Converging Perspectives in the LESLLA Context

Abstract

There has been a surge in Low Educated Second Language and Literacy Acquisition (LESLLA) learners in adult language programs. In response to the growth of this learner population in language classes, there has been increased interest in the professionalization of the field of adult education specific to work with LESLLA learners. As researcher and practitioner awareness and understanding of the LESLLA context continues to expand, necessary and qualitative transformations of second language (L2) teaching and L2 teacher education are taking place. This article provides a glimpse into a larger ethnographic case study that explores the teaching worlds of two LESLLA teachers working in community-based language programs for adult learners in the United States. Guided by an activity theory framework (Engeström 1991, 1999), this article highlights the relationships and tensions between the teachers and the tools available to them within their teaching activity systems. This particular discussion relies on the shared experiences of the teachers to highlight the necessity and benefit of promoting professional collaborative learning opportunities for LESLLA teachers.