No abstract

Advancements in digital communication technology (DCT) have significant potential to impact on language teaching and learning by providing new pedagogical opportunities accessible via the internet. Resources that support the design of English language learning and formative assessment have been seen as a fundamental component of the English language learning environments in English language intensive courses for overseas students (ELICOS) and the like. While its importance is universally recognized, the facilitation of a move from the traditional approach to languages learning to a more contemporary approach in keeping with social constructivist theory remains a challenge for both teachers and learners. Part of this challenge involves the need for teachers to reconceptualize the way that they teach to move away from the teacher as instructor to that of facilitator whose pedagogical approach ensures students have opportunities to use English for meaningful purposes. Since this demands an understanding of students' different proficiency levels and the ability to monitor improvement to ensure learning experiences are at the optimum level to facilitate growth, effective formative assessment practices are a vital monitoring tool. Thus, this chapter examines how internet resources can move pedagogy towards a social constructivist approach to improving English language learning bearing in mind the need for a framework to support formative assessment in the monitoring of improvements in proficiency.

This chapter reports on findings of a qualitative study conducted with diverse cultural and linguistic background adult students engaged in learning English through an adult migrant English language program offered in a refugee welcome zone in a rural region of Australia. Twenty students whose first language was not English were observed in the language learning environment and participated in semi-structured interviews. The research explored how English language learning can be best supported for humanitarian refugees with little or no literacy in their first language to become acculturated and socially integrated into Australian society. It was found that the typical ‘English only approach' that is commonly used in the Adult Migrant English Language Program (AMEP) to teach literacy and develop proficiency in the English language is called into question when applied to learners with limited or no print literacy skills in their first language. It was concluded that these learners, who are commonly referred to in the literature as LESLLA (Low Educated Second Language Acquisition and Literacy for Adults), are faced with a number of social exclusionary practices during their integration process. Recommendations are made on how these issues might be addressed.