Is Language the Object of Literacy among United States Female Adult Learners?

dc.contributor.authorBarazangi, Nimat Hafez
dc.descriptionCopyright 1999, Language and Literacy Spectrum, Journal of The New York State Reading Association. This is a pre-copyedited version of an article accepted for publication in the edited journal Language and Literacy Spectrum, a Journal of The New York State Reading Association, following peer review. The definitive publisher-authenticated version is available through The New York State Reading Association: See also:
dc.description.abstractWe present a case-study of adult females becoming "literate." Low income female learners in Adult Basic Education (ABE) and recent immigrant learners in English as a Second Language (ESL), and their teachers in Central New York State were involved in a Participatory Action Research (PAR). The goal is to present conceptual and attitudinal issues of adult literacy in the United States (US), including ESL and feminist pedagogy. The results suggest that language literacy by itself may not lead to a sustainable autonomous individual and group development. We discuss literacy within attitudinal change about female learner's self-realization vis-a-vis her productivity and social mobility.en_US
dc.format.extent126324 bytes
dc.identifier.citationThe Language and Literacy Spectrum. A Journal of the New York State Reading Association. ( 1999: 9; 2-16).en_US
dc.publisherThe New York State Reading Associationen_US
dc.subjectLanguage and literacy in the USen_US
dc.subjectAdult female learnersen_US
dc.subjectSelf-realization vs. social mobilityen_US
dc.subjectAdult Basic Educationen_US
dc.subjectEnglish as a second languageen_US
dc.titleIs Language the Object of Literacy among United States Female Adult Learners?en_US


Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
123.36 KB
Adobe Portable Document Format