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ESL/Literacy for Adult Non-Native Speakers of English. A Handbook for Practitioners.

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Bibliographic Details
Title: ESL/Literacy for Adult Non-Native Speakers of English. A Handbook for Practitioners.
Language: English
Authors: Collignon, Francine Filipek, International Inst. of Rhode Island, Providence.
Peer Reviewed: N
Page Count: 171
Publication Date: 1991
Intended Audience: Practitioners
Document Type: Guides - General
Descriptors: Action Research, Agency Cooperation, Change Agents, English (Second Language), Literacy Education, Outreach Programs, Program Evaluation, Second Language Instruction, Student Centered Curriculum
Geographic Terms: Rhode Island
Abstract: A 3-year Literacy/English-as-a-Second-Language (ESL) program is described that was established in 1988 to improve access to literacy for Rhode Island's adult non-native speakers of English. In this handbook, the two literacy facilitators associated with the program explore issues significant to a more learner-centered practice of addressing the literacy needs of adult non-native speakers of English. Models are described for professional development, preparation of volunteers, and instruction with learners interacting with print. The intention is to help demystify the process of ESL/literacy for providers and to support new forms of education in literacy. A brief review of the literature on learner-centered practice is given, followed by descriptions of specific practices and discussions and examples of action research. Outreach efforts are also described. Although the ESL/Literacy Program reached fewer individuals than it intended in some areas, it surpassed expectation in others and contributed to significant change in cross-program awareness and cooperation within and outside the agency. (Adjunct ERIC Clearinghouse on Literacy Education) (LB)
Entry Date: 1992
Accession Number: ED339252
Database: ERIC
Description
Abstract:A 3-year Literacy/English-as-a-Second-Language (ESL) program is described that was established in 1988 to improve access to literacy for Rhode Island's adult non-native speakers of English. In this handbook, the two literacy facilitators associated with the program explore issues significant to a more learner-centered practice of addressing the literacy needs of adult non-native speakers of English. Models are described for professional development, preparation of volunteers, and instruction with learners interacting with print. The intention is to help demystify the process of ESL/literacy for providers and to support new forms of education in literacy. A brief review of the literature on learner-centered practice is given, followed by descriptions of specific practices and discussions and examples of action research. Outreach efforts are also described. Although the ESL/Literacy Program reached fewer individuals than it intended in some areas, it surpassed expectation in others and contributed to significant change in cross-program awareness and cooperation within and outside the agency. (Adjunct ERIC Clearinghouse on Literacy Education) (LB)