'Passivity' or 'Potential'?: Teacher responses to learner identity in the low-level ESL classroom

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Sue Ollerhead


This paper explores some initial findings from a multi-site, classroom-based case study research project into English as a Second Language (ESL) literacy provision to very low-literate adult learners within Australia’s Language, Literacy and Numeracy Program (LLNP). The aim of the research is to report on the researcher’s observations of teachers’ pedagogical practices and to investigate the extent to which they are responsive to learners’ developing and multiple identities.

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Author Biography

Sue Ollerhead, University of New South Wales

Sue Ollerhead is a doctoral student in the School of Education at the University of New South Wales, Sydney. She has worked as an adult literacy teacher and university lecturer in South Africa, and as a TESOL teacher in Africa, Europe and Australia. She has also worked as an English language materials developer and commissioning editor. Sue’s main research interests are literacy and language learning as a social practice. Her email address is: s.ollerhead@student.unsw.edu.au