{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/107870"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/107870","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Literacy practices of Mexican and Ghanaian immigrant women with limited ESL literacy","abstract":"Made available in DSpace on 2020-08-26T21:54:15Z (GMT). No. of bitstreams: 2 BUTLER-AULD-THESIS-2020.pdf: 2187771 bytes, checksum: 3caaace26a69ffbcd659ba44b0c28feb (MD5) LICENSE.txt: 4215 bytes, checksum: 1e954452b2d3b8b9a63d52968e07caf1 (MD5) Previous issue date: 2020-04-08","abstract_html":"Made available in DSpace on 2020-08-26T21:54:15Z (GMT). No. of bitstreams: 2 BUTLER-AULD-THESIS-2020.pdf: 2187771 bytes, checksum: 3caaace26a69ffbcd659ba44b0c28feb (MD5) LICENSE.txt: 4215 bytes, checksum: 1e954452b2d3b8b9a63d52968e07caf1 (MD5) Previous issue date: 2020-04-08","abstract_has_math":false,"creators":["Butler-Auld, Hannah A"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Teaching of English Sec Lang","degree_department":null,"school":null,"contributors":["Sadler, Randall W","Kang, Hyun-Sook"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-08-26T21:54:15Z","date_published":"2020-08-26T21:54:15Z","updated_at":"2026-07-22T22:24:47Z","subjects":["literacy practices","limited literacy","low-literacy","English as a second language","immigrant","investment model","New Literacy Studies","women","elderly","sociocultural","adult learners"],"languages":["en"],"rights":["Copyright 2020 Hannah A. Butler-Auld"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/107870","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sadler, Randall W","Kang, Hyun-Sook"]},{"key":"dc:creator","label":"Author","values":["Butler-Auld, Hannah A"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2020-08-26T21:54:15Z","2020-04-08","2020-05"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching of English Sec Lang"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["literacy practices","limited literacy","low-literacy","English as a second language","immigrant","investment model","New Literacy Studies","women","elderly","sociocultural","adult learners"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2020 Hannah A. Butler-Auld"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/107870"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Made available in DSpace on 2020-08-26T21:54:15Z (GMT). No. of bitstreams: 2 BUTLER-AULD-THESIS-2020.pdf: 2187771 bytes, checksum: 3caaace26a69ffbcd659ba44b0c28feb (MD5) LICENSE.txt: 4215 bytes, checksum: 1e954452b2d3b8b9a63d52968e07caf1 (MD5) Previous issue date: 2020-04-08","Scarce ESL literacy research exists on low-literate, immigrant learners over the age of sixty. Research on this underrepresented population is critical for increasing their participation and success in ESL programs. This study describes the literacy practices, perceived needs, expectations, literacy statements, and classroom dynamics of low-literate, immigrant learners over the age of sixty. Data was collected over a seven-week period using interviews, classroom observations, and drawing tasks at a U.S. ESL tutoring center supported by volunteer tutors. Two ESL students from Ghana and México participated. Data was analyzed using Norton’s (2013) investment model. Findings showed that participants desired autonomy; classroom dynamics influenced participants’ perceived needs and negative literacy statements; and English-speaking family members positively influenced participants’ engagement in English literacy practices. From a pedagogical perspective, increasing low-literate, immigrant learners’ active participation in ESL programs requires improved resources for tutor training, relevant content for learners’ needs, and learners to have strong social connections with English speakers outside of the classroom.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2020-08-25 without embargo terms","The student, Hannah Butler-Auld, accepted the attached license on 2020-04-07 at 12:18.","The student, Hannah Butler-Auld, submitted this Thesis for approval on 2020-04-07 at 12:33.","This Thesis was approved for publication on 2020-04-08 at 14:34.","DSpace SAF Submission Ingestion Package generated from Vireo submission #14943 on 2020-08-25 at 17:06:20"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Literacy practices of Mexican and Ghanaian immigrant women with limited ESL literacy"]}]}],"canonical_facts":{"dc:contributor":["Sadler, Randall W","Kang, Hyun-Sook"],"dc:creator":["Butler-Auld, Hannah A"],"dc:date":["2020-08-26T21:54:15Z","2020-04-08","2020-05"],"dc:description":["Made available in DSpace on 2020-08-26T21:54:15Z (GMT). No. of bitstreams: 2 BUTLER-AULD-THESIS-2020.pdf: 2187771 bytes, checksum: 3caaace26a69ffbcd659ba44b0c28feb (MD5) LICENSE.txt: 4215 bytes, checksum: 1e954452b2d3b8b9a63d52968e07caf1 (MD5) Previous issue date: 2020-04-08","Scarce ESL literacy research exists on low-literate, immigrant learners over the age of sixty. Research on this underrepresented population is critical for increasing their participation and success in ESL programs. This study describes the literacy practices, perceived needs, expectations, literacy statements, and classroom dynamics of low-literate, immigrant learners over the age of sixty. Data was collected over a seven-week period using interviews, classroom observations, and drawing tasks at a U.S. ESL tutoring center supported by volunteer tutors. Two ESL students from Ghana and México participated. Data was analyzed using Norton’s (2013) investment model. Findings showed that participants desired autonomy; classroom dynamics influenced participants’ perceived needs and negative literacy statements; and English-speaking family members positively influenced participants’ engagement in English literacy practices. From a pedagogical perspective, increasing low-literate, immigrant learners’ active participation in ESL programs requires improved resources for tutor training, relevant content for learners’ needs, and learners to have strong social connections with English speakers outside of the classroom.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2020-08-25 without embargo terms","The student, Hannah Butler-Auld, accepted the attached license on 2020-04-07 at 12:18.","The student, Hannah Butler-Auld, submitted this Thesis for approval on 2020-04-07 at 12:33.","This Thesis was approved for publication on 2020-04-08 at 14:34.","DSpace SAF Submission Ingestion Package generated from Vireo submission #14943 on 2020-08-25 at 17:06:20"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/107870"],"dc:language":["en"],"dc:rights":["Copyright 2020 Hannah A. Butler-Auld"],"dc:subject":["literacy practices","limited literacy","low-literacy","English as a second language","immigrant","investment model","New Literacy Studies","women","elderly","sociocultural","adult learners"],"dc:title":["Literacy practices of Mexican and Ghanaian immigrant women with limited ESL literacy"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Teaching of English Sec Lang"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:47Z"}