Promoting Literacy in Adult Second Language Learners: A Systematic Review of Effective Practices

Sabrina Piccinin,Serena Dal Maso

doi:10.3390/languages6030127

Abstract

Literacy is an essential tool for functioning in a modern society and, as such, it is often taken for granted when developing second language learning curricula for people who need to learn another language. However, almost 750 million people around the world cannot read and write, because of limited or absent formal education. Among them, migrants face the additional challenge of having to learn a second language as they settle in a new country. Second language research has only recently started focusing on this population, whose needs have long been neglected. This contribution presents a systematic review of the classroom-based research conducted with such learners and aims at identifying the teaching practices that have proven to be successful and the principles that should inform curriculum design when working with this population. A first observation emerging from the review concerns the scarcity of experimentally validated studies within this domain. Nonetheless, based on the results of the available literature, this work highlights the importance of contextualized phonics teaching and of oral skills development, which turn out to be most effective when emphasis is put on learners’ cultural identities and native languages.

Highlights

According to the most straightforward definition, literacy can be conceived of as the ability to read and write
Despite the positive trend highlighted in recent reports by UNESCO (UNESCO 2017, Fact Sheet), which reports a shift from 25% to 10% youth illiteracy over the course of the last fifty years, about 14% of the world’s population remains illiterate, meaning that 750 million adults still lack basic reading and writing skills
Before turning to the discussion of such contributions, we provide a brief overview of the processes involved in reading, focusing on what is known about how low educated second language learner adults develop literacy, and on the specific challenges posed by teaching to such learners

Summary

Introduction

According to the most straightforward definition, literacy can be conceived of as the ability to read and write. While a proper definition of literacy is still not unanimously agreed upon (Vágvölgyi et al 2016; Perry et al 2017; Perin 2020), current perspectives tend to extend beyond a basic knowledge of written language to encompass the notion of function. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society” (UIS Glossary). Along this line, according to the OECD, “literacy is defined as the ability to understand, evaluate, use, and engage with written texts to participate in society, achieve one’s goals, and develop one’s knowledge and potential” Despite the positive trend highlighted in recent reports by UNESCO (UNESCO 2017, Fact Sheet), which reports a shift from 25% to 10% youth illiteracy over the course of the last fifty years, about 14% of the world’s population remains illiterate, meaning that 750 million adults still lack basic reading and writing skills

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Discussion

Conclusion