Wai Hin Kevin Tai

• BA (Hons) English Language & Literature
• Literacy Education for Low-Educated Immigrant Adults: Materials and Teacher Training

In most countries, neither initial language teacher training programmes nor continued professional development prepare teachers to work with adult low-educated second language and literacy acquisition (LESLLA) learners. According to report on the (2013-15) EU-Speak project, these teacher training/development programmes do not impart sufficient knowledge and skills for prospective teachers to work with LESLLA learners. This research project contributed to the continued improvement of the quality of online LESLLA teacher education modules. A qualitative research methodology was employed to investigate which module activities did the teachers take up, and whether the teachers perceived their learning experience of participating in these practical activities to be useful. Results indicated that although there were some facilitative factors which promoted supportive learning environment in the discussion forums, factors e.g. lack of face-to-face interaction with mentors and other teachers, lack of feedback from experts, unrealistic module activities could affect teachers' engagement with the module.

 Funding source: Newcastle University

 Supervisor: Prof Martha Young-Schloten