In this session, you will learn what research teaches us about how non-literacy affects learning for adults, what non-literate adults lack in the way of learning skills and information processing skills, and what foundation skills must be in place for these learners to be able to move into literacy successfully.
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ESOL teachers with some experience working with English language learners who have no literacy skills.
This professional development activity/course is designed for:
Adult English learners with no prior print literacy present a special challenge to adult ESOL teachers and programs. They cannot be taught with the usual ESL materials, and when part of a mixed-level class, they can be difficult to serve effectively. In this session, you will learn what research teaches us about the following:
- How non-literacy affects learning for adults
- What non-literate adults lack in the way of learning skills and information-processing skills
- What foundation skills must be in place for non-literate learners to be able to move into literacy successfully
You will also receive references to resources for learning more about this adult population and how best to teach them, all gleaned from the presenter's experience in working with this group of learners for more than a decade.
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Identify three ways in which non-literate adult ELs differ from literate learners
Explain how teaching pre-literacy language skills will create a foundation for literacy
Evaluate at least four instructional materials as to their suitability for use with non-literate adult ELs
Identify two approaches to classroom management that will benefit non-literate adult ELs who must be included in a mixed-level class
Upon completion of this professional development activity/course, you will be able to:
None
Brockton Adult Learning Center
211 Crescent St.
Brockton, MA
United States
