• Login
    View Item 
    •   Home
    • UA Graduate and Undergraduate Research
    • UA Theses and Dissertations
    • Dissertations
    • View Item
    •   Home
    • UA Graduate and Undergraduate Research
    • UA Theses and Dissertations
    • Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of UA Campus RepositoryCommunitiesTitleAuthorsIssue DateSubmit DateSubjectsPublisherJournalThis CollectionTitleAuthorsIssue DateSubmit DateSubjectsPublisherJournal

    My Account

    LoginRegister

    About

    AboutUA Faculty PublicationsUA DissertationsUA Master's ThesesUA Honors ThesesUA PressUA YearbooksUA CatalogsUA Libraries

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    The Sociocultural Impact of Technology on Adult Immigrant English as a Second Language Learners

    • CSV
    • RefMan
    • EndNote
    • BibTex
    • RefWorks
    Thumbnail
    Name:
    azu_etd_10730_sip1_m.pdf
    Size:
    1.710Mb
    Format:
    PDF
    Description:
    azu_etd_10730_sip1_m.pdf
    Download
    Author
    Saltourides, Eleni
    Issue Date
    2009
    Keywords
    Adult
    immigrant
    learners
    Sociocultural
    Technology
    Advisor
    Ariew, Robert A.
    Committee Chair
    Ariew, Robert A.
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    For immigrant adult learners, learning English is not only for survival and functioning in the target language (TL) culture, but it is also a means of being able to successfully deal with the inequitable power structures in place in the larger society which deny them access to the culture's social, economic, and political resources (Norton, 2000). In the United States, the computer is a culturally valued resource and tool used by TL speakers, yet this valued resource is not easily accessible to immigrant adults due to their limited language ability, lack of experience with computers, and/or financial reasons; thus, putting them at an immediate socioeconomic disadvantage in this country. Nevertheless, researchers have argued that today's language learners must know how to read, write and communicate through electronic mediums due to the computer's prevalence in many aspects of modern life (Warschauer, 2005).The purpose of this study is to explore the impact of technology on adult immigrant learners as they learn how to use computers formally for the first time within an English as a Second Language curriculum. Specifically, the study seeks to discover which factors contribute to successful computer literacy acquisition, the impact of computer literacy acquisition to their identities, and which pedagogical practices are best suited for this population. The research project took place at a local community college and looked at 25 students, focusing in on five case-profile learners. Using Lave & Wenger's (1991) Situated Learning Theory and Norton's (1995) Theory of Investment, Social Identity and Power as a means of examining the above issues, the findings provide evidence that teachers need to consider learners' identities when designing and implementing a computer literacy curriculum. This research also calls attention to the necessity of implementing a computer literacy course within an ESL curriculum so that students can learn language and computer literacy in an ESL supportive environment attentive to their specific needs. Moreover, the study points to the need for instructors to be more aware of their own cultural and learning style biases and how they affect learner participation in this population of students.
    Type
    text
    Electronic Dissertation
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Second Language Acquisition & Teaching
    Graduate College
    Degree Grantor
    University of Arizona
    Collections
    Dissertations

    entitlement

     
    The University of Arizona Libraries | 1510 E. University Blvd. | Tucson, AZ 85721-0055
    Tel 520-621-6442 | repository@u.library.arizona.edu
    DSpace software copyright © 2002-2017  DuraSpace
    Quick Guide | Contact Us | Send Feedback
    Open Repository is a service operated by 
    Atmire NV
     

    Export search results

    The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

    By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

    To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

    After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.