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Towards a pedagogy of complementary alternative adult literacy learning spaces (CALLS) in ESOL and literacy learning: A case study of the use of a computerised environment (SCRATCH) in an ESOL class

Towards a pedagogy of complementary alternative adult literacy learning spaces (CALLS) in ESOL and literacy learning: A case study of the use of a computerised environment (SCRATCH) in an ESOL class

Ade-Ojo, Gordon O. ORCID: 0000-0002-1098-0765 and Yacoub, Raed (2019) Towards a pedagogy of complementary alternative adult literacy learning spaces (CALLS) in ESOL and literacy learning: A case study of the use of a computerised environment (SCRATCH) in an ESOL class. Studies in the Education of Adults, 51 (1). pp. 89-108. ISSN 0266-0830 (Print), 1478-9833 (Online) (doi:https://doi.org/10.1080/02660830.2019.1572441)

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Abstract

This article provides an argument for the recognition of complementary alternative literacy learning spaces (CALLS) as a strategy for operationalising the notion of multi-literacies in classroom practice. The paper draws empirical evidence from a small-case project to support the claim that scratch, functioning as a CALLS is a viable tool for ESOL/literacy teaching and learning. Empirical data was collected from students from two ESOL classes in London and their tutor over a ten-week project. In addition to defining the bounds of CALLS, the paper identifies four components as desirable for a pedagogy of CALLS and concludes that CALLS is a viable avenue for operationalising the notion of multi-literacies in classroom practice.

Item Type: Article
Uncontrolled Keywords: CALLS, complementarity, learning spaces, new literacy study, Scratch, computational practices, autonomy
Subjects: L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Faculty / Department / Research Group: Faculty of Education & Health
Faculty of Education & Health > Department of Education & Community Studies
Faculty of Education & Health > Education Research Group
Related URLs:
Last Modified: 05 Jun 2019 13:39
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: GREAT 3
URI: http://gala.gre.ac.uk/id/eprint/22500

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