Review of Teaching Adult Immigrants with Limited Formal Education: Theory, Research and Practice
Posted by Laura McLoughlin on November 24, 2021 in categoryFacts & Research

Aydin Yücesan Durgunoğlu from the University of Minnesota Duluth reviews the book Teaching Adult Immigrants with Limited Formal Education: Theory, Research and Practice for the Adult Literacy Education research journal.  

With nearly 80 million people who have been displaced around the world, Durgunoğlu points out that it creates a huge population of people who must learn to speak, read, and write a new language in a new country. While the book doesn’t focus on practices, Durgunoğlu writes that it includes important overviews of concepts teachers should know when working with these learners and is a welcome resource to the field. 

Read an excerpt of the review: 

Except for the last chapter, this is not a book on effective practices in the classrooms, rather the chapters primarily provide an overview of linguistic and sociocultural concepts that are important for teachers to know. This is praiseworthy, because as Fillmore and Snow (2000) recommended two decades ago, teachers should learn more about language in order to be effective communicators, educators, evaluators. This book introduces the multifaceted and complex constructs that constitute what we call "language." In each chapter, contributors give an overview of one aspect of literacy development, and then apply those findings to this specific adult population. This book is a good resource in education programs preparing adult educators. It can also benefit teachers who work with adults developing literacy for the first time in a new language, irrespective of the language. 

In their overview in Chapter 1, Peyton and Young-Scholten explain that their book emerged from a project that developed six modules to train teachers around the world who were working with adults with low or limited literacy. In countries that have welcomed immigrants, adult educators face similar challenges despite teaching different languages. In Chapters 2-6, different authors discuss the cognitive, sociocultural, and educational aspects of the challenge of both learning a new language and becoming literate in it. 

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