| Author |
Title |
Publishing
Information |
Abstract |
|
Auerbach,
E. Wallerstein, N.
|
ESL
for action: problem posing at work |
Addison-Wesley,
1987ISBN: 0201001012
|
Intended
for the intermediate to advanced ESOL student, this text teaches communication
skills for those students working or about to enter the workforce. Highlights
include the problem posing approach to teaching ESOL for the workplace,
learner centered lessons which promote affective learning and critical
thinking skills, and ESOL based on content based on work themes. Comes
with teachers guide. |
| Bigelow,
B., Peterson, B. eds. |
Rethinking
Columbus: The Next 500 Years |
Rethinking
Schools, Limited, Milwaukee, WI, 1998 |
Why
rethink Christopher Columbus? Because the Columbus story is a foundation
for people's beliefs about society. Columbus is often a child's first
lesson about encounters between different cultures and races. The legend
tells us whose version of history to accept and whose to ignore. Most
history books tell the story of Columbus from one point of view. The MA
ABE Social Studies Framework encourages us to help learners understand
historical perspective and multiple viewpoints. This book includes more
than 90 essays, poems, interviews, historical vignettes, and lesson plans
re-evaluate the myth of Columbus and issues of indigenous rights. |
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 |
| Hayes,
E. et al |
Women
as Learners: the Significance of Gender in Adult Learning |
Jossey-Bass,
2000 |
The
edited chapters in this book consider the unique learning experiences
of women and examine how women learn. The authors draw on feminist theory
to make practical suggestions for the construction of adult education
programs, workplace education, counseling programs, and professional development
models. |
| Leonelli,
E. |
The
ABE Math Standards Project |
Malden,
MA (MassDOE), Massachusetts ABE Math Team, 1994
Call 781-338-3833 for possible copy. |
"Main
funding came as an award from The National Institute for Literacy Grant
Program to Holyoke Community College in collaboration with SABES and The
Massachusetts Department of Education." Vol. 1. The Massachusetts
adult basic education math standards -- Vol. 2. Implementing the Massachusetts
adult basic education math standards: our research stories. |
| McKenzie,
J. |
From
Now On |
Article
on Website: 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." |
| 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. |
| Schneider,
M. and Clark, M. |
Dimensions
of Change: An Authentic Assessment Guidebook |
Adult
Basic and Literacy Educatiors, Seattle, 1993 |
Dimensions
of Change is the result of a project -- "Integrated Assessment: Being
Accountable to Students and Teachers" -- conducted by practitioners
in Washington state. It lays down a theoretical base for authentic assessment,
provides classroom stories to make the theory concrete, and includes an
interactive guide to developing your own assessment system. The appendices
contain a large number of assessment tools and a bibliography. The teachers'
edition is spiral bound to make it easier to lay flat for copying. This
edition includes permission to copy the assessment tools contained in
the appendices. |
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. |
| Smoke,
T. (ed) |
Adult
ESL: Politics, Pedagogy and Participation in Classroom and Community Programs |
Mahwaw,
NJ: L. Erlbaum Associates, 1998 |
This
book presents a range of models for drawing on learners' strengths in
teaching adult ESL. |
| Sull,
E.C. |
The
Ex-Inmate's Complete Guide to Successful Employment |
Buffalo:
Aardvark Publishing, 1990 |
This
book covers, step-by-step, the process of landing and keeping a job for
the ex-felon. With a large print format and much room left for making
notes, this book is individualized for the inmate to learn from, write
in, and reuse as a resource text while looking for employment and after
achieving employment. Topics in the book include what the inmate can do
to improve while in prison, how the inmate can begin preparation for the
job search and interview before release, and what needs to be done when
released. |
Taylor,
K.
Marienau, C. & Fiddler, M. |
Developing
Adult Learners: Strategies for Teachers and Trainers |
Jossey-Bass,
2000 |
Provides
a conceptual framework linking intentions and development, dozens of proven
activities framed by developmental intentions; and an examination of developmentally
focused educational practices. |
| Valdes,
J.M. |
Culture
Bound: Bridging the cultureal gap in language teaching |
Cambridge,
UK
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 |
The
Center for Literacy Studies |
cls.coe.utk.edu/ |
The
Center for Literacy Studies strengthens adult literacy education in order
to equip adults with the knowledge and skills they need to be lifelong
learners and effective members of their families, communities and workplaces.
The Center links theory and practice through research, professional development,
partnerships, and building and sharing the knowledge of the field. The
website contains links to professional development information as well
as special online collections on topics such as health and literacy, science
and numeracy, literacy and learning disabilities, and workforce education. |
| Website |
Adprima |
www.adprima.com/examples.htm |
Despite
the assumption that all teachers are students are male ("he/him"),
this site is a great quick reference for understanding what curriculum
and learning objectives are. It provides language that can be used to
draft effective learning objectives. |
| Website |
The
Center for Media Literacy |
www.medialit.org |
"A
democratic civilization will save itself only if it makes the language
of the image into a stimulus for critical reflection, not an invitation
to hypnosis." -Umberto Eco This is a quote which appears on the Center
for Media Literacy’s website. The Center’s mission is to help
individuals learn to use critical thinking skills in accessing, analyzing,
evaluating and creating media. The website provides numerous full text
articles on topics such as violence and the media, how to analyze media
messages, what parents should know about children and television, how
the media shapes society, and how students can learn critical thinking
skills along with literacy skills in the production of media. |
| Weinstein,
Gail |
Learners'
Lives as Curriculum: Six Journeys to Immigrant Literacy |
Delta Systems,
McHenry, IL, 1999
For ordering
information:
www.delta-systems.com/
|
This
book outlines a model for creating curricula that are truly based on the
lives of the learners. It explains how to use directed listening to elicit
a learner-generated text, and then how to transform the text into lessons
and eventually thematic units. Teachers who used the method to develop
curricula in this way describe six examples of the process. |
| 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 |
