Abstract
Adult education has been criticized for its lack of focus on sociocultural aspects of individual learners, largely ignoring the importance of cultural identity to the learning process. The article’s aim is to investigate culturally responsive teaching of immigrants in adult education, theoretically and empirically underpinning the implementation of a case study for the elaboration of implications on culturally responsive teaching of immigrants in adult education. Research methods include theoretical and empirical methods. Theoretical methods imply analysis of theoretical sources and theoretical modelling. The empirical study was based on a case study. The sample was composed of 20 adult learners and three teachers of Swedish in May 2019 and February 2020. The case study was implemented at Folkuniversitetet, Kristianstad, Sweden. The theoretical findings allow defining religion and human comfort conditions such as thermal comfort as the dimensions of cultural norms and values to be addressed by culturally responsive teaching of immigrants. The findings of the empirical study allow drawing the conclusion on the necessity of a personalised approach to an adult learner in culturally responsive teaching of immigrants. The novelty of the present work is revealed in the implications on culturally responsive teaching of immigrants. Further research is proposed.
Highlights
Human migration will be only increasing in the coming years due to a number of factors
The scientific problem reflected in the paper is formulated as the research question: How to organise culturally responsive teaching of immigrants in adult education? The aim of the present paper is to investigate culturally responsive teaching of immigrants in adult education, theoretically and empirically underpinning the implementation of a case study for the elaboration of implications on culturally responsive teaching of immigrants in adult education
The theoretical findings of the present research allow defining religion and human comfort conditions such as thermal comfort as the dimensions of cultural norms and values to be addressed by culturally responsive teaching of immigrants
Summary
Human migration will be only increasing in the coming years due to a number of factors. One of such factors is climate change Since the power of adult learning was discovered (Zaščerinska, Aļeksejeva, Aļeksejeva, Andreeva, Gloņina, Zaščerinskis, 2015), the demand for adult learning, including for immigrants, is permanently increasing (Melnikova, Ahrens, Zaščerinska, 2019). The importance of the individual in the learning process is permanently highlighted, adult education has been criticized for its lack of focus on sociocultural aspects of individual learners, largely ignoring the importance of cultural identity to the learning process (Melnikova, Kuprienė, Jurgaitytė, Zascerinska, Blažulionienė, 2020)
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