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What Beginning Teachers and Tutors of Adult English Language Learners Need to Know
In many parts of the United States, the number of nonnative adult learners seeking English language instruction is growing. In the past decade, states that had not previously had significant numbers of immigrants witnessed a rapid growth of their immigrant population. As a result, new teachers are entering the field, experienced teachers are being asked to take on greater challenges, and many adult basic education teachers are working with English language learners in classes along with native English speakers. What do teachers and tutors who are beginning to work with adult English language learners need to know? This resource collection provides materials about second language acquisition, language and culture, instructional approaches that support language development, curricula, and professional development. While this is not an exhaustive list of materials, it is representative of what is available online and in print.
Practical advice includes:
This list was compiled by Donna Moss and Lynda Terrill at the Center for Applied Linguistics.
The following briefs, bibliographies, digests, and other papers written by adult ESL professionals offer information that might be helpful to new teachers working with adult English language learners.
New adult ESL teachers and tutors need to have an understanding of adult learning principles and second language acquisition.
CAELA has many materials that discuss good instructional practices in the adult ESL classroom.
CAELA resources discuss the development of language skills.
CAELA has resources that address issues related to culture.
CAELA has a number of briefs and digests and an annotated bibliography that focus on the topic of professional development.
For access to to a complete list of briefs, digests, and bibliographies click on ESL Resources on the left navigation bar on this page and click on the resource type you are searching looking for. Also see the Practitioner Toolkit: Working with Adult English Language Learners available in pdf at www.cal.org/caela/tools/program_development/CombinedFilesl.pdf and Frequently Asked Questions (FAQs) at www.cal.org/caela/esl_resources/faqs.html
The ERIC Database
The ERIC database can be accessed at http://www.eric.ed.gov/.
Efficient searches of the ERIC database usually use a search strategy based on descriptive terms already defined by ERIC. Descriptors that you might want to use to find information on adult ESL instruction include some combination of the following:
Bygate, M., Skehan, P., & Swain, M. (2001). Introduction. In Researching pedagogic tasks: Second language learning, teaching and tests (pp.1-20). Harlow, England: Pearson.
Center for Impact Research. (2002). What's new? Reaching working adults with English for speakers of other languages instruction (ESOL): A best practices report. Chicago: Author. Available from www.impactresearch.org/documents/esolwhatnew.pdf
Crandall, J. A. (1993). Professionalism and professionalization of adult ESL Literacy. TESOL Quarterly, 27, 497-517.
Eckardt, M.E., et al. (1993). Teaching strategies for ESOL volunteers. Harrisburg, PA: Pennsylvania State Department of Education, Bureau of Adult Basic and Literacy Education. (ERIC No. ED 386 959)
Foster, P., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18, 299-323.
Porter, D. (2002). The California adult education 2000-2002 innovation and alternative instructional delivery program: A review. Dominguez Hills: California State University, School of Education, California Distance Learning Project. Available from www.cdlponline.org/pdf/innovationPrograms00-02.pdf
Skilton-Sylvester, E., & Carlo, M. (1998). "I want to learn English": Examining the goals and movitvations of adult ESL students in three Philadlphia learning sites (Technical Report No. TR98-08). Philadelphia: National Center for Adult Literacy.
Smith, C., Hofer, J., & Gillespie, M. (2001, April). The working conditions of adult literacy teachers. Focus on Basics, 4(D), 3-7.
Wrigley, H., Chisman, F., & Ewen, D. (1993). Sparks of excellence: Program realities and promising practices in adult ESL. Washington, DC: Southport Institute for Policy Analysis.
Bell , J. S. (2004). Teaching multilevel classes in ESL. Ontario. 2 nd ed. Canada: Pippin Publishing. The author describes a variety of features that make a class multilevel including differences in language proficiency, education experience, and situational factors. This book discusses the challenges of planning curriculum and teaching multilevel classes and offers strategies for classroom management (e.g., evaluation and assessment, grouping strategies) as well as practical activities and resources.
Bell, J. & Burnaby, B. (1984). A handbook for ESL literacy. This book was written for both novice and experienced teachers who are teaching initial reading and writing skills to adult English language learners. It provides background information about literacy theory and offers practical suggestions for lesson planning. It is a classic adult ESL education guide.
Brown, H.D. (2001). Teaching by principles (2nd ed.). White Plains, NY: Pearson Education. This book discusses teaching practices that are grounded in principles of language learning. The book is written for new teachers and covers topics such as the history of language teaching, cognitive, affective, and linguistic principles of language learning, designing and implementing classroom lessons, and assessing language skills.
Celce-Murcia, M. (Ed.) (2001). Teaching English as a second or foreign language. Boston: Heinle & Heinle. This book gives a comprehensive overview of teaching English to speakers of other languages. It discusses research and practice. Each chapter is written by a specialist in the field and provides background information on a specific topic and suggestions for instruction.
Hess, N. (2001) Teaching large multilevel classes. New York: Cambridge University Press. While this book is not specifically geared for adult ESL classes, it systematically addresses one of the perennial issues for teachers that teacher trainers must address—multilevel learning groups.
McKay, H. & Tom, A. (1999). Teaching adult second language learners. New York: Cambridge University Press. The authors focus specifically on adults learning English. This book provides a summary of the principles of teaching adults, a lengthy section on building community in the classroom and a variety of activities organized by life skill topics. Topics include personal identification, family, community, housing, work, and other typical content. Within each of these sections the authors provide several interactive activities including purpose, time, level, preparation, step-by-step procedures, and follow-up. The overview of teaching adult ESL as well as the structure and detail, make this book ideal for practitioners new to teaching adults learning English.
Parrish, B. Teaching adult ESL: A practical introduction. (2004). New York: McGraw-Hill.
Smoke, T., ed. (1998). Adult ESL: politics, pedagogy in classroom and community Programs. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers. The articles in this book could be used to encourage teachers to consider more complex issues than daily classroom and instructional issues. Titles include “The Politics of Adult ESL Literacy” (p.3), “The Relationship Between Knowing Our Students’ Real Needs and Effective Teaching” (p. 41), “The Politics of Pronunciation and the Adult Learner” (p. 171), and “ Building on Community Strengths: A Model for Training Literacy Instructors” (p. 209). These provocative articles could lend themselves to study circle or peer mentoring activities.
Arlington Education and Employment Program.(1994). The REEP Curriculum: A Learner-Centered ESL Curriculum for Adults (Third Edition). This curriculum includes information any serious ESL teacher -- whether just beginning to teach, or a veteran of many years in the classroom -- would need to know about providing instruction to adult English language learners. The curriculum is comprised of the following units: learner needs assessment, learner evaluation, needs assessment, instructional units from levels 100 (pre-literate, no English ability) through 550 (high advanced English), and a transitional self-study unit to prepare learners for college level ESL. The appendices contain information on cross-cultural issues; using computers with language instruction; sample lessons, activities, and assessments; and a bibliography of resources. If you could have just one document to help you plan and deliver ESL instruction, this would be the one. (ERIC No. ED 397 695). The newest version of the REEP Curriculum is also available online at www.reepworld.org/staff/content/REEP_Curriculum
Auerbach, E. (1992). Making meaning, making change: Participatory curriculum development for adult ESL literacy. McHenry, IL and Washington, DC: Delta Systems and Center for Applied Linguistics. (ERIC No. ED 321 593) This book describes the University of Massachusetts Family Literacy Project, a participatory adult ESL civics project, and offers insights for teachers who want to undertake a similar project. Examples are given of how the project sought to use literacy to make changes in the community.
Massachusetts Adult ESOL Curriculum Framework is available at www.doe.mass.edu/acls/frameworks
National Institute for Literacy (NIFL). NIFL is an independent federal organization focusing on adult literacy and basic education issues, in the United States. NIFL's website offers access to information on its programs and services, national literacy policy and legislation, NIFL publications, and LINCS system of adult education and literacy resources on the Internet.
Office of Vocational and Adult Education (OVAE), U.S. Department of Education.
TESOL--Teachers of English to speakers of other languages--is a global education association. Founded in 1996, the organization has approximately 14,000 members in over 120 countries. TESOL's Web site features a database of TESOL members; links to state, local and international affiliates; advocacy information; and information about TESOL membership, publications, and services such as its placement/career services.
Adult English Language is an electronic discussion list--a listserv--sponsored by the National Institute for Literacy and moderated by staff at CAELA. Discussions focus on issues related specifically to adults learning English. Participants include ESL teachers, program administrators, policy makers, and other stakeholders who share resources, ideas, news, and concerns related to adult ESL. (The archives of discussions can also be searched by keyword from this Web page.)
A Vision and Action Agenda For Adult ESL in the 21st Century is a report published by Teachers of English to Speakers of Other Languages (TESOL) in collaboration with NCLE. The Agenda articulates a vision for policy and practice in adult ESL in the next decade and describes specific action steps required to accomplish this vision. Input and feedback on the development of the document were provided by adult ESL and related professionals from across the United States. This document was originally commissioned by the National Institute for Literacy (NIFL) to inform its National Literacy Summit 2000 process.
The Office of Vocational and Adult Education (OVAE) Web site offers access to information on a variety of government educational initiatives.