Learning for Work: Hidden Challenges for LESLLA Learners

Abstract

We consider the challenges LESLLA learners face when confronted with literacy-based decontextualized tasks inside and outside of school that demand ways of thinking intrinsic to Western-style formal education, work, and modern life. We frame our work in the context of preparing LESLLA learners in Germany for the trades in adult education programs. Specifically, we focus on how ways of learning, familiarity with literacy-based decontextualized tasks and academic ways of thinking impact the ability of LESLLA learners to access content and succeed on assessments in adult education programs. Our work has applications beyond Germany: the assumptions underlying school tasks and ways of thinking form the “invisible challenge” of school and vocational training for LESLLA learners.