Abstract

This paper explores a multi-theoretical framework that capitalizes on the use of students’ prior experiences in practicing culturally responsive education among adult English as a Second Language (ESL) learners, with an aim to promote language proficiency, socio-cultural competence, and personal growth, and therefore to facilitate holistic and democratic instruction.

Keywords

adult ESL, multi-theoretical, prior experience, democratic instruction

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May 19th, 2:00 PM

The Exploration of a Multi-Theoretical Framework for Holistic and Democratic Adult ESL Instruction

This paper explores a multi-theoretical framework that capitalizes on the use of students’ prior experiences in practicing culturally responsive education among adult English as a Second Language (ESL) learners, with an aim to promote language proficiency, socio-cultural competence, and personal growth, and therefore to facilitate holistic and democratic instruction.