The Academic Language Learning Experiences of One LESLLA Learner: A Constructive Developmental Study

Abstract

Academic literacy is a challenging yet increasingly essential skill for Adult Basic Education (ABE) English as a Second or Other Language (ESOL) learners. Related to academic language learning is an adult’s developmental perspective. Developmental perspectives vary in adulthood and shape qualitatively distinct ways of reasoning and learning experiences. Using Kegan’s Constructive Developmental Theory (CDT), which derives from Western psychology but has been implemented cross-culturally, this research highlights the academic literacy learning experiences of one LESLLA learner in the context of a larger qualitative case study. The data include two semi-structured qualitative interviews per participant and class observations. Analysis includes the dual lenses of grounded theory and CDT. Findings suggest that developmental perspectives made a qualitative difference in how learners experience academic literacy learning. The LESLLA participant, from her “instrumental” perspective, describes what looks like struggle in learning to summarize, but from her developmental perspective, represents a logical pathway toward success.