Incorporating Action Research in the Classroom with Low Language and Literacy Learners

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Incorporating Action Research in the Classroom with Low Language and Literacy Learners

Rebecca Grimaud, Hân Trinh, Hayley Black – Carringbush Adult Education

In this workshop Rebecca, Han and Hayley shared their experience incorporating action research into the classroom. They explored approaches to teaching digital and traditional literacy skills to low language and literacy learners. They shared ideas and activities that they have trialled, including using technology, gestures, learner-centred tasks and students’ L1 in the classroom to help students to learn English.

Rebecca has been a teacher in a variety of settings in England, France and Australia for over ten years. She joined Carringbush as a literacy volunteer in 2017 and now teaches low level literacy learners two days a week. Rebecca also teaches French at a local Primary school. She is interested in the use of gestures and explicit pronunciation to help learners increase their confidence in speaking.

Hân has worked as an ESL teacher in Vietnam and Australia for more than 5 years. She studied her Masters of TESOL in Melbourne and joined Carringbush teaching team in 2018. Hân has mainly worked with low level literacy learner groups at Carringbush and is interested in teaching explicit pronunciation and incorporating multilingual teaching approaches into her practice.

Hayley Black is an EAL teacher with a secondary school media and EAL teaching background and a Masters in TESOL. She currently teaches beginner level EAL classes at Carringbush Adult Education. Hayley has taught in the Victorian school system as well as teaching and volunteering overseas in Korea, Nepal and Japan. Her professional interests focus on pedagogical development for teachers working with adults at the Foundation level.