An evaluation of the impact of computational interventions (Scratch) on the learning of ESOL students

This thesis presents the findings of a case study research that investigated the impact of a computational and constructionist intervention on young adult ESOL literacy learners in a Sixth Form College in London. The research represents an interdisciplinary project that signifies a synergy between constructionist learning theory and the sociocultural approach to multimodal literacy and new literacy studies. The study used Scratch as an illustration of a constructionist tool and explored an innovative approach to improving ESOL teaching and learning. The case study in this project shows that Scratch supports the acquisition of language elements and that it can be used as a complementary teaching and learning strategy for ESOL learners and tutors. The utilisation of Scratch provided the ESOL learners with an additional learning platform for meaningful self-expression which relates to their ESOL curriculum. In a fieldwork stretching over 23 weeks, the study tracked the enhancement of the English language skills and learning practices of the ESOL learners by complementing their classes with computational interventions. The research seeks to develop fresh understandings of the pedagogical perspectives of emerging computational environments. It demonstrates the impact of Scratch on the promotion and facilitation of literacy learning in a multimodal context. This approach shows how contextualised, personalised and meaningful computational practices can contribute to improving learning and can benefit ESOL learners in their development of higher levels of multiliteracies. Finally, the thesis provides perspectives to the multiliteracies framework in practice by illustrating the possible applications of computational environments in ESOL literacy programmes. In this context, this project concludes that the utilisation of computational tools and applications should be extended beyond technical and computing frameworks. Therefore, it draws attention to a broader consideration of computational applications in literacy teaching and learning