Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
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.
Grounded Theory, Interview, Observation
Vogl, Lisa, "Cultural Dissonance Of Elder Learners In Beginning Literacy And Language Classrooms" (2017). School of Education Student Capstone Theses and Dissertations. 4335.