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
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Tan, F.,
&
Nabb, L.
(2015).
The Exploration of a Multi-Theoretical Framework for Holistic and Democratic Adult ESL Instruction.
Adult Education Research Conference.
https://newprairiepress.org/aerc/2015/roundtables/19
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.
