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
Keywords
Adult Education, ESL/ ELLs, Literacy, Gerontology
Recommended Citation
Vogl, Lisa, "Cultural Dissonance Of Elder Learners In Beginning Literacy And Language Classrooms" (2017). School of Education and Leadership Student Capstone Theses and Dissertations. 4335.
https://digitalcommons.hamline.edu/hse_all/4335