O'Neill, Shirley and Hewagodage, Vineetha (2010) A case study of isolated NESB adult migrant women's experience learning english: a sociocultural approach to decoding household texts. International Journal of Pedagogies and Learning, 6 (1). pp. 23-40.
This exploratory case study investigated a small group of non-English speaking background (NESB) female adult migrants' experiences with learning English. Each of the five participants had spent eight years or more living in Australia but did not participate in their local English speaking community because of various cultural and linguistic barriers to learning the English language and culture (Hatoss & Huijser, 2010). Data were collected through individual interviews, and language needs analyses, and implementation of collaborative group workshops that used a sociocultural approach to learning the language (Grabinger, Aplin & Ponnappa-Brenner, 2007). A total of five learning experiences, each of three hours duration, were provided with each taking place in a different social context and in keeping with the principle of interdisciplinary language learning (Langford, Kellum, Lane, & Coulter, 2006). The workshops involved household written and visual texts of critical importance to the participants. They focused on building the context, modelling the text, ensuring joint construction, and concluded with the independent construction of text and the creation of links to related texts (Campbell & Green, 2006; Luke, 2000) in accordance with real-life literacy needs (McKenna & Fitzpatrick, 2005; Wickert & McGuirk, 2005). The research provided valuable insights into this particular group of migrants' sociocultural contexts, their perceived barriers to learning English and their positive response to this trial of a sociocultural approach to English language learning.
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