Towards Affective Literacy for Adult Migrants: A Systematic Literature Review
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| Title: | Towards Affective Literacy for Adult Migrants: A Systematic Literature Review |
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| Language: | English |
| Authors: | Carmen Toscano-Fuentes (ORCID |
| Source: | Australian Journal of Adult Learning. 2024 64(3):376-400. |
| Availability: | Adult Learning Australia. Office 1, Henderson House, 45 Moreland Street, Footscray VIC 3011, Australia. Tel: +61-3-9689-8623; e-mail: info@ala.asn.au; Web site: https://ajal.net.au/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Adult Education |
| Descriptors: | Adult Literacy, Literacy Education, Research Reports, Immigrants, Language Proficiency, Second Language Learning, Second Language Instruction, Learning Motivation, Affective Behavior, Teaching Methods, Adult Education |
| ISSN: | 1443-1394 |
| Abstract: | Adult migrants need to attain proficiency in the language of their host society to fully integrate into those communities and lead meaningful lives. The concept of literacy, centred on reading and writing, has evolved to encompass multiliteracies, integrating linguistic, social, and digital aspects. This broader approach acknowledges that learners construct meaning through various modes such as oral, written, visual, digital, and multimodal, while reflecting their diverse linguistic and cultural backgrounds. However, literacy education often overlooks crucial affective aspects, such as learners' feelings and motivation, which are particularly relevant for adults who want to become literate. Affective literacy, understood as the impact that the act of reading has on the lives of adults, could fill this gap, as it includes emotional responses from readers evoked through interactions with the text, their teachers and their peers. This systematic literature review study defines affective literacy, analyses its implementation in language classrooms, and explores its implications for adult literacy research by following the PRISMA protocol. Results evidence that the definition of affective literacy remains ambiguous, sometimes conflated with emotional literacy. More research, particularly focusing on adult migrants, is still needed because affective literacy is emerging as a valuable framework with vital implications for the well-being and integration of adult migrants into their host societies. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1452753 |
| Database: | ERIC |
| Abstract: | Adult migrants need to attain proficiency in the language of their host society to fully integrate into those communities and lead meaningful lives. The concept of literacy, centred on reading and writing, has evolved to encompass multiliteracies, integrating linguistic, social, and digital aspects. This broader approach acknowledges that learners construct meaning through various modes such as oral, written, visual, digital, and multimodal, while reflecting their diverse linguistic and cultural backgrounds. However, literacy education often overlooks crucial affective aspects, such as learners' feelings and motivation, which are particularly relevant for adults who want to become literate. Affective literacy, understood as the impact that the act of reading has on the lives of adults, could fill this gap, as it includes emotional responses from readers evoked through interactions with the text, their teachers and their peers. This systematic literature review study defines affective literacy, analyses its implementation in language classrooms, and explores its implications for adult literacy research by following the PRISMA protocol. Results evidence that the definition of affective literacy remains ambiguous, sometimes conflated with emotional literacy. More research, particularly focusing on adult migrants, is still needed because affective literacy is emerging as a valuable framework with vital implications for the well-being and integration of adult migrants into their host societies. |
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| ISSN: | 1443-1394 |
