruction Second language learning |
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