Abstract:
Although the number of adult language learners with limited or interrupted formal education and emergent print literacy skills continue to grow in migrant language programs worldwide, this cohort of students remain understudied in second language acquisition (SLA) research and teaching, and unsurprisingly, receive less attention in research ethics (Malessa, 2023). Focusing on this cohort of students, also known as LESLLA (Literacy Education and Second Language Learning for Adults) learners in literature, I will present the process and findings from a doctoral study that examined the educational experiences of adult migrant and refugee-background English language learners in Australia. The study highlighted the encounters that adult migrant English learners faced in their educational journey that called into question their authority or credibility as knowledge owners and contributors. The study used a qualitative case study approach with participants invited to create Educational Journey Maps and discuss the people, places, resources, obstacles, achievements and goals that are key to their educational experiences. The presentation will focus and consider the ethical and epistemological challenges in ensuring the full participation of LESLLA learners in educational research. To ensure equity in education research in an ever-changing world, knowledge creation (Clark-Kazak, 2017) through research must involve marginalised members of our society who are not typically recognised or considered knowledge holders or creators.
Clark-Kazak, C. (2017). Ethical considerations: Research with people in situations of forced migration. Refuge, 33(2), 11–17. https://doi.org/https://doi.org/10.7202/1043059ar
Malessa, E. (2023). Enhancing ethical research participation and inclusion of marginalized adult migrant learners: An early career researcher’s perspective. Forum QualitativeSozialforschung / Forum: Qualitative Social Research, 24(3), Art 17. https://doi.org/https://dx.doi.org/10.17169/fqs-24.3.4100