Abstract
Though an abundance of academic literature supports the inclusion of aesthetic activities in university and K-12 L2 learning contexts, less attention has been focused on aesthetic approaches in community-based adult ESL contexts. Inspired by a pedagogy of multiliteracies / Design (New London Group, 1996), this paper explores creative meaning making in community-based adult English as a Second Language classrooms, focusing on how Design can illuminate teachers’ understanding of what adult ESL learners are doing with language through poetry. I will present collaboratively-produced texts from adults in community-based adult ESL classes, considering how learners employ the Available Designs afforded by poetry and discussions about poetry to engage in the Design and Redesign processes in their ESL classes.
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