Canadian English language programs have seen a recent increase in enrolment by English as a Second Language adult literacy learners. To date, minimal research has been conducted with these learners, leaving literacy teachers with little guidance. In our literature review we found that, because learners often lose motivation due to their lack of or limited education, building motivation and investment must be at the heart of lesson design when teaching adult literacy learners. Thus, we adopted a transformative and post-structuralist framework to extend proven sociocultural theories to the adult literacy learner population. Our article reviewed past literature, incorporated the autobiographical narratives of experienced literacy teachers and provided six teaching strategies for increasing investment and motivation in adult literacy learners: providing relevance, addressing settlement needs, incorporating life experiences, encouraging learner autonomy, promoting collaborative learning, and building self-efficacy. Our article will demonstrate that further research is required in the arena of adult low literacy English language learners. Keywordsmotivation, investment, post-structuralist and transformative framework, teaching strategies, ESL adult literacy learners, limited formal education, English language learner, literature review.

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激发英语成人识字学习者投资教育的教学策略：文献综述

加拿大英语语言课程最近看到英语作为第二语言成人识字学习者的人数有所增加。迄今为止，对这些学习者的研究很少，扫盲教师的指导也很少。在我们的文献综述中，我们发现，由于学习者经常由于缺乏或受教育程度有限而失去动力，因此在教成人识字学习者时，建设动机和投资必须是课程设计的核心。因此，我们采用了一种变革性的后结构主义框架，将成熟的社会文化理论扩展到成人识字学习者群体。我们的文章回顾了过去的文献，结合了经验丰富的扫盲老师的自传体叙事，并提供了六种教学策略来增加对成人扫盲学习者的投资和动机：提供相关性，解决定居需求，融入生活经验，鼓励学习者自主，促进协作学习以及建立自我效能感。我们的文章将证明在成人低识字英语学习者的领域中还需要进一步的研究。关键词动机，投资，后结构主义和变革性框架，教学策略，ESL成人识字学习者，有限正规教育，英语学习者，文献综述。