LESLLA Practices in Spain

Abstract

This paper examines the landscape of language and literacy education for adult immigrants with limited literacy skills (LESLLA) in Spain. It begins with a discussion of the terminology used to refer to LESLLA learners, highlighting the general tendency to avoid negative terms. Then, it outlines the policy framework governing education for immigrants in Spain and the available educational services, including programmes designed to support language acquisition and cultural integration as well as improvements in teacher training. Different approaches and educational methods employed in teaching literacy and innovation in teaching materials on refugees and immigrants, including the use of contextualised exercises and authentic materials to enhance learning, are briefly discussed. This is followed by a summary of research conducted in this field and its influence on LESLLA teaching, particularly with regard to the professionalisation and innovation in teaching Spanish as a second language to immigrants in Spain. Future lines of research and policies are also highlighted.