Implementing Photovoice with LESLLA Learners to Stimulate L2 Development, Identity Expressions, and Social Justice

Abstract

This participatory exploratory action research study reports on the primary stages of my investigation to transform pedagogy and inquiry with Latinx Literacy Education and Second Language Learning for Adults (LESLLA) learners. Based on a sociocultural perspective, I investigate how complementing the responsive instructional approach of the Mutually Adaptive Learning Paradigm (DeCapua & Marshall, 2011) with the participatory justice-oriented research method of Photovoice (Wang & Burris, 1997) can empower LESLLA participants to articulate transnational identities, confront linguistic and cultural gaps and power structures, and document their language learning practices through digital photographs or other visual media. The preliminary findings reveal that initiating and negotiating participant-led tasks and fusing formal and informal learning styles in a multilevel community-based setting not only helps develop an inclusive community of practice but advances multimodal literacy practices, reflection, and hands-on learning.