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This book explores the reasons why adult ESL learners drop out of their language classes and suggests explicit strategies for keeping students engaged. The most effective strategies may be personal rather than technical or curricular. Based on a study of a group of Mexican immigrants to the US, the author proposes that superación or ‘self-actualization’ is crucial to understanding the relative success of adult ESL learners. Learners’ decisions to drop out were not hasty or superficial but were based on a commonsense assessment concerning how the class might improve the quality of their lives. Those involved in delivering ESL to adult learners should stress the tangible, practical advantages that accrue with learning English, and at the same time strive to make instruction relevant.
This book puts forward practical tools and applicable theories for enhancing the listening skills and pedagogical approaches of teachers and educators in the context of language-minoritized and multilingual learners. What does it mean for us to really hear them? How can we more fully facilitate inviting, celebratory, and sustaining learning spaces? What listening skills should the faculty who prepare pre-service teachers for linguistically diverse classrooms impart? By asking these questions, we seek to upend deficit models of language learning and usage in order to attune practitioner-scholars to the powerful voices of language-diverse students in our classrooms, schools, and communities. This book is organized into three parts to help practitioner-scholars explore the space where theory meets practice to amplify the voices of languageminoritized learners. ENDORSEMENT: "Listening is a thread that runs through this fine book. Offering an expansive view of language teaching in the US and across the globe, this engaging volume raises questions, explores dilemmas, and offers concrete ideas for both practitioners and scholars for listening and teaching. In addition to traditional research studies, this volume brings the voices and lives of the teachers and their commitments to equity and justice into the center of the writing, often providing exquisite and touching stories about teaching and learning. This book calls upon our curiosity and our humanity, encouraging critical reflection and action." — Kathy Schultz, University of Colorado
The essays in this book focus on political strategies, pedagogical models, and community programs that enable adult ESL learners to become vital members of North American society. This is particularly important in our present time of contraction and downsizing in the education of non-native speakers. The authors represent a broad range of programs and perspectives, but they all have in common the goal of enabling both faculty and students to become full participants in our society and thereby to gain control over their futures. Readers of this book will develop an understanding of the ways in which innovative educators are creating strategies for maintaining language programs and services.
"This book explores the reasons why adult ESL learners drop out of their language classes and suggests explicit strategies for keeping students engaged. The most effective strategies may be personal rather than technical or curricular"--
Approaching Difficulties in Literacy Development: Assessments, Pedagogy and Programmes considers the complexity of literacy difficulties, showing how research into literacy difficulties has to be multi-faceted and multi-disciplinary and involve a range of research approaches and methods. The chapters show that this is necessary to accommodate the wide range of issues that can, potentially, explain literacy difficulties and suggest strategies and interventions to ease those difficulties. This Reader is relevant to all postgraduate students of Literacy, as well as educators, professionals and policy makers.