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Autobiographical Writing for Adult N...

Zhang, Yiran.

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Autobiographical Writing for Adult Newcomer English Language Learners.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Autobiographical Writing for Adult Newcomer English Language Learners./
Author:	Zhang, Yiran.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	333 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
Contained By:	Dissertations Abstracts International85-05A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30566838
ISBN:	9798380837705

Autobiographical Writing for Adult Newcomer English Language Learners.
Zhang, Yiran.

Autobiographical Writing for Adult Newcomer English Language Learners. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 333 p.

Source: Dissertations Abstracts International, Volume: 85-05, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2023.

This item must not be sold to any third party vendors.

Motivated by the Language Instruction for Newcomers to Canada (LINC) program's autobiography component, which asked newcomer learners to share their life stories, this study investigates the impact of practicing autobiographical writing on adult newcomer learners' English learning and their identities and self-reflections. Using a multi-staged action research design, this study involved a six-week autobiographical writing class I taught to eight volunteer learners, using lesson plans informed by interviews I had conducted with experienced English language instructors. This study includes the following data: instructor participant interviews (n=8), lesson plans and revision documents, learner pre- (n=8) and post-course interviews (n=4), learners' written work produced in the course, and my reflections as the researcher, designer of the curriculum, and instructor of the course. Qualitative analysis of the data and the case studies of the focal learners reveal that autobiographical writing can support adult newcomers' English learning and positively influence their identities and self-reflections. The findings in this dissertation call into question the LINC program's decision to eliminate autobiography as a required component since it can help amplify learner voices and support their self-expression. As{A0}such, this study advocates for complementary research to engage more participants and various stakeholders to further examine the impact of autobiographical writing on language learners.

ISBN: 9798380837705Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Autobiographical writing

Autobiographical Writing for Adult Newcomer English Language Learners.
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245 1 0 $a Autobiographical Writing for Adult Newcomer English Language Learners.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 333 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
500 $a Advisor: Kerekes, Julie.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2023.
506 $a This item must not be sold to any third party vendors.
520 $a Motivated by the Language Instruction for Newcomers to Canada (LINC) program's autobiography component, which asked newcomer learners to share their life stories, this study investigates the impact of practicing autobiographical writing on adult newcomer learners' English learning and their identities and self-reflections. Using a multi-staged action research design, this study involved a six-week autobiographical writing class I taught to eight volunteer learners, using lesson plans informed by interviews I had conducted with experienced English language instructors. This study includes the following data: instructor participant interviews (n=8), lesson plans and revision documents, learner pre- (n=8) and post-course interviews (n=4), learners' written work produced in the course, and my reflections as the researcher, designer of the curriculum, and instructor of the course. Qualitative analysis of the data and the case studies of the focal learners reveal that autobiographical writing can support adult newcomers' English learning and positively influence their identities and self-reflections. The findings in this dissertation call into question the LINC program's decision to eliminate autobiography as a required component since it can help amplify learner voices and support their self-expression. As{A0}such, this study advocates for complementary research to engage more participants and various stakeholders to further examine the impact of autobiographical writing on language learners.
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650 4 $a Adult education. $3 543202
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650 4 $a Biographies. $3 795061
653 $a Autobiographical writing
653 $a English writing instruction
653 $a Immigrant education
653 $a Newcomer settlement
653 $a Autobiography
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710 2 $a University of Toronto (Canada). $b Curriculum, Teaching and Learning. $3 2095033
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793 $a English
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