Abstract This article provides an argument for the recognition of complementary alternative literacy learning spaces (CALLS) as a strategy for operationalising the notion of multi-literacies in classroom practice. The paper draws empirical evidence from a small-case project to support the claim that scratch, functioning as a CALLS is a viable tool for ESOL/literacy teaching and learning. Empirical data were collected from students from two ESOL classes in London and their tutor over a ten-week project. In addition to defining the bounds of CALLS, the paper identifies four components as desirable for a pedagogy of CALLS and concludes that CALLS is a viable avenue for operationalising the notion of multi-literacies in classroom practice.

中文翻译：

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走向在ESOL和识字学习中互补的替代成人识字学习空间（CALLS）的教学法：在ESOL班级中使用计算机化环境（SCRATCH）的案例研究

摘要本文提供了一个论点，即承认补充性替代素养学习空间（CALLS）是一种在课堂实践中实施多元素养概念的策略。本文从一个小案例项目中获得了经验证据，以支持这种说法，即作为CALLS的功能是ESOL /扫盲教学和学习的可行工具。在为期十周的项目中，从伦敦两个ESOL课程的学生及其导师那里收集了经验数据。除了定义CALLS的界限外，本文还确定了CALLS的教学法所需要的四个组成部分，并得出结论认为CALLS是在课堂实践中实施多元文化概念的可行途径。