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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.
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.
In program year 2006-2007, 46 percent of the adults enrolled in federally funded, state-administered adult education programs in the United States were enrolled in English as a Second Language (ESL) programs. These adult English language learners represent a wide range of ages, nationalities, native languages, and English proficiency levels. In order to learn the language, content, and skills needed to be successful in U.S. society and the workforce, these adults need time to devote to learning. However, time spent in formal programs is often limited. Integrating technology in instruction for adult English language learners may offer the flexibility to extend learning beyond that available in a formal program and thus increase opportunities for language and literacy learning. Technology also offers access to new, dynamic opportunities for interaction among students and between teachers and students. The use of technology with adults learning English can also reduce the digital divide by helping these students develop a basic understanding of computers and technology. Additionally, there is evidence that the use of technology with adult English language learners may facilitate their progress toward proficiency in English. This brief discusses three ways of using technology with adults learning English (onsite, blended, and online) and describes examples of some specific technologies and programs for adults learning English. Teachers using technology need to continue to provide opportunities for in-person interaction to promote language and literacy development. Further research is needed on the impact of different uses of technology and on uses that promote English acquisition over time. Given the rapid rate of innovations in software and Internet access, long-term research studies are needed to understand more about the role and impact of using technology with adults learning English.
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.
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.].
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.].
This brief examines the research on learner interaction and summarizes the positive effects of classroom interaction on language learning. The brief also describes areas of focus for teachers who want to promote successful language learning interactions, provides examples of activities that can be used to structure and enhance classroom interactions, and discusses special considerations for using learner interaction activities in classes with beginning-level learners. (Contains 1 table.).
This book centralizes the narratives of adult English language learners, teachers, and trainee teachers in the development of a humanistic language pedagogy; their strengths, concerns, and stories inform this practical guide to adult literacy development and English language-culture learning and teaching. The author sets the need to educate the whole person, and to focus on the adult learner’s strengths and assets, against a background of rigorous research and practical experience. This book combines evidence-based pedagogy with a passionate belief in the centrality of the learner and the importance of education and will be invaluable to all those involved in teaching and training related to adult English language learners.
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.].