Author: Amber Gallup Rodriguez
Publisher:
ISBN:
Category :
Languages : en
Pages : 11
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Book Description
Programs for adults learning English vary widely in size and scope. Some are large, multilevel programs, such as the Arlington Education and Employment Program (REEP) in Virginia, which has more than 45 staff members, over 100 volunteers, and an array of student services for the 7,500 learners served annually at the program's 7 locations. Others are relatively small, such as Montana's Bozeman Adult Learning Center, which serves fewer than 70 students a year with 1 part-time teacher, 1 administrator, and a number of volunteers. Programs can be found in community colleges, public school systems, community centers, corrections facilities, and workplaces. They can be faith-based, for profit (proprietary), managed by local education agencies, or community supported. Administrators in these programs are also diverse in their experience and training. While some may be managers by profession, others may have no previous experience in program administration. In the latter category are many experienced teachers of English language learners who have moved into program management. Others may have managed, or are managing, literacy, adult basic education (ABE), adult secondary education (ASE), or other types of programs and have added an adult English as a second language (ESL) component to their existing responsibilities. This brief addresses the needs of administrators with these varied backgrounds. It begins by outlining fundamental responsibilities of adult education administrators. It then describes components of typical programs serving adult English language learners and includes resources and tools that can facilitate successful administration of program components. It concludes with suggestions for further research. This brief is written for program administrators to provide information and strategies that will promote their success with managing programs for adults learning English.
Author: Susan Finn Miller
Publisher:
ISBN:
Category :
Languages : en
Pages : 8
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Book Description
Teachers of adults learning English often compete with many demands on learners' attention. Concerns about family, jobs, money, and transportation; fatigue; and negative past experiences with education are some of the factors that might inhibit an adult learner's full engagement in class. In a study of learner engagement in adult literacy programs, Beder, Tomkins, Medina, Riccioni, and Deng (2006) noted that engaged learners in K-12 settings have both the will and the ability to participate in and carry out work in class, and Schalge and Soga (2008) suggest that students' persistence in adult ESL classes may be related to their engagement in the class. Unlike students in K-12 programs, the vast majority of adult learners are voluntary participants in their learning, so the "motivation to engage is a cognitive disposition that learners bring with them when they enroll in adult literacy classes". This brief gives an overview of theory and research on learner engagement in language-learning settings, describes specific instructional strategies and program structures to promote the engagement of adults learning English, and makes recommendations for further research on learner engagement in this population. This brief is written for experienced teachers working with adult English language learners and for program administrators and trainers seeking to help teachers engage learners in instruction.
Author: Sarah Young
Publisher:
ISBN:
Category :
Languages : en
Pages : 6
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Book Description
This brief provides an overview of the knowledge and skills that administrators need in order to support and supervise teachers of adult English language learners. It begins with a review of resources and literature related to teacher supervision in general and to adult ESL education. It continues with information on the background and characteristics that administrators should look for when hiring teachers of adult English language learners. Once teachers are hired, the task of supporting and supervising them can be carried out through the model of collaborative supervision described in this brief. Finally, administrators are encouraged to provide professional development that supports teachers. [For companion to this brief, "Observing and Providing Feedback to Teachers of Adults Learning English," see ED505392.].
Author: Betsy Parrish
Publisher:
ISBN: 1108702848
Category :
Languages : en
Pages : 510
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Book Description
Author: Amber Gallup Rodriguez
Publisher:
ISBN:
Category :
Languages : en
Pages : 8
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Book Description
Despite high staff turnover and a predominance of part-time positions in the field of adult education some adult education teachers create careers for themselves that span many years--even decades. According to the U.S. Department of Education (2007), teachers are the most important factor in improving student achievement. Knapp (2003) points out that professional development is a critical link to improved teaching. Experienced teachers differ from novice teachers in important ways. They are likely to need professional development that affirms the knowledge, experience, and intuitive judgment they have cultivated during their careers. At the same time, teaching experience does not necessarily result in expertise. Some experienced teachers are not as receptive to professional development as are new teachers. Administrators and professional developers must recognize and address this potential resistance while remaining mindful of experienced teachers' characteristics and needs. This brief begins with an overview of the definitions and characteristics of experienced and expert teachers and of the ways that these teachers differ from novice, or beginning, teachers. It continues with a discussion of considerations involved in providing high-quality professional development for experienced teachers. Models of professional development that have been suggested for meeting the unique needs of experienced teachers are presented, and areas for future research are identified. This brief is written for experienced teachers working with adult English language learners and for program administrators and trainers seeking to implement high-quality professional development for these teachers.
Author: Center for Adult English Language Acquisition
Publisher:
ISBN:
Category :
Languages : en
Pages : 21
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Book Description
The Center for Adult English Language Acquisition (CAELA) Network, under contract with the Office of Vocational and Adult Education (OVAE), has created a framework that can be used to plan, implement, and evaluate professional development for practitioners working with adult English language learners at the state, regional, and program levels. The framework addresses the need to improve student learning and facilitate learner progress through and beyond programs and, as a result, the need for high-quality adult education practitioners and professional development programs for them. This framework focuses on the knowledge and skills that teachers and administrators need, as well as the systems and processes necessary to help them work effectively with the adult English language learners in their programs. State- and program-level administrators, professional developers, teacher trainers, and teachers can use this framework as they seek to improve instruction with the goal of facilitating learner progress through a systematic, coherent, and sustainable professional development effort. This program improvement process can enhance the design of professional development opportunities, which can in turn improve instructional quality, practitioner responses to learner needs, and learners' progress. The desired outcome is a workforce of trained, knowledgeable practitioners who can respond to the needs of adult English language learners through high-quality, evidence-based practice. The framework has three components: (1) The "content" that practitioners need to be successful in working with adult English language learners; (2) The "process" for planning, implementing, and evaluating professional development for practitioners; and (3) The "context" in which professional development is provided. Each of these components, with its specific elements, is described in this paper. Background is appended. (Contains 1 figure.) [For the 2008 edition of this report, see ED505519.].
Author: Brigitte Marshall
Publisher:
ISBN:
Category :
Languages : en
Pages : 6
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Book Description
Effective and collaborative supervision of language teachers involves understanding teacher and learner characteristics and needs, approaching supervision from a developmental rather than an evaluative perspective, and engaging in reflective communication. Teacher observation is an important component of supervision, and there are various ways that teacher supervisors can approach this task. There are also many positive reasons for conducting teacher observations using a collaborative approach. Observations can give administrators an understanding of how teachers are carrying out instruction; the ways that curriculum, materials, and special projects are implemented within and across levels; difficulties that students may be having; advantages and challenges of using technology; and promising instructional practices that can be shared with other teachers. This brief addresses three types of observations: formal, walk-through, and alternative. Each type is described, and examples are provided for implementation within a collaborative approach to adult ESL teacher supervision. (Contains 1 note.) [For companion to this brief, "Supporting and Supervising Teachers Working With Adults Learning English," see ED505393.].
Author: Center for Adult English Language Acquisition
Publisher:
ISBN:
Category :
Languages : en
Pages : 15
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Book Description
As a result of a growing immigrant population in the United States, many adult education programs are working with new populations of adult learners who need to learn English. There is a need for a strong workforce of trained and knowledgeable practitioners who can work effectively with adults learning English and facilitate transitions to post-secondary education and/or employment. This document outlines the components of a framework that can be used to guide the development of high quality professional development opportunities for practitioners working with adult English language learners. The framework has three components: (1) Content that practitioners need to be successful working with adult English language learners; (2) Process for planning, implementing, and evaluating professional development for these practitioners; and (3) Context in which these practitioners work and the professional development process is provided. Each component, with specific elements, is discussed. Three appendixes are included: (1) Diagram of the CAELA Network Quality Professional Development Framework; (2) Background on the Need for Quality Professional Development in Adult Education; and (3) References. (Contains 1 figure.).
Author: Robert J. Lowe
Publisher: Multilingual Matters
ISBN: 1788927206
Category : Reference
Languages : en
Pages : 197
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Book Description
This book sets out duoethnography as a method of research, reflective practice and as a pedagogical approach in English Language Teaching (ELT). The book provides an introduction to the history of duoethnography and lays out its theoretical foundations. The chapters then address duoethnography as a research method which can be used to explore critical and personal issues among ELT teachers, discuss how duoethnography as a reflective practice can aid teachers in understanding themselves, their colleagues or their context, and demonstrate how duoethnography can be used as a pedagogical tool in ELT classrooms. The chapters are a range of duoethnographies from established and emerging researchers and teachers, which explore the interplay between cultural discourses and life histories with a focus on ELT in Japan.
Author: Richard D. Lambert
Publisher: John Benjamins Publishing
ISBN: 9789027225597
Category : Language Arts & Disciplines
Languages : en
Pages : 298
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Book Description
The articles in this volume commemorate A. Ronald Watson, a member of the National Foreign Language Center in Washington. They focus on two topics - foreign language policy and pedagogy. Many of the articles reflect Walton's interest in the teaching of non-western European languages.
