Term

Spring 2017

Capstone

Thesis

Degree Name

MAESL

Primary Advisor/Dissertation Chair

Patsy Egan

Secondary Advisor/Reader One

Jen Vanek

Peer-Reviewer/Reader Two

Burgen Young

Abstract

Elder learners face unique barriers in LESLLA classrooms. Using qualitative research and semistructured interviews, this study analyzed data from fourteen low-literate elders and their instructor participated in interviews with a bilingual interpreter and observations in a beginning language and literacy classroom. Elders compared their prior learning experiences, based in Indigenous Knowledge, with their experiences in Western classrooms. Themes identified provide important implications for further LESLLA research.

Research Methodology

Grounded Theory, Interview, Observation

Included in

Education Commons

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