Literacy Education and Second Language Learning for Adults (LESLLA)
VISION STATEMENT
A world where LESLLA learners access high-quality, research-based, second language and literacy education that empowers them to pursue their own life goals.
MISSION STATEMENT
We promote high-quality, inclusive opportunities for LESLLA learners worldwide through a community of practice focused on research-based teaching, professional development, advocacy, and policy.
Formulation Vision and Mission Statements
The vision and mission statements above reflect a two-year process undertaken by LESLLA's board of directors In 2022 and 2023. To create vision and mission statements that clearly and concisely represent what LESLLA stands for, the board engaged the membership through surveys and focus groups. In 2023, an external organization, Habitus Collective, was invited to support the board in the development of the statements and to guide us in our effort the develop a strategic plan. The guidance offered will be used to build a strategic plan in 2024.
On the use of the term 'second language'
It was perhaps to be expected that, given the range of geographical and linguistic contexts represented in LESLLA and on the board, there was a great deal of discussion about language befitting an organization who is oriented towards social justice and inclusion. Terms used to describe 'L2' became problematic. In North American English contexts 'second language' may be perceived as too narrow: LESLLA learners often speak multiple languages, after all. On the other hand , 'additional' or 'other' language mostly refer to 'foreign' language study in European contexts, though equally attentive to the richness of the learners' linguistic resources. Therefore, the term 'second language' does not imply a limitation. LESLLA has a worldwide focus on the richness of languages which learners bring with them.
VALUES
Based on its vision and mission, LESLLA is guided by the following values:
1 Advocacy
We engage in advocacy as an essential component to drive
local and systemic change.
2 Collaboration
We build collaborative relationships to address challenges
in the LESLLA field.
3 Equity
We encourage and promote research-based practices to create
more equitable outcomes for LESLLA learners.
4 Empowerment
We strive to create a culture where individuals take ownership of
their learning and confidently pursue their own goals.
5 Plurilingualism and pluriculturalism
We respect and incorporate in our work the diversity of languages, cultures, and perspectives represented in the LESLLA community.
BACKGROUND
Second Language Learners with Emerging Literacy & Limited/Interrupted Formal Education Experience
There exists a substantial body of work on adult second language acquisition (SLA) and second/foreign language learning, yet most studies deal with adults with native-language schooling through at least secondary school. Unlike for children, there has been little investigation into the linguistic competence and the metalinguistic processes connected with reading development of immigrant and refugee-background L2 adults and adolescents with little or no native language schooling.
This gap is not only remarkable, it is unfortunate. In many countries the majority of immigrant and refugee populations are low educated. For decades, western countries have been working with these immigrants who are gaining literacy for the first time in their life in order to start their educational ‘career’ and to apply for citizenship. The response of educational policy makers has been inconsistent. Without a solid evidence base, this is to be expected.
Only a small fraction of current research concerns the most vulnerable second language (L2) learners: low or non-literate adults with at the most primary schooling in their native language. Since initial interest in the 1980s there have been minimal research contributions to this domain, apart from a few studies in European countries, in the Netherlands (Kurvers & Van der Zouw, 1990; Kurvers, 2002), in the USA (Young-Scholten & Strom 2004; Condelli and Wrigley, 2003) and in Sweden (Skeppstedt, 2003). Studies of adults have either focused on educational practices or have involved adults who failed to learn to read and write in their native language despite schooling. Previous studies of immigrants, such as the European Science Foundation’s 1980s study of adults from six different language backgrounds in five European countries, have left unaddressed a range of issues whose resolution has the potential to directly impact educational policy. These include variation in input from different sources (extra-classroom, the classroom and written text) and variation in cognitive ability relating to language aptitude and working memory.
Growing the Research and Knowledge Base
Since its inception in 2005, LESLLA has played a significant role in increasing the knowledge base around work with these learner populations. Our collection of annual proceedings offer a strong starting point for the research agenda as well as a host of resources and strategies for LESLLA practitioners. The LESLLA community is growing by the year and the work is gaining traction and attention among larger communities of practice (e.g., AAAL, TESOL, IELTA). Let's keep the momentum going!
