for EAL Literacy
This section includes references that informed the best practices, and resources (academic articles, websites, videos, tutorials, courses, etc.) for professional development and further learning on this topic.
Abbott, M. L., Lee, K. K., & Rossiter, M. J. (2018). Evaluating the effectiveness and functionality of professional learning communities in adult ESL programs. TESL Canada Journal, 35(2), 1–25. https://doi.org/10.18806/tesl.v35i2.1288
Affiliation of Multicultural Societies and Service Agencies of BC (AMSSA). (2019). A principles-based approach to supporting LINC learners. https://www.amssa.org/wp-content/uploads/2019/04/A-Principles-based-Approach-to-Supporting-LINC-Learners-April-2019.pdf
Altherr Flores, J. A. (2021, March). The semiotics of writing: How adult L2 learners with emergent literacy make meaning in assessment texts through writing. Journal of Second Language Writing, 51, 1–13. https://www.sciencedirect.com/science/article/pii/S1060374321000059
Atlas ABE Teaching and Learning Advancement System. (2016). Transitions Integration Framework: An Atlas project to advance transitions instruction for all ABE learners in Minnesota. http://mnabe.org/sites/default/files/TIF-REV052716.pdf
Atlas ABE Teaching and Learning Advancement System. (2021). Low-literacy adult ESL resources. https://atlasabe.org/resources/esl/special-topics-in-esl/low-literacy-adult-esl/
Bigelow, M., & Schwarz, R. L. (2010). Adult English language learners with limited literacy. National Institute for Literacy. https://eric.ed.gov/?id=ED512297
Bow Valley College. (2009). Learning for LIFE: An ESL literacy handbook.
Bow Valley College. (2011). Learning for LIFE: An ESL literacy curriculum framework.
Bow Valley College. (2011). Guiding principles for teaching ESL literacy learners. In Learning for LIFE: An ESL literacy handbook [Support document].
Bow Valley College. (2011). Building a classroom of excellence. In Learning for LIFE: An ESL literacy handbook [Support document].
Bow Valley College. (2011). Supporting ESL literacy learners. In Learning for LIFE: An ESL literacy handbook [Support document]. https://globalaccess.bowvalleycollege.ca/our-resources/publications-resources/supporting-esl-literacy-learners
Bow Valley College. (2017). ESL literacy network.
Bow Valley College. (2018). A practical guide to teaching ESL literacy.
Centre for Canadian Language Benchmarks (CCLB). (2016). ESL for adult literacy learners (ALL). https://www.language.ca/product/clb-esl-for-adult-literacy-learners-all-pdf-e/
Centre for Canadian Language Benchmarks (CCLB). (2017). CLB: ESL for ALL support kit. Ottawa, ON: CCLB. https://www.language.ca/resourcesexpertise/for-literacy/
CCLB E-learning Portal. https://learning.language.ca/
College of Education + Human development (CE+HD). (2016). Native language literacy assessment (NLLA). University of Minnesota.
Collins, L., & Leong, M. (2007). Bridging the gap: A framework for teaching and transitioning low literacy immigrant youth. Bow Valley College.
Condelli, L., Wrigley, H., Yoon, K., Seburn, M., & Cronen, S. (2007). What works study for adult ESL literacy students. American Institutes for Research and Aguirre International. https://www.researchgate.net/publication/234620285_What_Works_Study_for_Adult_ESL_Literacy_Students_Study_Summary
(Or see this link for a summary of the study: https://www.air.org/project/what-works-study-adult-esl-literacy-students)
DeCapua, A., & Marshall, H. W. (2015, January). Implementing a mutually adaptive learning paradigm in a community-based adult ESL literacy class. Low-educated second language and literacy acquisition: Proceedings of the 9th annual symposium (pp. 151–171).
DeCapua, A., & Marshal, H. W. (2010, March). Serving ELLs with limited or interrupted education. TESOL Journal, 1(1), 49–70.
DeCapua, A., Marshall, H. W., & Frydland, N. (2017). The transformational learning journey of a novice ELS teacher of low-literate adults. Journal of Transformative Education, 16(1), 17–38. https://journals.sagepub.com/doi/10.1177/1541344617704645
Derwing, T., & Makicky, G. (1992). ESL literacy learners: Where do we go from here? Reflections on Canadian Literacy, 10(4), 220–225.
Echelberger, A. (2004). Teaching ESL to adults: Classroom approaches in action, Volume 1, Building literacy with adult emergent readers [Video]. https://search.alexanderstreet.com/preview/work/bibliographic_entity%7Cvideo_work%7C3921736
Echelberger, A. (2016, Spring). Learning my lesson: Insights on teaching from a struggling language learner. MinneTESOL Journal, 1-7. http://minnetesoljournal.org/wp-content/uploads/2018/10/Echelberger-Spring-2016-MinneTESOL-Journal.pdf
Edmonton Community Adult Learning Association (ECALA). (n.d.)
Florez, M. A., & Terrill, L. (2003, July). Working with literacy-level adult English-language learners. Center for Adult English Language Acquisition (CAELA) Network. https://www.cal.org/caela/esl_resources/digests/litQA.html
Foote, J. and Light, J. (n.d.). ESL & e-learning: A guide for Rural Alberta.
Gardner, S., Polyzoi, E., & Rampaul, Y. (1996). Individual variables, literacy history, and ESL progress among Kurdish and Bosnian immigrants. TESL Canada Journal, 14(1), 1–20.
Immigrant Services Association of Nova Scotia (ISANS). (n.d.) ISANS literacy curriculum guidelines. (Download from Tutela.ca)
Laberge, C., Beaulieu, S., & Fortier, V. (2019). Developing oral comprehension skills with students with limited or interrupted formal education. Languages, 4(3), 75. https://www.mdpi.com/2226-471X/4/3/75
Lee, K. (2017). Using collaborative strategic reading with refugee English language learners in an academic bridging program. TESL Canada Journal, 33, 97–108.
LINC Literacy@ECSD. (2023). https://ecsdlinc.wixsite.com/lincliteracyatecsd
Literacy Education and Second Language Learning for Adults (LESLLA). (n.d.). http://www.leslla.org/
Literacy Minnesota Educator Resources. (n.d.). https://www.literacymn.org/educator-resources
Malicky, G. V., & Derwing, T. (1993). Literacy learning of adults in a bilingual ESL classroom. The Alberta Journal of Educational Research, XXXIX(4), 393–406.
Marshall, H. W. (2020, July). Minimizing cultural dissonance for SLIFE. TESOL Connections. http://newsmanager.commpartners.com/tesolc/downloads/features/2020/2020-07_SLIFE_Marshall.pdf
Marshal, H., DeCapua, A., & Antolini, C. (2010). Engaging English language learners with limited or interrupted formal education. Educators Voice, 3, 56–65. https://www.nysut.org/~/media/files/nysut/resources/2010/may/educators-voice-3-adolescents/educatorsvoice3_adolescents_08_ell2.pdf?la=en
Page, J. (2009). Connecting the dots: Accountability and adult literacy. Linkage Report. Centre for Literacy in Quebec. http://en.copian.ca/library/research/connectdots/linkage_report/linkage_report.pdf
Severinsen, D., Kennedy, L., & Mohamud, A. (2018). Teaching strategies that motivate English language adult literacy learners to invest in their wducation: A literature review. Literacy and Numeracy Studies, 26(1), 25–42. https://epress.lib.uts.edu.au/journals/index.php/lnj/article/view/6260.
Suh, E., & Shapiro, S. (2020). Making sense of resistance: How adult immigrant students pursue agency through identity work in higher educational contexts. TESL Canada Journal, 37(3). https://doi.org/10.18806/tesl.v37i3.1343
The Immigrant Education Society (TIES). (n.d.). Literacy Centre of Expertise: A hub for English literacy resources. https://www.immigrant-education.ca/literacycentre/
Vinogradov, P. (2009). Balancing top and bottom: Learner-generated texts for teaching phonics. LESSLA.
Vinogradov, P. (2013). Defining the LESLLA teacher knowledge base. In T. Tammelin-Laine, L. Nieminen, & M. Martin (Eds.), Low-educated second language and literacy Acquisition: Proceedings of the 8th Symposium (pp. 12–24).
Vinogradov, P. (2014). Adult ESL and kindergarten: An unlikely meeting to improve literacy instruction. MinneTESOL Journal, 30(1). http://minnetesoljournal.org/journal-archive/mtj-2014-1/adult-esl-and-kindergarten-an-unlikely-meeting-to-improve-literacy-instruction/
Vogl, L. (2017). Cultural dissonance of elder learners in beginning literacy and language classrooms [Unpublished master’s thesis]. Hamline University. https://digitalcommons.hamline.edu/hse_all/4335
Vogl, L. (2017). Indigenous knowledge and literacy acquisition: A qualitative study of 155 low-literate elder refugees’ educational backgrounds and cultural dissonance. In Literacy Education and Second Language Learning for Adults (LESLLA): Proceedings of the 13th annual symposium (pp.155–169).
Wall, T. (2018). Identifying skills and addressing the gaps for struggling ESL literacy learners. Calgary Immigrant Women’s Association (CIWA). https://www.atesl.ca/resources/resource-library/identifying-skills-and-addressing-gaps-struggling-esl-literacy-learners/
Wall, T. (2019). Impact of language and L1 literacy on settlement in Canada. In Literacy education and second language learning for adults (LESLLA): Proceedings of the 13th annual symposium (pp. 170–187).
Wall, T. (2020). A curriculum framework for biliteracy learning with adult ESL literacy learners. Can Learn Society. https://pblapg.language.ca/part-e-classroom-and-professional-learning/multilevel-modules-2/
Whiteside, A. (2008). Who is “YOU”? ESL literacy, written text and troubles with deixis in imagined spaces. In Low-educated second language and literacy acquisition: Proceedings of the 13th annual forum, pp.99–107.