Reading to speak : adult students using children's literature as a means for expanding English language learning
This study investigated the experience of adult English language learners (adult ELL/adult ESL) using children's literature as part of their language learning. By examining how adult students would respond to using children's books and whether or not the books would be effective as a tool for learning, children's and young adult literature emerges as having useful attributes for adult language learning. This study took place in an ESL conversation class of nine adult women. Participants in this study took part in various class tasks and activities that sometimes involved children's stories, read from the selection of children's books that were available and gave oral presentations of a book to the class. Time was set aside during class hours for silent reading. The data that were analyzed in this study included five participants and the data they provided: pre- and post-course surveys, level-assessment tests, audiorecordings, and observational field notes. Implications of this study showed positive affective and effective responses from the participants in this study to the use of children's literature. Most participants in this study gave examples that the use of children's literature as the prevalent text in their language learning fulfilled the ideals of appropriate language learning materials.