Abstract
Inspired by Gorski's (2016, 2019) framework of equity literacy and Gulliver and Thurrell's (2016, p. 57) call for more adult English as a second language (ESL) materials that feature the “uninterrupted voices” of immigrant/refugee students, this article proposes considerations for equity‐minded adult ESL teachers. Specifically, the article explores opportunities to move toward equity literacy in adult ESL classes by problematizing survival ESL curriculum and centering voices of immigrant and refugee adult ESL learners. Written by a full‐time high school teacher and volunteer adult ESL teacher, the author offers other teachers frameworks for promoting equity literacy by critically examining curricular materials and critically centering student experiences.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
