Pre-pandemic and pandemic language and literacy education of adult migrants with little or no first language schooling : What do in-service teachers in Finland think about the role of technology?
Malessa, E. (2022). Pre-pandemic and pandemic language and literacy education of adult migrants with little or no first language schooling : What do in-service teachers in Finland think about the role of technology?. In M. Dal (Ed.), Education and involvement in precarious times. NERA conference 2022 : Abstract book (pp. 575-576). University of Iceland. https://menntavisindastofnun.hi.is/sites/menntavisindastofnun.hi.is/files/2022-06/Abstract_book_NERA_2022_5.pdf
© Authors 2022
Adult migrants with limited or interrupted educational backgrounds, also referred to as LESLLA learners (see www.leslla.org), are at the heart of the current study, examining adult late literacy education in their second language Finnish. The international LESLLA research community has contributed to a growing body of international research on literacy education and second language learning of immigrant and refugee-background adults and adolescents with little or no first language schooling. Similarly, an emerging research tradition focusing on second language literacy practices of adults and adolescents in the Nordic countries is particularly welcome news (Dewilde, 2022; Eilola & Lilja, 2021; Wedin & Norlund Shaswar, 2021) as Nordic countries have traditionally been highly literate societies but are due to humanitarian crises and displacement encountering a population of adult and adolescent learners with a diverging educational background. My current study focuses on the role of technology in adult second language and literacy training and is particularly interested in digital literacy support with serious games (Malessa, 2021). This exploratory study’s objectives include the investigation of LESLLA teachers’ views and experiences of technology-enhanced learning expressed and aims to provide an insight into LESLLA teachers’ beliefs as well as an account of the current practice, problems, and potential of technology-enhanced learning in adult basic education in Finland. This paper presents qualitative findings of a mixed data set consisting of a) teachers’ pre-pandemic written responses to an online questionnaire conducted in late 2019 and b) interviews conducted with in-service teachers in late 2020, during the first pandemic autumn. Preliminary findings indicate that existing problems were aggravated by the onset of the unprecedented health crisis that also led to a significant modification of this study’s initial research design. Further challenges and solutions regarding e.g., devices, accessibility, digital skill needs, and necessities are voiced. ...
PublisherUniversity of Iceland
Parent publication ISBN978-9935-468-22-2
Is part of publicationEducation and involvement in precarious times. NERA conference 2022 : Abstract book
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Technology-enhanced or Technology-exhausted Learning in Adult Migrant Literacy Education in Finland : Exploring Teachers’ Experiences and Views in Pre-pandemic and Pandemic Times Malessa, Eva (ISTES Organization, 2023)This exploratory mixed data study investigated the role of technology in adult migrant language and late literacy education in Finland. In addition to an online pre-pandemic survey targeted at Finnish language and literacy ...
How Covid-19 Intruded and Improved My Applied LESLLA Research in Progress : Reflections on Research-Design and Research Ethics of an Empirical Serious Game Study on L2 Literacy Support of Adult Migrants in Finland Malessa, Eva (Literacy Education and Second Language Learning for Adults, 2023)In this paper, I am reporting on the impact the Covid-19 pandemic had on my ongoing doctoral study. Due to the disruptive effects of the pandemic in 2020, it was not possible to carry out planned field-testing with adult ...
Learning to read for the first time as adult immigrants in Finland : Reviewing pertinent research of low-literate or non-literate learners’ literacy acquisition and computer-assisted literacy training Malessa, Eva (Centre for Applied Language Studies, University of Jyväskylä, 2018)Against the backdrop of increasing global humanitarian migration to highly literate countries and the resulting necessity and challenge to provide language and literacy education to non-literate or low-literate adult second ...
Tammelin-Laine, Taina (University of Jyväskylä, 2014)
Co-design focused, participatory approach to exploring a serious game with teachers of adult migrants with limited/interrupted formal education experience Malessa, Eva (Vilnius University, 2022)My current study focuses on late literacy and second language learning and teaching of adult migrants in Finland. Learners with limited/fragmented educational experiences who are learning to read and write for the first ...