| Author |
Title |
Publishing
Information |
Abstract |
Adkins,
M.A.
Sample, B.
Birman, D. |
Mental
Health and the Adult Refugee: The Role of the ESL Teacher |
www.ericacve.org
ERIC Number 439625 |
This
article focuses on how teachers can help adult refugees and immigrant
learners make significant progress in adjusting to a new life in an unfamiliar
culture. It discusses the qualities of mental health, stresses faced by
refugees, and three things that teachers can do to help their students
adjust. |
Agger,
I.
Bille, M. |
The
Blue Room: Trauma & Testimony Among Refugee Women, a Psycho-Social
Exploration |
NJ,
Zed Books, 1992. |
A
collection of narrative accounts and insightful analyses of refugee women's
experiences. |
| Bartlett,
K. J. Vargas, F. |
Literacy
Education for Adult Migrant Farmworkers |
www.ericacve.org
ERIC 334873 |
This
article describes the population of migrant farmworkers, some of their
educational challenges, and programs currently available to serve them.
Challenges cited include mobility, lack of a national system to track
progress of adults, and lack of child care. |
|
Christison,
Mary Ann; Kennedy, Deborah
|
Multiple
Intelligences: Theory and Practice in Adult ESL
|
|
This
article underlines the basic tenets of Multiple Intelligence (MI) Theory
and describes how it has been applied in teaching ESOL to adults. MI
Theory broadens the traditional view of intelligence. MI Theory maintains
that all humans have at least eight different intelligences that represent
a variety of ways to learn and demonstrate understanding. Teachers who
use MI to inform their curriculum development find that they gain a
deeper understanding of their students' learning preferences and a great
appreciation of their strengths, which generally results in higher levels
of student engagement.
|
| Cochran-Smith,
Marilyn, Lytle, Susan L. |
Inside/outside:
teacher research and knowledge |
Teachers
College Press, New York, NY, 1993 |
In
the first section of the this book, the primary authors describe their
vision for teacher research and underscore how it can offer valuable knowledge
within classes and in the field. In the section section, various pracititioners
describe their process of responding to particular teaching/learning needs
of their classes and how they engaged in reflective practice to address
a wide range of issues. While most teachers worked in a K-12 setting,
some adult education teachers are represented. |
Genzel,
R.B.
Cummings, M.G. |
Culturally
Speaking: A Conversaton & Culture Tex |
Boston:
Heinle & Heinle |
A
conversation textbook that focuses on the importance that cultural elements
play in communication. Developed for use with intermediate and advanced
ESOL learners. Guides them in making and sharing cross-cultural comparisons
and practice conversations in realistic, everyday situations as they learn
about American customs and culture. Contains Quick Customs Quizzes and
Let's Share exercises. |
| Gillespie,
M. |
Learning
to Work in a New Land: A Review and Sourcebook for Vocational and Workplace
ESL |
Washington,
DC, Center for Applied Linguistics, 1996 |
This
report provides a detailed overview of vocational and workplace ESL instruction
in the United States. It reviews existing research and practice, presents
program models, details funding strategies, and explains how to set up
a workplace ESL program. It also includes examples of classroom activities
and tools to use in needs assessment, learner assessment, and program
evaluation. (1996) "Gillespie's ability to distill research and present
it clearly is evident in this important new work. Public policy committees
in adult education, workplace education collaboratives, labor-management
coalitions, and labor unions could all benefit from this book." Lenore
Balliro, World Education, Boston |
|
Holcomb,
Tom; Peyton, Joy Kreeft
|
ESL
Literacy for a Linguistic Minority: The Deaf Experience
|
|
This
article offers possible explanations for the difficulties deaf individuals
face when dealing with work related reading, writing, and communication
with co-workers. The article also describes new approaches in deaf education
that show promise for improving the literacy skills of deaf students.
|
| Horsman,
Jennifer |
Something
in my mind besides the everyday: women and literacy |
Women's
Press, Toronto, 1990 |
The
author of this 238-page study set out to challenge the myths of illiteracy
by listening to women's accounts of their own lives. She interviewed 23
women participating in literacy and training programs and workers in these
programs in rural Nova Scotia. She examines some of the myths about illiteracy
such as literacy will automatically improve lives; "illiterates"
can't think abstractly or use logic; and women are to blame for their
own illiteracy. She identifies social structures that support the myths
of illiteracy. The author makes a powerful case for valuing these womens'
experiences and recognizing that many left school for complex reasons
rather than lack of motivation. |
| Horsman,
Jennifer |
Something
in my mind besides the everyday: women and literacy |
Women's
Press, Toronto, 1990 |
The
author of this 238-page study set out to challenge the myths of illiteracy
by listening to women's accounts of their own lives. She interviewed 23
women participating in literacy and training programs and workers in these
programs in rural Nova Scotia. She examines some of the myths about illiteracy
such as literacy will automatically improve lives; "illiterates"
can't think abstractly or use logic; and women are to blame for their
own illiteracy. She identifies social structures that support the myths
of illiteracy. The author makes a powerful case for valuing these womens'
experiences and recognizing that many left school for complex reasons
rather than lack of motivation. |
| Isserlis,
Janet |
Trauma
and the Adult English Language Learner |
www.ericacve.org
ERIC Number 444397
Also at:
www.cal.org/ncle/DIGESTS/
trauma2..htm |
This
article describes trauma and abuse in immigrant communities, discusses
the effects of trauma on learning, and suggests ways in which practitioners
can modify their practice to facilitate learning among victims of trauma
and violence. It includes a bulleted list of implications for practice. |
Kallenbach,
S.
Viens, J. |
Multiple
Intelligences in Practice |
Can be
ordered for $10 from NCSALL, also on webiste:
http://ncsall.gse.harvard.edu
|
This
book presents the research journeys and findings of nine teachers who
applied MI theory in their teaching of ESOL, math, writing, GED, and career
planning. |
| Kegan,
R. |
Toward
a New Pluralism in ABE/ESOL Classrooms: Teaching to Multiple "Cultures
of Mind" |
NCSALL
Report 19A
http://ncsall.gse.harvard.edu
|
The
executive summary of a recently completed Harvard study by Robert Kegan
and several co-researchers. The study discovers a strong connection between
learner development and how they perceive curriculum and instruction.
Teachers need to be equipped to understand how powerfully developmental
levels can affect learner performance; for example, how "ready"
is a certain learner for a teacher-imposed lesson plan involving a high
degree of learner self-direction or self-assessment. The study also explores
the complexities of the teacher-learner relationship and the importance
of "cohorts" within program populations. |
Lytle,
S.
Belzer, A.
Reumann, R. |
Invitations
to Inquiry: Rethinking Staff Development in adult Literacy Education |
Philadelphia,
National Center on Adult Literacy (NCAL), 1992
Download from:
http://literacy.org/search/
detailed.html |
This
monograph introduces a model for inquiry-centered staff development in
which participants work collaboratively to conduct systematic inquiries
at their program settings, critically analyze current theory and research
from field-based perspectives, and make problematic the social, political,
and cultural arrangements that structure literacy learning and teaching
in particular contexts. |
| McKay,
H., Abigail, Tom |
Teaching
Adult Second Language Learners |
Cambridge,
Cambridge University Press, 1999 |
This
is a very user-friendly teacher resource which emphasizes the importance
of knowing who the adult learner is, and what the adult learner brings
to the classroom (and how teachers can learn about their learners). The
authors devote a section to building community in the classroom, designing
lesson plans, and working with multilevel students. Although geared towards
ESOL learning situations, the information, suggestions and activities
are useful and informative for all adult educators. |
| McKenzie,
J. |
From
Now On |
Article
on Website
Download from: www.fno.org |
Jamie
McKenzie is recognized for being highly knowledgeable about the uses of
technology for instruction, but also for being aware of the pitfalls of
misguided uses or unforeseen difficulties. His articles have been collected
for downloading on this Website. Some titles are: "From Technology
Refusal to Technology Acceptance: A Reprise" (an examination of why
technology often does not fulfill its promise in educational settings);
"Secrets of Success: Professional Development that Works"; "Learning
Digitally" ("Learning digitally will only transform schools
and student performance if we make wise program decisions, invest mightily
in professional development, and emphasize strategic teaching.";
and "Deep Thinking and Deep Reading..." ("...are dual processors
which inform the search for truth and lead us toward insight and illumination." |
| Nieto,
Sonia |
Affirming
diversity : the sociopolitical context of multicultural education |
Longman
Publishers USA, White Plains NY, 1996 |
Affirming
Diversity is a comprehensive presentation of the multicultural paradigm.
Sonia Nieto's holistic perspective holds that social and political realities,
school curricula and practices, and the multiple cultures of students
and their communities must be understood in tandem. In her view, multicultural
education entails a thorough pedagogical and structural reformation of
schooling, including a serious rethinking of tracking and testing, textbooks
and narrow curricula, and lack of student participation in their own learning.
Affirming Diversity is makes a good case for a democratic education that
"takes students seriously, uses their experiences as a basis for
further learning, and helps them develop into critical and empowered citizens."
|
| Nonesuch,
K. |
Making
Connections: Literacy and EAL Curriculum from a Feminist Perspective |
Toronto,
Canadian Congress for Learning Opportunities for Women (CCLOW), 1996
www.nald.ca/province/bc/lbc
/pub/bulletin/spring98/
page20.htm
|
Making
Connections, a clear and practical guide for addressing issues of women
learners, was created by a diverse group of Canadian women in literacy,
EAL/ESL and women's learning. As the Introduction explains, a feminist
curriculum "does not tell women what tothink, how to live or what
to do, " but instead, makes space for women's experience and invites
learners "to make connections between their lives and the lives of
others, and to think about issues of invisibility and power." These
materials are not for women-only groups. Except for specific topics (e.g.
Choosing Safer Sex), they are meant to be used with mixed groups of women
and men or in one-to-one work. Chapter themes include: Daily Lives, Self
Esteem and Literacy, Cultural Awareness, and Gender Roles. |
| Nunan,
David |
The
Learner-Centred Curriculum |
Cambridge
University Press, Cambridge, England, 1988 |
Traditionally,
curriculum has been thought of as a statment of what SHOULD BE done in
a course of study. This books takes as it's starting point, what IS being
done by language teachers in their classrooms. Mr Nunan puts forth in
the course of this book, a model for a negotiated curriculum which involves
collaboration between teachers and learners. |
| Ranard,
Donald A., Pfleger, Margo |
Language
and Literacy Education for Southeast Asian Refugees |
www.ericacve.org
ERIC 365170 |
This
article discusses changes in the way the needs of this population of learners
for language and literacy education have been met during the 1970’s
through the late 80’s. It especially focuses on the question of whether
new refugees should receive intensive language and job training before
they enter the workforce or study part time after they have found employment. |
|
Schwarz,
Robin; Terrill, Lynda
|
ESL
Instruction and Adults with Learning Disabilities
|
|
This
article reviews what is known about adult ESOL learners and LD, suggests
ways to identify and assess ESOL adults who may have LD, and offers
practical methods for both instruction and teacher training.
|
| Seufert,
P. |
Refugees
as English Language Learners: Issues and Concerns |
Online:
http://ericir.syr.edu/Eeric/
adv_search.shtml
ERIC 438741
|
Culture
orientation training is received by the approximately 78,000 to 90,000
refugees settled in the United States each year. In this text, commonly
asked questions concerning refugees' ethnic origins and English language
abilities are explored as well as program considerations for serving this
population. Topics of discussion are: who are the refugees and where are
they from; a comparison of overseas training to past training and the
implications for U.S. service providers; factors considered in setting
up instructional programs for refugees; recommended curricular approaches;
how employment skills can be integrated with ESL training; and how ESL
programs with limited funds offer support services, curriculum innovations,
and technology access to refugees. |
Shank,
C.
Terrill, L. |
Teaching
Multi-Level ESOL Classrooms |
Online:
www.cal.org/ncle/digests/
shank.htm
ERIC 383242 |
In
multilevel adult English as a second language (ESL) classes, teachers
are challenged to use a variety of materials, activities, and techniques
to engage the interest of the learners and assist them in their educational
goals. This digest recommends ways to choose and organize content for
multilevel classes; it explains grouping strategies; it discusses a self-access
component, independent work for individual learners; and it offers suggestions
for managing the classes. |
| Takaki,
R. |
A
Different Mirror: A History of Multicultural America |
Boston:
Little, Brown, 1994 |
This
book chronicles US history through the experiences of immigrants and minorities
and challenges readers to expand our conception of what it means to be
American. |
| Valdes,
J.M. |
Culture
Bound: Bridging the cultureal gap in language teaching |
Cambridge
UP
ISBN: 0-521-31045-8 |
Designed
to give language teachers a basis for introducing a cultural component
into their teaching. Articles give a perspective on how language and culture
interact and explore in particular the difference between interacting
with another culture and entering it. Learners are encouraged to understand
the new culture without necessarily embracing it. |
| Vella,
J. K. |
Taking
Learning to Task: Creative Strategies for Teaching Adults |
Jossey-Bass,
San Fransisco, CA, 2000 |
Jane
Vella writes with one basic assumption: that learning is most effective
when teachers involve their students in the learning process. In Taking
Learning to Task, Vella shifts the spotlight from teaching tasks to learning
tasks. Unlike traditional teaching methods, learning tasks are open questions
leading to open dialogue between teacher and learner. To illustrate this
unique approach, Vella provides seven steps to planning learning-centered
courses, four types of learning tasks, a checklist of principles and practices,
critical questions for instructional design, key components for evaluation,
and other tools. She also shares real-world examples of successful learning
programs, including online and distance-learning courses. Taking Learning
to Task is a hands-on, practical guide to designing effective learning
tasks for diverse learners and diverse content. |
| Vella,
J. K. |
Training
through Dialogue:Promoting Effective Learning and Change with Adults |
Jossey-Bass,
San Fransisco, CA, 1995 |
"Training
Through Dialogue" applies the principles of adult learning to the
tasks of designing and implementing educational programs. She draws on
the field of popular education, in which learners are essentially partners.
Through numerous examples in a variety of settings, Vella illustrates
the effectiveness of her train-the-trainer program: in Chile with community
health educators, in rural Arkansas with small business developers, in
New England with trainers from diverse nonprofit organizations etc. Each
chapter ends with a summary that invites critique and suggestions and
presents indicators of changed behavior from individuals who took part
in that particular program. |
| Video |
Captured
Wisdom, CD and Video |
National
Center for Adult Literacy (NCAL)
To Order:
www.ncrel.org/cw/al/
|
This
is an interactive multimedia resource designed to help inform educators
of successful technology integration practices in adult education environments.
Captured Wisdom shows innovative, replicable activities, discussed by
front-line classroom educators and learners so that other teachers can
feel they have had an opportunity to actually visit the classes and chat
directly with the learners and teachers about their work. |
| Website |
Adult
Basic Education Teacher's Toolkit |
www-tcall.tamu.edu/toolkit/
COVER.HTM |
This
toolkit, from the Texas Education Agency, covers a wide range of ABE learning
concepts and approaches, including key considerations involving adult
development in the first few chapters. |
| Website |
Anti-Racist/Culture-Based
Approaches |
www.nald.ca/canorg/cclow/
makcon/anti/cover.htm |
Making
Connections is a feminist approach to curriculum for literacy and EAL
instruction. It grew out of a recognized need for woman-positive literacy
materials that reflect the realities of women's lives. However, there
are many ways to make curriculum, many feminist approaches to curriculum
and many ways to address social change through education. Making Connections
presents some of these ways. |
| Website |
College
for Lifelong Learning Course Offerings |
www.cll.edu/programs/
cert_adln1..htm
|
This
site lists academic programs for the College for Lifelong Learning in
Concord, NH, specifically courses that cover knowledge of unique elements
related to adult learning, such as the importance of experience in learning,
the ongoing cognitive development process, and the effects of aging on
the learning process; ability to apply knowledge about adult learning
to the design and teaching of learning activities and programs in a way
which makes them "adult friendly" and effective formats for
learning; and understanding of other important factors that are part of
adult learning, such as diversity and learning, the role of learning in
the workplace, and learning as a collaborative process. |
| Website |
Guided
Reflections for Facilitators |
www.nald.ca/canorg/cclow/
makcon/guided/cover.htm |
These
resources focus on women's needs and strengths as learners and address
what some have seen as a shortage of viable materials for women learning
to reading and write in English. |
| Website |
National
Center for ESL Literacy Education Digests |
www.cal.org/ncle/digests/
#sec6 |
This
Website offers a set of digests specifically addressed for specific populations. |
| Website |
The
SNOW Project |
http://snow.utoronto.ca/
index.html |
This
group maintains a Website that describes and links to online resources
and professional development opportunities for educators and parents of
students with special needs. Tools and information, online workshops,
curriculum materials, info on adaptive technologies, best practices, discussion
for a and other resources to assist teachers to use new technologies to
benefit learners with disabilities. |
| Website |
Women
and Literacy Page |
www.brown.edu/Departments/
Swearer_Center/Literacy
_Resources/women.html |
A
resource site maintained by the Swearer Center at Brown University, Providence
RI, containing dozens of links, articles, discussion sites, and so forth
that deal with the special needs, challenges, and strengths of women learners. |
| Website |
Women's
Word: A Change Curriculum for tutors and Learners |
www.unc.edu/depts/scale/
womenswords.html |
This
article, maintained on SCALE's Website, is a reflection and action curriculum
designed for volunteer tutors who are working with girls and women in
their community. The curriculum offers women-focused social change texts,
accompanied by reflection session agendas for use by tutors and lesson
plans for use with learners. Through the provided texts, both tutors and
learners will examine the issues women face, as well as learn about women
who have taken positive action in their communities. The curriculum will
also prompt tutors and learners to examine their own experiences and contexts,
and to make their own plans for action. |
| Wrigley,
H.S. |
"Knowledge
in Action: The Promise of Project-Based Learning" |
Focus on
Basics, December 1998
v2, nD
|
This
article describes the history, process, and strategies involved in doing
project-based learning with adult learners. It discusses the role of the
teacher in project based learning as well as the many benefits and skill
gains on the part of students who take ownership of the project. |
| ZIP |
Got
a great resource to suggest? Does one of our resources cover additional
standards? |
All
additions, suggestions, and queries are welcome! |
Please
contact Carey Reid at creid@worlded.org |
