{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/129962"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/129962","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Virtual study sessions for adult literacy education teachers’ multilingual awareness","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-20 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-20 without embargo terms","abstract_has_math":false,"creators":["Varlik, Elif"],"institution":"University of Illinois Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Teaching of English Sec Lang","degree_department":null,"school":null,"contributors":["Mendoza, Anna","Sadler, Randall W."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-07-22","date_published":"2025-07-22","updated_at":"2026-07-22T22:25:06Z","subjects":["Adult Literacy Education","Culturally Responsive Teaching","Esl","Leslla","Language Education","Mainstream Literacy","Multiple Case Study","Multilingual Pedagogies","Teacher Education","Teacher Professional Development","Teacher Training","Virtual Study Sessions","Adult Esl Learners","Critical Reflection"],"languages":["en","eng"],"rights":["Copyright 2025 Elif Varlik"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/129962","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Mendoza, Anna","Sadler, Randall W."]},{"key":"dc:creator","label":"Author","values":["Varlik, Elif"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-07-22","2025-08"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"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 Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Adult Literacy Education","Culturally Responsive Teaching","Esl","Leslla","Language Education","Mainstream Literacy","Multiple Case Study","Multilingual Pedagogies","Teacher Education","Teacher Professional Development","Teacher Training","Virtual Study Sessions","Adult Esl Learners","Critical Reflection"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2025 Elif Varlik"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/129962"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-20 without embargo terms","The student, Elif Varlik, accepted the attached license on 2025-07-18 at 15:08.","The student, Elif Varlik, submitted this Thesis for approval on 2025-07-18 at 15:18.","This Thesis was approved for publication on 2025-07-22 at 10:20.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22658 on 2025-10-20 at 20:15:27","LESLLA (Literacy Education and Second Language Learning for Adults) teachers need more professional development (PD) as they encounter challenges in applying multilingual and culturally responsive strategies in practice (Floyd, 2022; Wiseman, 2024), especially given that learners’ limited literacy and metalinguistic awareness further challenge instruction (van de Craats et al., 2006). While PD programs for literacy teachers exist (Kiramba & Trainin, 2025; Tammelin-Laine et al., 2021), they often omit reflective practice on critical multilingual awareness—a gap that research suggests can be filled through contextualized learning and collaborative inquiry (Farrelly, 2017; Maynard et al., 2024; Vinogradov & Liden, 2009). To address this gap, this multiple case study explored the perceptions and reflections of three LESLLA teachers in North America, examining how virtual PD sessions on critical multilingual awareness enhanced their preparedness. Data was collected through pre- and post-questionnaires and semi-structured interviews to capture changes in beliefs, perceptions, and practices. Over the course of six weeks, teachers participated in weekly Zoom sessions, reflecting on topics such as trauma-informed pedagogy, translanguaging, identity texts, pleasure reading, technology integration, and gender issues. Data were analyzed thematically using an eclectic coding approach, inspired by Charmaz’ (2014) constructivist grounded theory, which involved multiple cycles of coding leading to the generation of themes (Creswell, 2013; Saldaña, 2021). The analysis was further guided by Liu’s (2013) critical reflection framework and Farrell’s (2015) concept of reflective practice to explore the development of pedagogical thinking. Additionally, the lens of critical multilingual language awareness (García, 2015) was used to examine participants’ engagement with language ideologies and multilingual practices. The findings revealed that the study sessions enhanced participants’ awareness of multilingual strategies and linguistic complexities in LESLLA classrooms, while also uncovering shared challenges and effective practices. Although the participants were already experienced teachers, they reported that the sessions enriched their practice through peer learning, exploration of underexamined topics, and exposure to diverse teaching experiences of other participants. In particular, the three LESLLA teachers demonstrated strong expertise in using identity texts, technology, and translanguaging. However, they reported fewer strategies and more uncertainty when addressing trauma-informed pedagogy and gender-related barriers. Pleasure reading emerged as another area where teacher knowledge and strategy use varied, in contrast to their more established skills in phonics and reading instruction. Post-study reflections highlighted the value of fostering collaborative, reflective learning environments to support sustained professional dialogue. These findings inform the design of responsive, practice-based PD tailored to the needs of LESLLA educators and institutions."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Virtual study sessions for adult literacy education teachers’ multilingual awareness"]}]}],"canonical_facts":{"dc:contributor":["Mendoza, Anna","Sadler, Randall W."],"dc:creator":["Varlik, Elif"],"dc:date":["2025-07-22","2025-08"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-20 without embargo terms","The student, Elif Varlik, accepted the attached license on 2025-07-18 at 15:08.","The student, Elif Varlik, submitted this Thesis for approval on 2025-07-18 at 15:18.","This Thesis was approved for publication on 2025-07-22 at 10:20.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22658 on 2025-10-20 at 20:15:27","LESLLA (Literacy Education and Second Language Learning for Adults) teachers need more professional development (PD) as they encounter challenges in applying multilingual and culturally responsive strategies in practice (Floyd, 2022; Wiseman, 2024), especially given that learners’ limited literacy and metalinguistic awareness further challenge instruction (van de Craats et al., 2006). While PD programs for literacy teachers exist (Kiramba & Trainin, 2025; Tammelin-Laine et al., 2021), they often omit reflective practice on critical multilingual awareness—a gap that research suggests can be filled through contextualized learning and collaborative inquiry (Farrelly, 2017; Maynard et al., 2024; Vinogradov & Liden, 2009). To address this gap, this multiple case study explored the perceptions and reflections of three LESLLA teachers in North America, examining how virtual PD sessions on critical multilingual awareness enhanced their preparedness. Data was collected through pre- and post-questionnaires and semi-structured interviews to capture changes in beliefs, perceptions, and practices. Over the course of six weeks, teachers participated in weekly Zoom sessions, reflecting on topics such as trauma-informed pedagogy, translanguaging, identity texts, pleasure reading, technology integration, and gender issues. Data were analyzed thematically using an eclectic coding approach, inspired by Charmaz’ (2014) constructivist grounded theory, which involved multiple cycles of coding leading to the generation of themes (Creswell, 2013; Saldaña, 2021). The analysis was further guided by Liu’s (2013) critical reflection framework and Farrell’s (2015) concept of reflective practice to explore the development of pedagogical thinking. Additionally, the lens of critical multilingual language awareness (García, 2015) was used to examine participants’ engagement with language ideologies and multilingual practices. The findings revealed that the study sessions enhanced participants’ awareness of multilingual strategies and linguistic complexities in LESLLA classrooms, while also uncovering shared challenges and effective practices. Although the participants were already experienced teachers, they reported that the sessions enriched their practice through peer learning, exploration of underexamined topics, and exposure to diverse teaching experiences of other participants. In particular, the three LESLLA teachers demonstrated strong expertise in using identity texts, technology, and translanguaging. However, they reported fewer strategies and more uncertainty when addressing trauma-informed pedagogy and gender-related barriers. Pleasure reading emerged as another area where teacher knowledge and strategy use varied, in contrast to their more established skills in phonics and reading instruction. Post-study reflections highlighted the value of fostering collaborative, reflective learning environments to support sustained professional dialogue. These findings inform the design of responsive, practice-based PD tailored to the needs of LESLLA educators and institutions."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/129962"],"dc:language":["en","eng"],"dc:rights":["Copyright 2025 Elif Varlik"],"dc:subject":["Adult Literacy Education","Culturally Responsive Teaching","Esl","Leslla","Language Education","Mainstream Literacy","Multiple Case Study","Multilingual Pedagogies","Teacher Education","Teacher Professional Development","Teacher Training","Virtual Study Sessions","Adult Esl Learners","Critical Reflection"],"dc:title":["Virtual study sessions for adult literacy education teachers’ multilingual awareness"],"dc:type":["text"],"thesis:degree_discipline":["Teaching of English Sec Lang"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A."],"thesis:institution_name":["University of Illinois Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:06Z"}